AASL Standards for the 21st Century Learner

Darshell Silva, MLIS Jamie Greene, MLIS

“It is not enough to be busy, so are the ants. The question is, 'What are we busy about?”Henry David Thoreau

Agenda

• Objectives• L4L Learning4Life

• Shift, including Common Belief Activity• Compare and Contrast Activity

• Standards +• Rethinking Instruction Activity

• Empowering Learners• Job Description Activity

Objective

What knowledge? What skills?

Understanding

High level of learningcreativity

Self-assessment

Teaching and learning

What is L4L?

School Library Media Programs

How Does L4L Do That?

School Library Programs

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

http://www.alastore.ala.org/detail.aspx?ID=2682

http://www.alastore.ala.org/detail.aspx?ID=2601

Shift Happens: Education 2.0http://www.youtube.com/watch?v=I4FJMJtt8dk

“By the end of the 20th century, society had shifted from the Industrial Age, which centered around jobs in manufacturing, to the Information Age, in which jobs require innovative thinking and problem-solving skills, effective communication skills, teamwork, and the ability to manage information effectively.”

Partnership for 21rst Century Skills 2008.

Where Can We Begin? Shift

21st Century Flexible Learning Environments

Where Can We Begin? Shift

FROM• Library Skills

• Rigid Schedules

• Skills taught in isolation

TO• Information, Media, Digital

Literacy / Information and Communications Technology

• Flexible Schedules• Skills (dispositions,

responsibilities, and assessment) embedded in the context of the teaching and learning process

Where Can We Begin? Shift

FROM• Pencil and notebook• LP’s and cassettes• Telephone• Antenna• mail• “Encyclopedia”• The Mall

TO• Laptop, Netbook, PDA• CD’s, DVD’s MP3’s &

downloads• Cell Phone, Smart Phone• Satellite, Cable,

Streaming• Email, IM, social networks• “Search Engines”• Web 2.0

What Does It Look Like? Shift

School Library Programs

What Does It Look Like? Shift

Common Beliefs

What Does It Look Like? Shift

Common Beliefs1. Reading is a window to the world. 2. Inquiry provides a framework for learning.3. Ethical behavior in the use of information must be

taught.4. Technology skills are crucial for future employment

needs.5. Equitable access is a key component for education.6. The definition of information literacy has become more

complex as resources and technologies have changed. 7. The continuing expansion of information demands that

all individuals acquire the thinking skills to learn on their own.

8. Learning has a social context.9. School libraries are essential to the development

of learning skills.

Where Can We Begin? Shift

FROM

Students read to memorize/learn the information that will be the basis of classroom assessments or statewide standardized tests.

TO

Reading is a window to the world

Where Can We Begin? Shift

FROMStudents use facts to

write reports or

Students conduct a search once to find evidence to defend a thesis or answer an essential question.

TOInquiry provides a

framework for learning.

Use of a research model guides the student’s effort

Where Can We Begin? Shift

FROMStudents are taught

how to distinguish between paraphrasing and using a direct quote, how to cite sources and how to avoid plagiarism.

TOEthical behavior in the

use of information must be taught. Students recognize and appreciate and respect the concept of intellectual property .

Where Can We Begin? Shift

FROMStudents need to know

how to use software for word processing, spreadsheets, databases, and presentations to produce the end product of research or a class assignment.

TOTechnology skills are

crucial for future employment needs—For lifelong learning students need to be literate in information and technology. They contribute to content creation through the use of Technology tools.

Where Can We Begin? Shift

FROMEquitable access is a

key component for education

TOEquitable access is a key

component for

education

Where Can We Begin? Shift

FROMLiteracy is the ability to

read, write, listen and speak. Technology literacy include the basic skills to use technology. Examples: keyboarding to use word processors or assembling the parts of a computer—monitor, cpu, keyboard, mouse, perhaps attaching a printer.

