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school libraries count aasl resources to author our stories
School Libraries Count:AASL Resources to Author our Stories

Vicki Santacroce, AASL Affiliate Liaison [email protected]

Diane Kastelic, L4Life Coordinator

standards for the 21 st century learner
Standards for the 21st Century Learner

Graphics and screen shots excerpted from Standards for the 21st-Century Learner by the American Association of School Librarians, a division of the American Library Association, copyright © 2007 American Library Association. Reprinted with permission.

four standards
1.

inquire, think critically and gain knowledge

2.

draw conclusions, make informed decisions, apply knowledge to new situations, and create new knowledge

3.

share knowledge and participate ethically and productively as members of our democratic society

4.

pursue personal and aesthetic growth

Learners use skills, resources and tools to:

Four Standards
four strands
Self-Assessment

Strategies

Dispositions

in Action

Responsibilities

Skills

Standard

Four Strands
lots of indicators
Self-Assessment

Strategies

Responsibilities

Dispositions

Indicators

Indicators

Indicators

Indicators

Standard

Skills

LOTS of Indicators
standards in action9
Self-

Questioning

Examples

Grade 10

Grade 12

Stages of

Development

Stages of

Development

Grade 8

Grade 5

Grade 2

Self-Assessment

Strategies

Sample

Behaviors

Sample

Behaviors

Indicators

Indicators

Indicators

Indicators

Dispositions

Skills

Benchmarks

Standard

Standards in Action

Responsibilities

slide10
Learning Standards and Program Guidelines

A Planning Guide for Empowering Learners

slide13
Preface

Introduction

The Planning Process

Introduction

Preparing for the Planning Process

Developing Your Plan

Preparing for Your First Committee Meeting

Mission, Goals, and Objectives

Developing your mission statement

Developing goals and objectives

Collecting needed information

Action Plans

Developing Action Plans

Action Plans

Planning Chart

Evaluating the Library Media Program

One Final Word

how to order
How to Order
  • Annual subscriptions
  • $40 first year; $20 renewals
  • Members will receive 10% discount
  • www.info.eb.com/aasl
  • Call 1-800-621-3900
  • For more information –
  • www.ala.org/aasl/planningguide
slide22
Learning Standards and Program Guidelines

A Planning Guide for Empowering Learners

slide23
The AASL Lesson Plan Database

aasl.jesandco.org

Kathy Lowe, Executive Director

Massachusetts School Library Association

four step lesson design
Four-Step Lesson Design
  • Direct instruction
  • Modeling and guided practice
  • Independent practice
  • Sharing and reflection
examples of assessments
Examples of Assessments
  • Product
  • Process
  • Student self-assessment strategies
lesson plans
Lesson Plans

http://aasl.jesandco.org

  • Incorporate AASL Learning Standards
  • Integrated with content area curricula
  • Cross-walked with Common Core State Standards
  • Developed by colleagues in the field
  • Free and open to all
account holder privileges
Account Holder Privileges
  • Rate lessons and see how others have rated them
  • Read and post comments
  • View attachments
  • Save lessons as PDFs
  • Bookmark favorite lessons and users
  • CONTRIBUTE YOUR OWN LESSONS!
vetting process
Vetting Process
  • Submissions to the database are vetted by trained AASL moderators to ensure lesson plans published are of the highest quality
  • Moderators are experienced school library professionals
  • Moderators use two tools to evaluate lessons:
    • Lesson Plan Rubric
    • Lesson Plan Checklist
  • You will receive an email: Your Lesson Plan Has Been Reviewed & Action is Needed
build a lesson
Build a Lesson

http://www.dreamstime.com/royalty-free-stock-photography

helpful hints
Helpful Hints
  • Lessons published in the database must be consistent in format and presentation.
  • Use the Action Examples in Standards for the 21st Century Learner in Action as models.
  • Refer to the Lesson Plan Rubric and Checklist to be sure you are including everything as intended.
  • Submit only one lesson per template. Multiple lessons in a unit should be submitted separately and labeled with the same title, followed by Part 1, Part 2, etc.
  • Lessons must be integrated with one specificcontent area topic, theme or concept.
backward by design
Backward by Design
  • Fill in the following fields in the template:
    • Title
    • Grade
    • Type of Lesson
    • Type of Schedule
    • Collaboration Continuum
    • Content Area
    • Content Topic
    • Final Product
    • Library Lesson
    • Estimated Lesson Time
assessment
Assessment

See pages 9-10 in Standards in Action for more information.

  • How will you assess the final Product as well as the students’ learning Process?
  • Consider all three forms of assessment
    • Diagnostic (before the learning experience)
    • Formative (during the learning experience)
    • Summative (end of the learning experience)
  • Student self-questioning: What questions should students be asking themselves throughout the learning experience?
helpful hints60
Helpful Hints
  • Assessment/Product should describe how the final product of the content area task will be assessed.
  • Assessment/Process should describe how you will assess the students’ process of completing the task associated with the library lesson.
  • Student self-questioning should be a list of questions worded from the student’s point of view.
assessment example
Assessment Example

from the lesson “It’s Debatable” by Debra Kay Logan

four step lesson design62
Four-Step Lesson Design

See page 18 in Standards in Action for more information.

