Standards for the 21

st

Century Learner

SLMS Leadership Retreat August 3-4, 2008

Gail Dickinson [email protected]

Barbara Stripling [email protected]

Learning Standards vs. Guidelines  Learning Standards define what we expect students to be able to do as learners

 Learning Standards vs. Guidelines Guidelines define what an exemplary school library media program looks like.

History of Standards

 1986 – Information Power Information Literacy Standards for Student Learning     9 Standards Focus on information literacy skills Embedded in national guidelines • (Chapter 2) No assessments, little emphasis on reading or other teaching efforts

Get Ready!

Foundation of Beliefs

Common Beliefs

         Reading is a window to the world.

Inquiry provides a framework for learning.

Ethical behavior in the use of information must be taught.

Technology skills are crucial for future employment needs.

Equitable access is a key component for education.

The definition of information literacy has become more complex as resources and technologies have changed.

The continuing expansion of information demands that all individuals acquire the thinking skills to learn on their own.

Learning has a social context.

School libraries are essential to the development of learning skills.

Start by Thinking

 Who can we Dance with?

    Building level District level State level National Level

Reading Information Ethics Inquiry Child development Equity and Access Technology Thinking skills

Reading Information Ethics Inquiry Child development Equity and Access Technology Thinking skills

Standards

The Framework

The Standards

Learners use information literacy skills, resources and tools to:  Inquire, think critically, and gain knowledge.

   Draw conclusions, make informed decisions, apply knowledge to new situations, and Share knowledge and participate ethically and productively as members of our democratic society.

Pursue personal and aesthetic growth.

Standards

The Framework

Strands

Strands

Four parts of each standard  Skills    Dispositions in Action Responsibilities Self-Assessment Strategies

Skills

 Key abilities needed for understanding, learning, thinking, and mastering subjects.

     Multiple literacies Critical thinking Social learning Inquiry-based Content context

Dispositions in Action

 Ongoing beliefs and attitudes that guide intellectual behavior that can be measured through actions taken. • Curious • • • • • • Resilient Flexible Imaginative Critical Reflective Self-evaluative

Responsibilities

 Common behaviors used by independent learners in researching, investigating, and problem solving.

      Follow ethical & legal guidelines Respect principals of Intellectual Freedom Pursue multiple perspectives & balance of viewpoints Practice safe behaviors Contribute to the exchange of ideas Respect ideas & experiences of others

Self-Assessment Strategies

 Reflections on one’s own learning to determine that the skills, dispositions, and responsibilities are effective.

   Processes of learning Products of learning Three-directional o Summative o o Formative Predictive

Standards

The Framework

Strands Indicators

Indicators

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

Indicators

Standard 1: Inquire, think critically, and gain knowledge. Strand 1.1: Skills Indicator 1.1.1: Follow an inquiry-based process in seeking knowledge in curricular subjects, and make the real-world connection for using this process in own life.

Standards

The Framework

Strands Indicators Benchmarks

Benchmarks

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

Benchmarks

Standard 1: Inquire, think critically, and gain knowledge. Strand 1.1: Skills Indicator 1.1.1: Follow an inquiry-based process in seeking knowledge in curricular subjects, and make the real-world connection for using this process in own life.

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

Standards for the 21

st

Century Learner

ALA | AASL Standards for the 21st-Century Learner

The Standards

Learners use information literacy skills, resources and tools to: 1.

Inquire, think critically, and gain knowledge.

2.

3.

4.

Draw conclusions, make informed decisions, apply knowledge to new Share knowledge and participate ethically and productively as members of our democratic society.

Pursue personal and aesthetic growth.

Get Set!

Lesson: Standards 3 & 4

Possible Units:    Elementary unit on immigration Elementary through high school unit on theme of belonging and personal and cultural identity Book discussion group for elementary through high school Decision: Book discussion group to cultural identity

Standard 3: democratic society.

Share knowledge and participate ethically and productively as members of our   Skill: 3.1.2: Participate and collaborate as members of a social and intellectual network of learners.

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

Standard 4:

Pursue personal and aesthetic growth.

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

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

Contribution to Group Discussion     What is the main idea that I contributed to the group discussion?

What two ideas from others caused me to rethink my own ideas?

How did I help the group reach consensus?

What did I do to make sure that the group discussion included and respected all members?

Curriculum Integration

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

Development of Lesson

 Use the Lesson Plan Template to design a lesson to teach a skill within your unit.  You may also decide to include a disposition, responsibility, or self-assessment strategy.

(You may copy the template onto chart paper.)

Gallery Walk

Action!

Presenting the Standards to Others Constituencies Needs          Principal Teachers Students Parents Librarians District/BOCES School Board Legislators Professional Assns Strategies

Top Ten Strategies

Developing An Action Plan

 to help you focus on three actions to implement the new standards in your situation.

Thank you!

Go forth and spread the word of the AASL National Standards for the 21 st -Century Learner