standards for the 21 st century learner ala annual 2008

Standards for the 21Standards for the 21stst Century LearnerCentury Learner

ALA Annual 2008ALA Annual 2008

Learning Standards vs. Learning Standards vs. GuidelinesGuidelines

Learning Standards define what Learning Standards define what we expect students to be able to we expect students to be able to do as learnersdo as learners

Guidelines define what an Guidelines define what an exemplary school library media exemplary school library media program looks like.program looks like.

The FrameworkThe Framework

StandardsStandards

The StandardsThe StandardsLearners use information literacy skills, Learners use information literacy skills,

resources and tools to:resources and tools to: Inquire, think critically, and gain Inquire, think critically, and gain

knowledge.knowledge. Draw conclusions, make informed Draw conclusions, make informed

decisions, apply knowledge to new decisions, apply knowledge to new situations, and create new knowledge.situations, and create new knowledge.

Share knowledge and participate Share knowledge and participate ethically and productively as members ethically and productively as members of our democratic society.of our democratic society.

Pursue personal and aesthetic growth.Pursue personal and aesthetic growth.

The FrameworkThe Framework

StandardsStandards

StrandsStrands

StrandsStrands

Four parts of each standardFour parts of each standard Skills Skills Dispositions in ActionDispositions in Action ResponsibilitiesResponsibilities Self-Assessment StrategiesSelf-Assessment Strategies

SkillsSkills

Key abilities needed for Key abilities needed for understanding, learning, thinking, understanding, learning, thinking, and mastering subjects.and mastering subjects. Multiple literaciesMultiple literacies Critical thinkingCritical thinking Social learningSocial learning Inquiry-basedInquiry-based Content contextContent context

Dispositions in ActionDispositions in Action Ongoing beliefs and attitudes that Ongoing beliefs and attitudes that

guide thinking and intellectual guide thinking and intellectual behavior that can be measured behavior that can be measured through actions taken. through actions taken.

• CuriousCurious• ResilientResilient• FlexibleFlexible• ImaginativeImaginative• CriticalCritical• ReflectiveReflective• Self-evaluativeSelf-evaluative

ResponsibilitiesResponsibilities Common behaviors used by Common behaviors used by

independent learners in independent learners in researching, investigating, and researching, investigating, and problem solving.problem solving. Follow ethical & legal guidelinesFollow ethical & legal guidelines Respect principals of Intellectual Respect principals of Intellectual

FreedomFreedom Pursue multiple perspectives & balance Pursue multiple perspectives & balance

of viewpointsof viewpoints Practice safe behaviorsPractice safe behaviors Contribute to the exchange of ideasContribute to the exchange of ideas Respect ideas & experiences of othersRespect ideas & experiences of others

Self-Assessment Self-Assessment StrategiesStrategies

Reflections on one’s own learning Reflections on one’s own learning to determine that the skills, to determine that the skills, dispositions, and responsibilities dispositions, and responsibilities are effective.are effective. Processes of learningProcesses of learning Products of learningProducts of learning Three-directionalThree-directional

o SummativeSummativeo FormativeFormativeo PredictivePredictive

The FrameworkThe Framework

StandardsStandards

StrandsStrands

IndicatorsIndicators

IndicatorsIndicators

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

IndicatorsIndicators

Standard 1: Inquire, think critically, and Standard 1: Inquire, think critically, and gain knowledge. gain knowledge.

Strand 1.1: SkillsStrand 1.1: Skills

Indicator 1.1.1: Follow an inquiry-based Indicator 1.1.1: Follow an inquiry-based process in seeking knowledge in curricular process in seeking knowledge in curricular subjects, and make the real-world subjects, and make the real-world connection for using this process in own life.connection for using this process in own life.

The FrameworkThe Framework

StandardsStandards

StrandsStrands

IndicatorsIndicators

Benchmarks

BenchmarksBenchmarks

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

BenchmarksBenchmarks

Standard 1: Inquire, think critically, and Standard 1: Inquire, think critically, and gain knowledge. gain knowledge.

Strand 1.1: SkillsStrand 1.1: Skills

Indicator 1.1.1: Follow an inquiry-based Indicator 1.1.1: Follow an inquiry-based process in seeking knowledge in curricular process in seeking knowledge in curricular subjects, and make the real-world subjects, and make the real-world connection for using this process in own life.connection for using this process in own life.

Grade 5 Benchmark: Follow a process Grade 5 Benchmark: Follow a process whenever pursuing new information through whenever pursuing new information through inquiry or research.inquiry or research.

For integration of skills, dispositions, For integration of skills, dispositions, responsibilities and self-assessments responsibilities and self-assessments through content, please look at through content, please look at Benchmark Grade 8 SampleBenchmark Grade 8 Sample

The Learning Indicators & The Learning Indicators & Assessment Task Force has Assessment Task Force has

developed…developed… BenchmarksBenchmarks Sample Tasks and Sample Performance Sample Tasks and Sample Performance

Assessments Assessments Levels of ProficiencyLevels of Proficiency Connections to Dispositions in Action and Connections to Dispositions in Action and

ResponsibilitiesResponsibilities Self-Assessment Strategies: Self-Self-Assessment Strategies: Self-

Questioning ExamplesQuestioning Examples

for Standard 1

Open forum at ALA Open forum at ALA AnnualAnnual

Saturday, June 28Saturday, June 28 9:00am – 10:00am9:00am – 10:00am Crown Plaza Resort, Cabo San Crown Plaza Resort, Cabo San

Lucas ALucas A

Where do we go from Where do we go from here?here?

