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How the AASL Standards for the 21st Century Learner
Transcript of How the AASL Standards for the 21st Century Learner
October 27, 2012 AASL Standards for
the 21st Century Learner Research in
the Library Media Program Defining what learners Need to be Successful Reading and the Learner Reading is a window to the World The Information Age Student
Ethical behavior should be related to students for their use
It is essential that educators teach students technology skills
Students should have access to information and resources for learning. What is
Information Literacy? "Information Literacy has progressed from the simple definition of using reference resources to find information. Multiple literacies, including digital, visual, textual, and technological, have no joined information literacy as crucial skills for this century."
American Association of School Libraries Standards for the 21st Century Learner, p. 3 The school librarian and educators should work TOGETHER to integrate information literacy skills into the curriculum. The following video outlines how digital literacy and other Information Age topics are at the forefront of importance in the library media center. Working Together The following video by Angela Green. Posted for public view on YouTube Inquiry "To become independent learners, students must gain not only the skills but also the disposition to use those skills, along with an understanding of their own responsibilities and self-assessment strategies. Combined, these four elements build a learner who can thrive in a complex information environment."
American Association of School Libraries: Standards for the 21st-Century Learner, p. 2 The AASL Standards "Comprehensive vision for student learning in libraries."
"Prepare students for a future of change."
Easily accessible at ala.org/aasl/standards Our School Library and the AASL Standards PPT Presentation. Slide 3 Learners
and 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
4. Pursue personal and aesthetic growth. American Association of School Libraries: Standards for the 21st-Century Learner, p. 3 Standard Strands 1. Skills (Key Abilities)
2. Dispositions in Action
(Beliefs and Attititudes)
(Behaviors of Independent Learners)
4. Self-Assessment Strategies
(Reflections on Learning) Come Together! You are now in a group with those at your table. Together, use the notebook paper you have been provided to make two LISTS.
List #1: Things that we are currently doing
both in and out of the library to
ensure we are educating 21st century
List #2: Things that we should be doing or could
be doing to help our learners. You will have 5 minutes to complete this activity. Research shows that using prior and background knowledge as foundation for new information. Research also indicates that presenting information in various formats help students make inferences and gather meaning. Standard 1
Inquire, think critically, and gain knowledge Standard 1: Skills Can anyone elaborate on this or give an example of a time when you used these particular skills? Standard 1: Dispositions in Action An excellent way to model how to think outside the box is to use multiple sources for your information. For example, we could view a multimedia source, textbook source, or demonstration. For example, you teach first grade and you are teaching weather. What are some resources of information that could be incorporated into your lesson? What about a lesson on plants? Money? Environment? Standard 1: Responsibilities As an educator, look for opposing responses when discussing topics. Many times, multiple responses are acceptable. This is because there are many different viewpoints. I want some teachers to share what their ideal vacation would consist of. Did we all have the same answer? Some people might enjoy the beach. Some may enjoy the mountains. This could be based on prior experience and what you’ve enjoyed in the past. Standard 1:
Self-Assessment Strategies When self assessing, be sure to look at the progress being made and note improvement or lack of. If there is not progress, adapt! Try something different. Talk to colleagues and see if they have any suggestions. Self assessments are vital to becoming a successful educator. Can anyone discuss when a self assessment helped them? Create a Lesson Once again, you will need to collaborate with your table group. Use your notebooks to plan out the outline of a lesson that would incorporate some of the ideas of Standard 1.
You will have 10 minutes. Organize the knowledge that you have gained thus far and make it useful! You should already know what works well and what almost never works. Use technology as a source to organize findings and most importantly collaborate with fellow teachers. Standard 2: Skills What are some ways you can organize data? Standard 2: Dispositions in Action Draw conclusions by reviewing data. Do not continue to utilize a skill that is not efficient. Find additional resources if the ones you have are not working. Be proactive! Think of someone that is proactive. This can be someone you know or know of. After you’ve thought of your person and example, share with us. Standard 2
decisions, apply knowledge to new situations, and create new knowledge. Key Points of Standard I
Follow an inquiry based process seeking knowledge in curricular subjects.
Read, listen, and view information from various sources.
Collaborate with others for a deeper understanding.
Be creative by presenting ideas using multiple resources and formats.
