Transcript AASL BENCHMARKS - West Virginia Library Association

AASL BENCHMARKS
What Our Association Says Our Kids Should Be Able to Do
Suzie Martin, MLIS, NBCT
April 2, 2014
Contact:
[email protected]
Background
 1920 National Education Association (NEA)’s Committee on Library Organization and Equipment
publishes standards for senior and junior high schools
 1925 Elementary School Library Standards, joint publication of the NEA and the American Library
Association (ALA)
 1945 School Libraries for Today and Tomorrow*
 1960 Standards for School Library Programs*
 1969 Standards for School Media Programs,* prepared by the American Standards for School
Media Programs,* prepared by the American Standards for School Media Programs,* Association
of School Librarians (AASL) and the Department of Audiovisual Instruction (DAVI) of the NEA
 1975 Media Programs: District and School, published as a collaborative effort of AASL and the
Association of Educational and Communication Technology (AECT) (formerly DAVI)
 1988 Information Power: Guidelines for School Library Media Programs, joint publication of AASL
and AECT
 1998 Information Power: Building Partnerships for Learning, joint publication of AASL and AECT
 Standards for the 21st Century Learners, 2009.
Standards for the 21st Century Learner
 The Learners:
 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
Standards for the 21st Century learner
Each of the four strands is supported by
four subcomponents:
Skills
Dispositions in Action
Responsibilities
Self-Assessment Strategies
Standard 1: Inquire, Think Critically and Gain Knowledge
Nine Skills:
Seven Dispositions
Five Responsibilities
Four Self-Evaluation
Strategies
Inquiry Process
Initiative and engagement
Respect intellectual
property rights
Monitor and adapt
information-seeking
strategies
Background knowledge as
context
Confidence and selfdirection
Seek divergent
perspectives
Use feedback from
teachers and peers
Ask questions
Creativity
Follow ethical and legal
guidelines
Assess gathered
information for weaknesss
Evaluate sources
Critical stance
“Contribute to exchange
of ideas within the learning
community”
Seek appropriate help if
needed
Evaluate information
Adaptability
Use technology responsibly
Read, view, listen for
information
Emotional resilience
Analyze information for
validity and conflict
Persistence
Use of retrieval tools
Collaborate
Standard 2: Draw conclusions, make informed decisions, apply knowledge to new situations, and
create new knowledge
Six Skills
Four Dispositions
Three Responsibilities
Four Self-Assessment
Strategies
Construct new understandings,
draw conclusions, and create
new knowledge
Show flexibility in the use of
various resources
“Connect understanding to the
real world.”
“Determine how to act on
information (accept, reject,
modify)”
“Organize knowledge so that it
is useful.”
Use divergent and convergent
strategies to test new ideas
“Consider diverse and global
perspectives when drawing
conclusions.”
“Reflect on process and assess
the completeness of the
investigation.”
Use technology and other tools
to organize information
Judge conclusions with a
critical stance
“Use valid information and and
reasoned conclusions to make
ethical decisions.”
Recognize new information
and understandings.
Apply new knowledge to
curricular areas, real-world
situations and further
investigations.
“Demonstrate personal
productivity by completing
products to express learning.”
Collaborate to exchange
ideas and create new
understandings
“Use the writing process, media
and visual literacy and
technology skills to create
products that express new
understandings.
Develop directions for future
investigations.
Standard 3:
Share knowledge and participate ethically and productively as members of our democratic
society
Six Skills
Three Dispositions
Seven Responsibilities
Three Self-Assessment
Strategies
Share and reflect on new
understandings and learning
Show leadership and confidence
in sharing new information
Solicit and respect diverse
perspectives while searching,
collaborating, and sharing
Assess the learning process so that
one can learn more effectively in
the future.
Participate and collaborate as a
social network of learners
“Show social responsibility by
actively engaging with the
learnings of others by asking
questions and contributing ideas.”
Respect varying viewpoints,
interests, and experiences and
seek a variety of viewpoints.
Assess the quality and
effectiveness of the learning
product.
Use writing and speaking skills to
communicate new learning
effectively
Demonstrate teamwork by
working productively with others
Use skills and dispositions to
engage in public conversation
and debate around issues of
common concern.