Based on the public comment and Based on the public comment and a face to face meeting:a face to face meeting: Assess what we’ve done with Assess what we’ve done with

standard 1 and revisestandard 1 and revise Complete standards 2,3 & 4Complete standards 2,3 & 4 Place a second draft on the AASL Place a second draft on the AASL

website for public comment and website for public comment and revise as neededrevise as needed

Work with an editor to produce a Work with an editor to produce a final document final document

Task Force MembersTask Force Members Katherine Lowe, Chair, Massachusetts Katherine Lowe, Chair, Massachusetts

School Library Association School Library Association Cassandra Barnett, Fayetteville High School Cassandra Barnett, Fayetteville High School

, AR, AR Colet Bartow, Montana Office of Public Colet Bartow, Montana Office of Public

InstructionInstruction Fran Glick, Baltimore County Public Schools, Fran Glick, Baltimore County Public Schools,

MD MD Dr. Violet H. Harada, University of Hawaii Dr. Violet H. Harada, University of Hawaii Melissa P. Johnston, Vickery Creek Melissa P. Johnston, Vickery Creek

Elementary, Cumming, GA Elementary, Cumming, GA Barbara K. Stripling, New York City Barbara K. Stripling, New York City

Department of EducationDepartment of Education

Standards for the Standards for the 2121stst Century Learner Century Learner

ALA | AASL Standards for the 21st-Century LearnerALA | AASL Standards for the 21st-Century Learner

Standard 1Standard 1: Inquire, think critically, : Inquire, think critically, and gain knowledgeand gain knowledge

Skill 1.1.6: Read, view, and listen for Skill 1.1.6: Read, view, and listen for information presented in any format information presented in any format (e.g., textual, visual, media, digital) (e.g., textual, visual, media, digital) in order to make inferences and in order to make inferences and gather meaning.gather meaning.

Disposition in Action 1.2.5: Disposition in Action 1.2.5: Demonstrate adaptability by Demonstrate adaptability by changing the inquiry focus, changing the inquiry focus, questions, resources, or strategies questions, resources, or strategies when necessary to achieve success.when necessary to achieve success.

Read the article Read the article “Food Fight” “Food Fight” and take notes.and take notes.

Standard 2:Standard 2: Draw conclusions, make Draw conclusions, make informed decisions, apply knowledge to informed decisions, apply knowledge to new situations, and create new new situations, and create new knowledge.knowledge. Skill 2.1.1: continue an inquiry-based research Skill 2.1.1: continue an inquiry-based research

process by applying critical-thinking skills process by applying critical-thinking skills (analysis, synthesis, evaluation, organization) (analysis, synthesis, evaluation, organization) to information and knowledge in order to to information and knowledge in order to construct new understandings, draw construct new understandings, draw conclusions, and create new knowledge.conclusions, and create new knowledge.

Disposition in Action 2.2.3Disposition in Action 2.2.3: : Employ a critical Employ a critical stance in drawing conclusions by stance in drawing conclusions by demonstrating that the pattern of evidence demonstrating that the pattern of evidence leads to a decision or conclusion.leads to a decision or conclusion.

Examine the Ordeal by Cheques. Examine the Ordeal by Cheques.

Using the graphic organizer, Using the graphic organizer, take notes for drawing take notes for drawing conclusions from facts and conclusions from facts and inferences.inferences.

Question 1Question 1

From the actions represented by the From the actions represented by the cheques, what can you infer about cheques, what can you infer about the social, economic, legal, and the social, economic, legal, and personal issues that were important personal issues that were important to this family? to this family?

Question 2Question 2

What conclusions can you draw What conclusions can you draw about the social responsibility of about the social responsibility of this family from the inferences this family from the inferences you have made?you have made?

Question 3Question 3

What questions will lead you to What questions will lead you to further information in order to further information in order to draw conclusions about life in draw conclusions about life in America during the first two America during the first two decades o f the 20decades o f the 20thth century? century?

Standard 3: Standard 3: Share knowledge and Share knowledge and participate ethically and productively participate ethically and productively as members of our democratic society.as members of our democratic society.

Skill: 3.1.2: Participate and collaborate as Skill: 3.1.2: Participate and collaborate as members of a social and intellectual members of a social and intellectual network of learners.network of learners.

Disposition in Action 3.2.2: Show social Disposition in Action 3.2.2: Show social responsibility by participating actively with responsibility by participating actively with others in learning situations and by others in learning situations and by contributing questions and ideas during contributing questions and ideas during group discussions.group discussions.

Standard 4: Standard 4: Pursue personal Pursue personal and aesthetic growth.and aesthetic growth.

Skill 4.1.1: Read, view, and listen for Skill 4.1.1: Read, view, and listen for pleasure and personal growth.pleasure and personal growth.

Responsibility: 4.3.1 Participate in the Responsibility: 4.3.1 Participate in the social exchange of ideas, both electronically social exchange of ideas, both electronically and in person.and in person.

Curriculum IntegrationCurriculum Integration

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

School Wide School Wide ImplementationImplementation

Use graphic organizer to help Use graphic organizer to help you focus on what will be your you focus on what will be your first action to implement the new first action to implement the new standards in your school.standards in your school.

Cassandra G. BarnettCassandra G. Barnett

Fayetteville High School Fayetteville High School Library, AR Library, AR cbarnett@fayar.netcbarnett@fayar.net

Barbara K. Stripling Barbara K. Stripling New York City New York City Department of Education Department of Education BStripling@schools.nyc.govBStripling@schools.nyc.gov

Thank you!Thank you!Go forth and spread the word of the Go forth and spread the word of the AASL National Standards for the 21AASL National Standards for the 21stst

Century LearnerCentury Learner