  • Direct instruction of the specific skill to be learned
  • Modeling and guided practice: learners have an opportunity to see the skill as it is applied successfully
  • Independent practice: learners apply the skill to their own topics
  • Sharing and reflection: learners look at their own application of the skill and determine how well it worked
sharing reflection helpful hints
Sharing & Reflection: Helpful Hints

Some ways students can reflect upon their learning process:

  • reflection logs
  • exit tickets
  • reflective note taking
  • rubrics or checklists
  • peer questioning or consultation
  • self-questioning
example
Example

from the lesson “It’s Debatable” by Debra Kay Logan

scenario and overview
Scenario and Overview
  • The Scenario is a detailed description of the lesson, the circumstances and context in which it was developed and taught and the roles of the librarian and classroom teacher.
  • The Overview is a brief description of the lesson that will appear on the Browse and Sort page and includes Essential Questions addressed in the lesson.
example scenario
Example: Scenario

The eighth grade social studies teacher approaches the SL about developing a research-based debate project to help students make connections between historical issues such as child labor with current issues in the modern world. This unit addresses how history relates to modern issues, meeting social studies standards and district curricula. The teacher and the SL discuss that developmentally many eighth graders are transitioning between concrete operations and abstract thinking. The SL suggests introducing students to print and online resources that present current and historical issues showing diverse viewpoints. Note taking guides/organizers are selected for the project. (The teacher found a note taking organizer from another source.) During a series of planning sessions it is decided that the teacher is to introduce the debate project, debate basics/procedures and assign debate groups. The SL is to review basic research skills; to introduce the eighth graders to the school’s viewpoints database(s) and the eBook collection; and to provide a brief lesson on verbally citing sources in the context of the debate. As the students are researching, the SL is responsible for a daily formative assessment of students’ research processes. The teachers schedule a time for a post project evaluation.

from the lesson “It’s Debatable” by Debra Kay Logan

example overview
Example: Overview

Overview: Eighth graders will be able to articulate connections between selected historical and current issues. Students will be able to explain at least two sides of an issue. This lesson is designed to help students answer two essential questions. Is history relevant to modern issues? Do issues have clear wrongs and rights?

from the lesson “It’s Debatable” by Debra Kay Logan

standards for the 21 st century learner68
Standards for the 21st Century Learner
  • Ask yourself:
    • Which Standards Indicators am I actively teaching in this lesson?
    • Which Indicators are being assessed?
  • For any given Indicator, if you are not doing both of the above, do not check it off!
  • Less is more. You will not get a prize for including the most Indicators.
slide69
Check off the Standards for the 21st Century Learner Indicators that you are addressing and assessing in this lesson.
  • Check no more than three Indicators for each of the four Strands.
    • Skills
    • Dispositions in Action
    • Responsibilities
    • Self-Assessment Strategies
  • You can mix and match Indicators from different Standards.
best websites for teaching and learning
Best Websites for Teaching and Learning
  • Nominate at www.ala.org/aasl/bestlist
best websites for teaching and learning71
Best Websites for Teaching and Learning
  • Nominate at www.ala.org/aasl/bestlist
best websites for teaching and learning72
Best Websites for Teaching and Learning
  • Nominate at www.ala.org/aasl/bestlist
best websites for teaching and learning73
Best Websites for Teaching and Learning
  • Nominate at www.ala.org/aasl/bestlist
other tools of assessment advocacy
Other tools of Assessment & Advocacy
  • School Libraries Count!
  • a longitudinal survey that will provide data on the health of the nation's school library programs
  • Tracking questions & topical (filtering and online access)
  • General and Personalized Reporting

http://www.aaslsurvey.org/

advocacy
Advocacy
  • AASL’s Advocacy tip of the Day http://bit.ly/aasltipoftheday
  • Create your own story webinarswww.ala.org/aasl/createyourownstory
  • School Libraries Improve Student Learning Brochures series (downloadable, full color)www.ala.org/aasl/advocacybrochures
toolkits
Toolkits

www.ala.org/aasl/toolkits

  • Learning4Life
  • Crisis Toolkit (program cuts)
  • Instructional Classification (supports SLs and teachers/eductors)
  • Parent Outreach
  • School Librarian’s Role in Reading
  • School Librarian Program Health & Wellness
  • Position Statements www.ala.org/aasl/positionstatements
p21update
P21Update
  • Focus on Assessing 21st Century Skills
  • P21 Common Core Toolkit
  • 4Cs Poster
  • DPI WI Peer Coaching Collaborative: Receives P21 Best Practice in PD Award (Tamboti)
still more
Still more…

http://www.ala.org/aasl/

  • Awards & Grants
  • Community: communication and social networks
  • Professional Development (conferences, webinars, e-Academy, licensed institutes)
  • Publications & Journals
slide83
Lesson Plan Database Slides Compliments of

Kathy Lowe – [email protected]

Planning Guide Slides Compliments of:

Jody K. Howard, Associate Professor

Palmer School of Library and Information Science

Long Island University

[email protected]

Donna Shannon, Associate Professor

School of Library and Information Science

University of South Carolina

[email protected]

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