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

SLMS Leadership RetreatSLMS Leadership Retreat

August 3-4, 2008August 3-4, 2008

Gail DickinsonGail Dickinsongdickins@odu.edugdickins@odu.edu

Barbara StriplingBarbara Striplingbstripling@schools.nyc.gobstripling@schools.nyc.govv

Learning Standards vs. Learning Standards vs. GuidelinesGuidelines

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

Learning Standards vs. Learning Standards vs. GuidelinesGuidelines

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

History of StandardsHistory of Standards

1986 – Information Power 1986 – Information Power Information Literacy Standards Information Literacy Standards for Student Learningfor Student Learning 9 Standards9 Standards Focus on information literacy skillsFocus on information literacy skills Embedded in national guidelines Embedded in national guidelines

• (Chapter 2)(Chapter 2) No assessments, little emphasis on No assessments, little emphasis on

reading or other teaching effortsreading or other teaching efforts

Get Ready!Get Ready!

Foundation of BeliefsFoundation of Beliefs

Common BeliefsCommon Beliefs Reading is a window to the world.Reading is a window to the world. Inquiry provides a framework for learning.Inquiry provides a framework for learning. Ethical behavior in the use of information must be Ethical behavior in the use of information must be

taught.taught. Technology skills are crucial for future employment Technology skills are crucial for future employment

needs.needs. Equitable access is a key component for education.Equitable access is a key component for education. The definition of information literacy has become The definition of information literacy has become

more complex as resources and technologies have more complex as resources and technologies have changed.changed.

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

Learning has a social context.Learning has a social context. School libraries are essential to the development of School libraries are essential to the development of

learning skills.learning skills.

Start by ThinkingStart by Thinking

Who can we Dance with?Who can we Dance with? Building levelBuilding level District levelDistrict level State levelState level National LevelNational Level

Reading

Inquiry

Information Ethics

Technology

Equity and Access

Child development

Thinking skills

Reading

Inquiry

Information Ethics

Technology

Equity and Access

Child development

Thinking skills

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 Key abilities

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

Dispositions in ActionDispositions in Action Ongoing beliefs and Ongoing beliefs and

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

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

ResponsibilitiesResponsibilities Common behaviors used by Common behaviors used by

independent learners in researching, independent learners in researching, investigating, and problem solving.investigating, and 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 Reflections on one’s own learning to own learning to determine that the determine that the skills, dispositions, skills, dispositions, and responsibilities 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.

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

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

resources and tools to:resources and tools to:1.1. Inquire, think critically, and gain Inquire, think critically, and gain

knowledge.knowledge.2.2. 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.

3.3. 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.

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

Get Set!Get Set!

Lesson: Standards 3 & Lesson: Standards 3 & 44Possible Units:Possible Units:

Elementary unit on immigrationElementary unit on immigration Elementary through high school Elementary through high school

unit on theme of belonging and unit on theme of belonging and personal and cultural identitypersonal and cultural identity

Book discussion group for Book discussion group for elementary through high schoolelementary through high school

Decision: Book discussion group Decision: Book discussion group to introduce concepts of to introduce concepts of personal and cultural identitypersonal and cultural identity

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.

Contribution to Group Contribution to Group DiscussionDiscussion

What is the main idea that I What is the main idea that I contributed to the group discussion?contributed to the group discussion?

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

How did I help the group reach How did I help the group reach consensus?consensus?

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

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.

Development of LessonDevelopment of Lesson

Use the Lesson Plan Template to design Use the Lesson Plan Template to design a lesson to teach a skill within your unit. a lesson to teach a skill within your unit.

You may also decide to include a You may also decide to include a disposition, responsibility, or self-disposition, responsibility, or self-assessment strategy.assessment strategy.

(You may copy the template onto chart (You may copy the template onto chart paper.)paper.)

Gallery WalkGallery Walk

Action!Action!

Presenting the Standards Presenting the Standards to Othersto Others

ConstituenciesConstituencies

PrincipalPrincipal TeachersTeachers StudentsStudents ParentsParents LibrariansLibrarians District/BOCESDistrict/BOCES School BoardSchool Board LegislatorsLegislators Professional AssnsProfessional Assns

NeedsNeeds

StrategiesStrategies

Top Ten StrategiesTop Ten Strategies

Developing An Action Developing An Action PlanPlan

Use Action Plan Use Action Plan Grid to help you Grid to help you focus on what will focus on what will be your first three be your first three actions to actions to implement the implement the new standards in new standards in your school or your school or other work other work situation.situation.

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