Standards for the 21 st Century Learner

1. Standards for the 21st Century Learner ALA Annual 2008

2. Learning Standards vs. Guidelines • Learning Standards define what we expect students to be able to do as learners • Guidelines define what an exemplary school library media program looks like.

3. The Framework Standards

4. 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 create new knowledge. • Share knowledge and participate ethically and productively as members of our democratic society. • Pursue personal and aesthetic growth.

5. The Framework Standards Strands

6. Strands Four parts of each standard • Skills • Dispositions in Action • Responsibilities • Self-Assessment Strategies

7. Skills • Key abilities needed for understanding, learning, thinking, and mastering subjects. • Multiple literacies • Critical thinking • Social learning • Inquiry-based • Content context

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

9. 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

10. 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 • Summative • Formative • Predictive

11. The Framework Standards Strands Indicators

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

13. Indicators

14. The Framework Standards Strands Indicators Benchmarks

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

16. Benchmarks

17. For integration of skills, dispositions, responsibilities and self-assessments through content, please look at Benchmark Grade 8 Sample

18. The Learning Indicators & Assessment Task Force has developed… • Benchmarks • Sample Tasks and Sample Performance Assessments • Levels of Proficiency • Connections to Dispositions in Action and Responsibilities • Self-Assessment Strategies: Self-Questioning Examples for Standard 1

19. Open forum at ALA Annual • Saturday, June 28 • 9:00am – 10:00am • Crown Plaza Resort, Cabo San Lucas A

20. Where do we go from here? • Based on the public comment and a face to face meeting: • Assess what we’ve done with standard 1 and revise • Complete standards 2,3 & 4 • Place a second draft on the AASL website for public comment and revise as needed • Work with an editor to produce a final document

21. Task Force Members • Katherine Lowe, Chair, Massachusetts School Library Association • Cassandra Barnett, Fayetteville High School , AR • Colet Bartow, Montana Office of Public Instruction • Fran Glick, Baltimore County Public Schools, MD • Dr. Violet H. Harada, University of Hawaii • Melissa P. Johnston, Vickery Creek Elementary, Cumming, GA • Barbara K. Stripling, New York City Department of Education

22. Standards for the 21st Century Learner ALA | AASL Standards for the 21st-Century Learner

23. Standard 1: Inquire, think critically, and gain knowledge • Skill 1.1.6: Read, view, and listen for information presented in any format (e.g., textual, visual, media, digital) in order to make inferences and gather meaning. • Disposition in Action 1.2.5: Demonstrate adaptability by changing the inquiry focus, questions, resources, or strategies when necessary to achieve success.

24. Read the article “Food Fight” and take notes.

25. Standard 2:Draw conclusions, make informed decisions, apply knowledge to new situations, and create new knowledge. • Skill 2.1.1: continue an inquiry-based research process by applying critical-thinking skills (analysis, synthesis, evaluation, organization) to information and knowledge in order to construct new understandings, draw conclusions, and create new knowledge. • Disposition in Action 2.2.3: Employ a critical stance in drawing conclusions by demonstrating that the pattern of evidence leads to a decision or conclusion.

26. Examine the Ordeal by Cheques. • Using the graphic organizer, take notes for drawing conclusions from facts and inferences.

27. Question 1 • From the actions represented by the cheques, what can you infer about the social, economic, legal, and personal issues that were important to this family?

28. Question 2 • What conclusions can you draw about the social responsibility of this family from the inferences you have made?

29. Question 3 • What questions will lead you to further information in order to draw conclusions about life in America during the first two decades o f the 20th century?

30. Standard 3: Share knowledge and participate ethically and productively as members of our democratic society. • 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.

31. 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.

32. 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.

33. School Wide Implementation • Use graphic organizer to help you focus on what will be your first action to implement the new standards in your school.

34. Cassandra G. Barnett Fayetteville High School Library, AR cbarnett@fayar.net • Barbara K. Stripling New York City Department of Education BStripling@schools.nyc.gov

35. Thank you! Go forth and spread the word of the AASL National Standards for the 21st Century Learner