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January 25, 2010

Standards for the 21st Century Learner

Suzanne Lyons

Texas L4L Coordinator

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January 25, 2010

What is L4L?

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January 25, 2010

How Does L4L Do That?

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

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

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

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January 25, 2010

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January 25, 2010

Standards for the 21st Century Learner

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January 25, 2010

Engage Me

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The Key 21st Century Skill

“Learning is what most adults will do for a living in the 21st century.”

-S. J. Perelman (1949-1979)

“We need to prepare kids for their future rather than our past.”

-D. Pink ~2009

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January 25, 2010

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January 25, 2010

History DOES repeat itself….

• 1920: Standard Library Organization and Equipment for Secondary Schools

• 1925: Elementary School Library Standards

• 1945: School Libraries for Today and Tomorrow

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• 1960: Standards for

School Library Programs

• 1969: Standards for

School Media Programs

• 1975: Media Programs:

District and School

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• 1988: Information Power:

Guidelines for School Library

Media Programs

• 1998: Information Power:

Building Partnerships for Learning

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Standards for the 21st-Century LearnerDownload: http://www.ala.org/aasl/standards

Empowering Learners: Guidelines for School Library Media ProgramsPurchase: http://www.alastore.ala.org/detail.aspx?ID=2682

Standards for the 21st-Century Learner in ActionPurchase: http://www.alastore.ala.org/detail.aspx?ID=2601

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January 25, 2010

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January 25, 2010

Standards for the 21st Century Learner

• Released in October 2007 at the AASL Conference in Reno, NV

• An “evolution” of the nine Information Literacy Standards for Student Learning (ch. 2 of Information Power)

• Now: Library programs address information literacy in traditional and evolving formats.

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January 25, 2010

Old vs. New1988, 1998, 2007

• Not meant to replace previous standards• Blend the old and the new• Use to continue establishing the foundation

already in place

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New Standards

• Represents current thoughts• Responding to the impact of new technology• Responding to widespread curriculum changes• Based on learning expectations with focus on

outcomes

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January 25, 2010

New Standards

• Designed to provide a foundation for strong library media programs

• Meant to guide the profession into the future• Learner driven – applies to all learners, in all

subject areas, in all learning situations

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January 25, 2010

The Great Divide…. not

• [The standards] are not a curriculum guide or a scope-and-sequence. They provide a framework for the integration of information literacy with curricula in other subjects, taught in classrooms and libraries.” (Johns 8)

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January 25, 2010

ChangesInquiry and student based learning

Responsibility placed on student

Articulated through indicators

Enables librarian to plan instruction

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Where Can We Begin?

21st Century Flexible Learning Environments

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Where Can We Begin?

FROM• Library Skills

• Rigid Schedules

• Skills taught in isolation

TO• Information, Media, Digital

Literacy• Flexible Schedules• Skills (dispositions,

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

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Where Can We Begin?

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

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January 25, 2010

Common BeliefsGoal – Use language to communicate with

stakeholders the power and potential of the Standards

How? Use keywords and vocabulary in Common

Beliefs to create elevator speeches for specific audiences

Why?To frame the message – reconsider SLMS role

and programHCDE

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Where Can We Begin?

FROMStudents read to

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

TOReading is a window to

the world

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January 25, 2010

Where Can We Begin?

FROMStudents use facts

to write reports or Students conduct research 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

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January 25, 2010

Ending topical research!

• “If we keep assigning topics, students will drive their earth moving equipment through the information landfill, pleased by the height and depth of the piles.” -J. McKenzie

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January 25, 2010

Where Can We Begin?

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 .

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Where Can We Begin?

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.

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January 25, 2010

Where Can We Begin?

FROMEquitable access is a

key component for education

TOEquitable access is a

key component for education

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January 25, 2010

Where Can We Begin?

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

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January 25, 2010

Where Can We Begin?

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.

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January 25, 2010

Where Can We Begin?

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.

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January 25, 2010

Where Can We Begin?

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.

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January 25, 2010

4 StandardsLearners use skills, resources, 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.

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4 StandardsLearners use skills, resources, and tools to:

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

4. Pursue personal and aesthetic growth.

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January 25, 2010

Common Beliefs & Standards Activity

Using the prompts provided, refer to the Common Beliefs and create an “elevator speech” (150 words max) that would address the issue presented in the prompt.

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January 25, 2010

STANDARD 4: Learners use skills, resources, and tools to pursue personal and aesthetic growth.

Audience’s Values(Teacher)

Your Values

Common Beliefs That Connect You And Your Audience

Wants kids to enjoy reading.

Wants kids to talk about books.

Wants kids to explore learning beyond the classroom.

Requires kids to read only from a selected list.

So do I.

So do I.

So do I.

I want kids to choose their own books.