“Assess own ability to work with
others in a group setting by
evaluating varied roles, leadership
and demonstration of respect tor
other viewpoints.
Use technology and other tools to
organize and display new
knowledge in ways others can
view, use and assess
Create products that apply to
real-world contexts
Connect learning to community
issues
Contribute the exchange of ideas
in and beyond the learning
community.
Use information and technology
ethically and responsibly
Use knowledge and information in
service to democratic values
Respect intellectual freedom
Standard 4: Pursue personal and aesthetic growth
Eight Skills
Four Dispositions
Four Responsibilities
Six Self-Assessment
Strategies
Read, view and listen for personal
pleasure and growth
Display curiosity by exploring
interests in a variety of formats
Participate in the social exchange
of ideas, both electronically and in
person
Identify own areas on interest
Read widely and fluently to make
connections to the world and
previous reading
Demonstrate motivation to find
answers to questions of personal
interest and display a willingness to
go beyond requirements
Recognize that resources are
created for a variety of purposes
Recognize limits on one’s own
personal knowledge
Respond to literature and creative
expressions of ideas in various
formats and genres
Be willing to change ideas and
opinions when evidence points to
change.
Seek opportunities for personal and
aesthetic growth.
Recognize how to focus efforts in
personal learning
Seek information for personal
learng in various formats and
genres
Show an appreciation for literature
by electing to read for pleasure
and expressing an interest in a
various literary genres.
Practice safe and ethical behaviors
in personal electronic
communication and interaction.
Interpret new information based on
cultural and social context.
Connect ideas to interests and
previous knowledge and
experience.
Develop personal criteria for
gauging how effectively our own
ideas are expressed.
Organize personal knowledge in a
way that it can be easily accessed.
Evaluate own ability to select
resources that are engaging and
appropriate for personal interest,
and interest needs.
Use social networks and information
tools to gather and share
information
Use creative and artistic
formats to express personal
Standards are Benchmarked at
Grades 2, 5, 8,10 and 12
Here is a look at how one indicator progresses through each grade
level:
Other than AASL, what standards
applicable to SLMS?
• Library Media Content Standards and Objectives for West Virginia Schools (2520.17)
• West Virginia Board of Education Policy 2520.14 21st Century Learning Skills and
Technology Tools Content Standards and Objectives for West Virginia Schools
• Common Core State Standards
• AASL Crosswalk to the Common Core
Where Do We Go From Here?
As an association, we must continue to push for legislation that ensures
every school has a certified LMS. Of the more than 700 schools in the
state, only 46% have the services of even a half-time library media
specialist.
As professional educators and librarians, we must embrace the following
AASL documents and reference them in our discussions with teachers,
administrators, the general public, parents:
• Standards for the 21st Century Learner (AASL, 2009)
• Standards for the 21st Century Learner in Action (AASL, 2009)
• Empowering Learners: Guidelines for School Library Media Programs (AASL,
2009)
• A 21st Century Approach to School Librarian Evaluation (Patricia Owen for
AASL, 2012)
Works Cited
Empowering Learners: Guidelines for School Library Programs. Chicago, IL: American Association of
School Librarians, 2009. Print.
"English Language Arts." American Library Association. American Association of School Librarians.
Web. 01 Apr. 2014.
Owen, Patricia. A 21st-century Approach To: School Librarian Evaluation. Chicago, IL: American
Association of School Librarians, 2012. Print.
Pearlman, Bob. "Students Thrive on Cooperation and Problem Solving." Edutopia. George Lucas
Educational Foundation, 18 Oct. 2006. Web. 26 Sept. 2012. <http://www.edutopia.org/new-skills-newcentury>.
"Preparing America's Students for Success." Common Core State Standards Initiatives. Council of
Chief State School Officers (CCSSO) and National Governors Association Center for Best Practices
(NGA Center), 2014. Web. 30 Mar. 2014.
Standards for the 21st-century Learner in Action. Chicago, IL: American Association of School
Librarians, 2009. Print.
Standards for the 21st Century Learner. Chicago: American Association of School Librarians, 2007.
Print.
"State Board Policies." WVDE Policies. West Virginia Department of Education. Web. 01 Apr.
2014.2520.14 Learning Skills and Technology Tools 2520.17 Library Media Content Skills and Objectives
for West Virginia Schools