TOThe definition of

information literacy has become more complex as resources and technologies have changed—Students need digital, visual, textual and technological literacies

Where Can We Begin? Shift

FROMStudents need to acquire

critical thinking and problem solving skills. So much information is easily accessible on the Internet that students need to be taught how to evaluate information found on an Internet site.

TOThe continuing expansion of information demands that all students acquire the thinking skills that will enable them to learn on their own—Students need the skills to effectively & efficiently use and critically evaluate information.

Where Can We Begin? Shift

FROMLearning is an individual

matter—There is a fine line between collaboration and cheating. Group work must be monitored to be sure every student does their fair share of the work.

TOLearning has a social

context—Students learn collaboratively in face-to-face situations and through technology. Students work more frequently in teams in 21st century learning and employment.

Where Can We Begin? Shift

FROMSchool libraries support the

school curriculum-- School libraries provide equitable access to a variety of electronic and print sources and school librarians cooperate with content area teachers to match resources with curricular needs and teach research skills and technology skills to some students.

TOSchool libraries are essential to

the development of learning skills—School libraries provide equitable access to a variety of electronic and print sources and school librarians collaborate to embed information and technology literacy skills in content area learning.

Compare and contrast:

• How are the 21st-Century Learner Standards similar or different from the previous 9 IL Standards?

The Components

Beliefs

Standards

Strands

Indicators

StandardsLEARNERS USE SKILLS, RESOURCES, & TOOLS TO:

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.

Skills• Does the student

have the right proficiencies to explore, understand, learn, think, and master subjects?– Multiple literacies– Critical thinking– Social learning– Inquiry-based– Content context

T he C omponents

B eliefs

S tandards

S trands

Indicators

Standards for the 21st Century Learner in Action provides…

Standard

Skills

Indicators

Benchmarks

Grade 2 Grade 5

Grade 8 Grade 10

Grade 12

Dispositions in Action• Is the student disposed to

ongoing beliefs and attitudes that guide critical thinking and intellectual behavior that can be measured through actions taken?– Curious– Resilient– Flexible– Imaginative– Critical– Reflective– Self-evaluative

T he C omponents

B eliefs

S tandards

S trands

Indicators

Responsibilities• Is the student aware that 21st

century learning requires self-accountability in researching, investigating, and problem solving?– Follow ethical & legal guidelines– Respect Intellectual Freedom– Pursue multiple perspectives &

balance of viewpoints– Practice safe behaviors– Contribute to the exchange of

ideas– Respect ideas & experiences of

others

T he C omponents

B eliefs

S tandards

S trands

Indicators

Standards for the 21st Century Learner in Action provides…

Standard

ResponsibilitiesDispositions

in Action

Indicators Indicators

Sample Behaviors Sample Behaviors

Stages of Development

Stages of Development

Self-Assessment Strategies• Can the student

recognize personal strengths and weaknesses over time and become a stronger, more independent learner?– Processes of

learning– Products of

learning

T he C omponents

B eliefs

S tandards

S trands

Indicators

Standards for the 21st Century Learner in Action provides…

Standard

Self-Assessment Strategies

Indicators

Student Self-Questioning

Examples

Neither grade-level nor standard-specific

Standard

ResponsibilitiesSelf-Assessment

StrategiesDispositions

in Action

Indicators Indicators Indicators

Sample Behaviors Sample BehaviorsStudent

Self-QuestioningExamples

Stages of Development

Stages of Development

Standards for the 21st Century Learner in Action

Standard

Skills ResponsibilitiesSelf-Assessment

StrategiesDispositions

Indicators Indicators Indicators Indicators

Benchmarks

Grade 2 Grade 5

Grade 8 Grade 10

Grade 12

Sample Behaviors

Stages ofDevelopment

Sample Behaviors

Stages of Development

StudentSelf-Questioning

Examples

Standards for the 21st Century Learner in Action provides…

• A four-step Instructional Model that combines direct instruction with independent practice

Four-step Lesson Design

1. Direct instruction of the specific skill to be learned

2. Modeling and guided practice: learners have an opportunity to see the skill as it is applied successfully

3. Independent practice: learners apply the skill to their own topics

4. Sharing and reflection: learners look at their own application of the skill and determine how well it worked

Rethink Instruction

• How would you address each standard and strand?