“Reading is a window to the world.” (Key words: learning, personal growth, enjoyment)

“Learning has a social context.” (Key words: sharing knowledge, learning with others)

“The continuing expansion of information …” (Key words: Individual acquires skills)

“Reading is a window to the world” (Key words: lifelong skill, interpretation, new understandings)

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January 25, 2010

SampleSTANDARD 4 ~ AUDIENCE: CLASSROOM

TEACHERS

Mrs. Jones, we are both committed to helping our

kids enjoy reading to meet curriculum objectives,

and we want them to pursue learning on their

own as well.

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January 25, 2010

SampleSTANDARD 4 ~ AUDIENCE: CLASSROOM TEACHERS

One way that the library can support your students

is through independent book explorations. When

kids select books that interest them, they are

more motivated to read for learning and for

enjoyment.

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January 25, 2010

Elevator Speech activity

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January 25, 2010

Strands

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Strands within each standard … and the key questions that define them

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January 25, 2010

SKILLS Key abilities needed for understanding, learning, thinking, and mastering

subjects.Ask yourself: Does the student have the right proficiencies to explore a topic

or subject further?

DISPOSITIONS Ongoing beliefs and attitudes that guide thinking and intellectual behavior

that can be measured through actions.Ask yourself: Is the student disposed to higher-level thinking and actively

engaged in critical thinking to gain and share knowledge?

Skills and Dispositions

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January 25, 2010

Responsibilities & Self assessment strategies

RESPONSIBILITIESCommon behaviors used by independent learners in researching, investigating,

and problem solving.Ask yourself: Is the student aware that the foundational traits for 21st-century

learning require self-accountability that extends beyond skills and dispositions?

SELF-ASSESSMENT STRATEGIESReflections on one’s own learning to determine that the skills, dispositions, and

responsibilities are effective.Ask yourself: Can the student recognize personal strengths and weaknesses over

time and become a stronger, more independent learner?

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Indicators in each strand

Skills Grade Level Benchmarks

Dispositions Sample Behaviors in developmental stages

Responsibilities Sample Behaviors in developmental stages

Self Assessment Strategies Student self questioning examples

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January 25, 2010

Where Can We Begin?

A Revised Job Description

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January 25, 2010

Changing Role of the SLMSHow roles were ranked….

Before….1. Teacher2. Information specialist3. Instructional Partner4. Program administrator

Now…

1. Instructional Partner

2. Information specialist

3. Teacher

4. Program administrator

5. Leader

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January 25, 2010

The 21st Century Librarian•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

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January 25, 2010

Job description activity

Where do I go from here?excerpted from Sowing the Seeds of the New AASL Standards for the 21st

Century Learner, Knowledge Quest Sept/Oct 2008, p.72)

cc licensed flickr photo by http://www.flickr.com/photos/publicdomainphotos/3392202749

Download the new standardshttp://www.aasl.org/ala/mgrps/divs/aasl/guidelinesandstandards/

learningstandards/AASL_Learning_Standards_2007.pdf

cc licensed flickr photo by http://www.flickr.com/photos/vizzzual-dot-com/2234376007

TAKE A DEEP BREATH! They simply build on IP2

cc licensed flickr photo http://www.flickr.com/photos/malomemory/2591302962/

Read the Common Beliefs… who else on your campus is a “believer”?

cc licensed flickr photo by http://www.flickr.com/photos/jason_weemin/479491007

Can you correlate these with your district library standards? Where do you

need professional development?

cc licensed flickr photo: http://www.flickr.com/photos/kjarrett/420892799/in/set-72157594522608563

If your district doesn’t have library standards,

consider these as a starting point

cc licensed flickr photo http://www.flickr.com/photos/ful1to/3783198574

Prioritize which areas of the standards to address first… skills… dispositions…?

cc licensed flickr photo: http://www.flickr.com/photos/pagedooley/2018663891

Use resources on the AASL web site

Identify the standards, skills, dispositions, and responsibilities that you are teaching in

lessons and units as you develop them

cc licensed flickr photo http://www.flickr.com/photos/intenteffect/2339840294

You are doing more than you think already!

cc licensed flickr photo http://www.flickr.com/photos/johnjoh/448665548

Selected Action Examples

Excerpted from Standards for the 21st Century Learner in Action, p.63

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January 25, 2010

Lesson Planning

Working in grade-level groups, work on a sample lesson, using the Action Examples in Standards in Action (p. 68) as a guide.

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January 25, 2010

Lesson Planning Template• Determine the topic for the lesson, fill out

the template with basic information

• Identify the standard you wish to address

• Identify skills, dispositions, responsibilities and self-assessment indicators you are addressing

• Remember to factor in the key questions…

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January 25, 2010

Selected references

Johns, S.K. (2008, Spring). AASL standards for the 21st-century learner: A time to reflect and study. CSLA Journal 31(2), 8-9.

Sowing the Seeds of the New AASL Standards for the 21st Century Learner, Knowledge Quest Sept/Oct 2008, p.72

2009 SLJ Leadership Summit: Librarians as Leaders of 21st Century Learning. http://sljsummit.ning.com/page/coveritlive-1

2009 SLJ Leadership Summit Twitter backchannel: #sljsummit09