Standards for the 21 st Century Learner

1. Standards for the 21st Century Learner SLMS Leadership Retreat August 3-4, 2008

2. Gail Dickinsongdickins@odu.eduBarbara Striplingbstripling@schools.nyc.gov

3. Learning Standards vs. Guidelines • Learning Standards define what we expect students to be able to do as learners

4. Learning Standards vs. Guidelines • Guidelines define what an exemplary school library media program looks like.

5. History of Standards • 1986 – Information Power Information Literacy Standards for Student Learning • 9 Standards • Focus on information literacy skills • Embedded in national guidelines • (Chapter 2) • No assessments, little emphasis on reading or other teaching efforts

6. Get Ready!

7. Foundation of Beliefs

8. Common Beliefs • Reading is a window to the world. • Inquiry provides a framework for learning. • Ethical behavior in the use of information must be taught. • Technology skills are crucial for future employment needs. • Equitable access is a key component for education. • The definition of information literacy has become more complex as resources and technologies have changed. • The continuing expansion of information demands that all individuals acquire the thinking skills to learn on their own. • Learning has a social context. • School libraries are essential to the development of learning skills.

9. Start by Thinking • Who can we Dance with? • Building level • District level • State level • National Level

10. Reading Information Ethics Inquiry Technology Equity and Access Thinking skills Child development

11. Reading Information Ethics Inquiry Technology Equity and Access Thinking skills Child development

12. The Framework Standards

13. The Standards Learners use information literacy skills, resources and tools to: • Inquire, think critically, and gain knowledge. • Draw conclusions, make informed decisions, apply knowledge to new situations, and create new knowledge. • Share knowledge and participate ethically and productively as members of our democratic society. • Pursue personal and aesthetic growth.

14. The Framework Standards Strands

15. Strands Four parts of each standard • Skills • Dispositions in Action • Responsibilities • Self-Assessment Strategies

16. Skills • Key abilities needed for understanding, learning, thinking, and mastering subjects. • Multiple literacies • Critical thinking • Social learning • Inquiry-based • Content context

17. Dispositions in Action • Ongoing beliefs and attitudes that guide thinking and intellectual behavior that can be measured through actions taken. • Curious • Resilient • Flexible • Imaginative • Critical • Reflective • Self-evaluative

18. Responsibilities • Common behaviors used by independent learners in researching, investigating, and problem solving. • Follow ethical & legal guidelines • Respect principals of Intellectual Freedom • Pursue multiple perspectives & balance of viewpoints • Practice safe behaviors • Contribute to the exchange of ideas • Respect ideas & experiences of others

19. Self-Assessment Strategies • Reflections on one’s own learning to determine that the skills, dispositions, and responsibilities are effective. • Processes of learning • Products of learning • Three-directional • Summative • Formative • Predictive

20. The Framework Standards Strands Indicators

21. Indicators • Sub-categories that describe what abilities students should demonstrate within each of the four strands of each standard.

22. Indicators

23. The Framework Standards Strands Indicators Benchmarks

24. Benchmarks • Abilities students should demonstrate by the end of grades 2, 5, 8, 10 & 12+ for each indicator.

25. Benchmarks

26. Standards for the 21st Century Learner ALA | AASL Standards for the 21st-Century Learner

27. The Standards Learners use information literacy skills, resources and tools to: • Inquire, think critically, and gain knowledge. • Draw conclusions, make informed decisions, apply knowledge to new situations, and create new knowledge. • Share knowledge and participate ethically and productively as members of our democratic society. • Pursue personal and aesthetic growth.

29. Get Set!

30. Lesson: Standards 3 & 4 Possible Units: • Elementary unit on immigration • Elementary through high school unit on theme of belonging and personal and cultural identity • Book discussion group for elementary through high school Decision: Book discussion group to introduce concepts of personal and cultural identity

31. Standard 3: Share knowledge and participate ethically and productively as members of our democratic society. • Skill: 3.1.2: Participate and collaborate as members of a social and intellectual network of learners. • Disposition in Action 3.2.2: Show social responsibility by participating actively with others in learning situations and by contributing questions and ideas during group discussions.

32. Standard 4: Pursue personal and aesthetic growth. • Skill 4.1.1: Read, view, and listen for pleasure and personal growth. • Responsibility: 4.3.1 Participate in the social exchange of ideas, both electronically and in person.

33. Contribution to Group Discussion • What is the main idea that I contributed to the group discussion? • What two ideas from others caused me to rethink my own ideas? • How did I help the group reach consensus? • What did I do to make sure that the group discussion included and respected all members?

34. Curriculum Integration • Pick one unit currently being done in your school that would be a good opportunity for integration of a skill, disposition, a responsibility, and/or a self-assessment strategy.

35. Development of Lesson • Use the Lesson Plan Template to design a lesson to teach a skill within your unit. • You may also decide to include a disposition, responsibility, or self-assessment strategy. (You may copy the template onto chart paper.)

36. Gallery Walk

37. Action!

38. Constituencies Principal Teachers Students Parents Librarians District/BOCES School Board Legislators Professional Assns Needs Strategies Presenting the Standards to Others

39. Top Ten Strategies

40. Developing An Action Plan • Use Action Plan Grid to help you focus on what will be your first three actions to implement the new standards in your school or other work situation.

41. Thank you! Go forth and spread the word of the AASL National Standards for the 21st-Century Learner