Contribute to the exchange of ideas. Standard 2: Responsibilities One must use valid information before making a decision. Think ethically and rationally. Consider global perspectives and diverse viewpoints. We try to teach children to open their minds and “think outside the box.” We must do the same. What would happen to literature if authors did not think from different perspectives and various viewpoints? Would the books be similar? Would they be boring? Can you think of an author who always thinks outside of the box? Can you think of one who never does? Standard 2:
Strategies Look for new findings and determine what action should be taken based on your findings. Should you slightly change the process, reject, or accept it. What would you do if you tried a new recipe and the taste was slightly off? Would you analyze what’s wrong? Throw it out? Or add salt to modify it? You should use the same concept here. If it is absolutely horrible, maybe it should be rejected completely. If it’s not great, but it’s acceptable, you should modify it. Key Points of Standard II Apply critical thinking skills by analyzing, evaluating, and organizing findings.
Use strategies to draw conclusions from research.
Use technology to organize information.
Use divergent and convergent thinking to test conclusions against evidence.
Consider diverse and global perspective in drawing conclusions.
Recognize new knowledge and ideas and determine what to do with this information. Create a Lesson Get with your table group again. Use your notebooks to plan out the outline of a lesson that would incorporate some of the ideas of Standard 2.
you will have 10 minutes. Standard 3
productively as members
of our democratic society. Standard 3: Skills Conclude an inquiry based research process by sharing new understandings. Use technology, writing, and reading skills to communicate with colleagues. Connect findings with community issues. How productive do you think your school would be if every teacher shared their finest ideas with coworkers? Standard 3:
Dispositions in Action Let’s talk about being proactive again. Take leadership and present ideas to staff. This can be both formal and informal. When is a time that you have informal conversation on a daily basis? Be proactive! How do you feel about these topics? Standard 3: Responsibilities Support the opinions of others when expressed. Contribute to the exchange of ideas when discussing the skills. Remember intellectual freedom. Everyone has different areas that they are strong in. What are your strong points?
What are your weak points? Standard 3:
Strategy Assess how well you collaborate with
other people. Is there anything that
you could do differently? Are you being
a leader? Are you bringing anything of importance to the table? These are some questions you can ask yourself and find areas needing improvement. Key Points
of Standard 3: Has anyone ever been in a social situation and wish you had of done something differently? We all have, which is why this is an important step. Anyone care to share a situation you’ve been in that didn’t go as planned? Were you able to redo the task? Did you get a second chance? Use social and electronic means to communicate findings.
Use technological sources to organize findings in a way that others are able to view and access it.
Respect the opinions others share and seek a variety of other viewpoints.
Demonstrate teamwork by the ability to work productively with others.
Respect intellectual freedom.
Assess the process and revise strategies to reach more effective learning.
Create a Lesson Get with your table group again. Use your notebooks to plan out the outline of a lesson that would incorporate some of the ideas of Standard 3.
you will have 10 minutes. Standard 4
aesthetic growth. Standard 4: Skills Make connections to past experiences, previous knowledge, and the world through reading, listening, and viewing. Organize information in a way that can be easily accessed. Seek information in multiple formats. What are some informational methods that can be used to develop personal growth? Standard 4: Dispositions in Action Read for pleasure and read multiple genres. Maintain openness to uncertain areas and by pursuing interests through different resources. What kind of literary genre do you like the most? Have you ever read a book outside of your typical comfort zone and loved it? If so, what? Standard 4: Responsibilities Seek opportunities that pursue personal and aesthetic growth. Participate in sharing of ideas both electronically and in person. Do you use a social network? If so, which one? Do you find it is a good way to collaborate with other educators? Standard 4:
Self-Assessment Strategies Develop personal criteria for determining how effectively your ideas are expressed. Evaluate own ability to select engaging resources that are appropriate for personal interests and needs. Does anyone have any questions about self-assessment? Create a Lesson Get with your table group again. Use your notebooks to plan out the outline of a lesson that would incorporate some of the ideas of Standard 4.
you will have 10 minutes. Key Points of Standard 4: Read for pleasure and read multiple genres.
Maintain openness to uncertain areas and by pursuing interests through different resources.
Seek opportunities that pursue personal and aesthetic growth.
Participate in sharing of ideas both electronically and in person.
Evaluate own ability to select engaging resources that are appropriate for personal interests and needs.
How to Use the
AASL Standards The following video posted for public view on YouTube by user L4Librarian. In Conclusion "School library programs continue to undergo momentous changes that have heightened the importance of technology and evidence-based learning. The focus has moved from the library as a confined place to one with fluid boundaries that is layered by diverse needs and influenced by an interactive global community. Guiding principles for school library programs must focus on building a flexible learning environment with the goal of producing successful learners skilled in multiple literacies. Defining the future direction of school library programs is the purpose of AASL's newest set of guidelines." Empowering Learners http://www.ala.org/aasl References American Association of School Libraries: Standards for the 21st-Century Learner
Empowering Learners www.ala.org/aasl
Our school library and the AASL Standards
Moving Forward with New Standards
*All articles retrieved from Blackboard on October 22, 2012.