• How would you assess student learning?

• What changes should be madein the learning activities?

• What additional lessons need to be added to pursue the standards?

What does it look like?

Illinois http://www.islma.org/pdf/ISAIL.pdf

New Hampshire http://www.londonderry.org/assets/documents/lmt/lit_tech_bench.pdf

Teaching for Learning

Teaching for Learning Involves:

Building Collaborative PartnershipsThe Role of Reading

Addressing Multiple LiteraciesEffective Practices for Inquiry

Assessment

School Library Programs

Teaching for Learning Involves:

Building Collaborative PartnershipsThe Role of Reading

Addressing Multiple LiteraciesEffective Practices for Inquiry

Assessment

School Library Programs

Teaching for Learning Involves:

Building Collaborative PartnershipsThe Role of Reading

Addressing Multiple LiteraciesEffective Practices for Inquiry

Assessment

School Library Programs

• Provide access points for content area integration

• Allow for assured experiences and structure across grade levels and disciplines

• Ensure multiple opportunities for students to “practice” research using the tools of research (including technology)

• “Guided inquiry” = “Knowledge Construction”

ICT and Research Models

School Library Programs

•Promote critical thinking and problem solving•Foster engaging, collaborative, and authentic learning•Afford opportunities for curricular alignment and interdisciplinary collaboration•Provide scaling/scaffolding of the research process •Offer multiple options for end product.•Allow for assessments of product and process

Characteristics of the Models

School Library Programs

Characteristics of the Models•Present•Synthesize•Select information to use•Analyze and evaluate information•Gather information•Develop a search strategy•Create a purpose/focus•Define further if needed/narrow the topic•Define the task/problem/need for information

School Library Programs

The Research Continuum

What we already know

What we need to find out

The LearningNeed

Resources that may help

Resources identified as useful

Abstract and synthesize information

Knowledge

•Create a team (administrators, teachers, lms, TI’s) to research and consider use of an inquiry/ research model which also integrates technology

•Adopt/adapt/build a model based on needs (identified by district strategic plan, learning goals, graduation standards)

•Agree upon terms and vocabulary

•Provide professional development

Next Steps

Changing Role of the SLMS

Before

1.Teacher2.Information Specialist3.Instructional Partner4.Program Administrator

Now

1. Instructional Partner2. Information Specialist3. Teacher4. Program Administrator5. Leader

A Revised Job Description

Report outs from discussion

Consider using this as a discussion starter among stakeholder groups―administrators, colleagues, parents―as a checklist of what is required to:

•assess how prepared you and/or your program are to participate in making the vision a reality•identify what areas you need to address through professional development•develop personal and program short- and long-range goals and objectives•establish personal and program priorities

Barriers or L$L

The Vision

Empowering Learning Through Empowering Learning Through LeadershipLeadership

Passionate about your jobPassionate about your job

Innovative and creativeInnovative and creative

Excellent communicatorExcellent communicator

Goal Driven- Results DrivenGoal Driven- Results Driven

Future thinking-toolingFuture thinking-tooling

Love input and CollaborationLove input and Collaboration

• Examining the new AASLStandards ppt by Jen McLaughlin

• Standards for the 21st Century Learner ppt by Gail Dickinson and Barbara Stripling

• AASL Standards for the 21st Century Learner ppt

• Standards Survival Kit ppt by Susan Ballard • The Illusions and Reality of Standards ppt by

Ann M. Martin• Standards Survival Kit: How to Make Sense of

the New AASL Standards ppt by Learning Standards Indicators & Assessment Task Force

Thank you!Go forth and spread the word of the AASL

National Standards for the 21st-Century Learner

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