Learning4Life or Lifelong learning?

1. Learning4Life or Lifelong learning? Warren Goetzel, PhD GaETC – CTO Clinic Atlanta, GA 2013

3. Agenda • Learning4Life (L4L) • Standards for the 21st-Century Learner • 21st-Century Standards in Action • Empowering Learners Guidelines • Empowering Learners Planning Guide

4. AASL's plan to support the implementation of the new Standards for the 21st-Century Learnerand Empowering Learners: Guidelines for School Library Programs. • The ability to think, create, share, and grow in school and beyond is called Learning4Life. 

6. Offer a vision for teaching and learning • Shape the library program • Serve as a tool for school librarians to use to shape the learning of students in the school • Compatible with NETS-S & • Partnership for 21st Century Skills (P21) • Prepare students for a future of change Standards

7. 1.Reading is a window to the world. • 2. Inquiry provides a framework for learning. • 3. Ethical behavior in the use of information must be taught. 9 Common Beliefs:

8. 4. Technology skills are crucial for futureemployment needs. 5. Equitable access is a key component for education. • 6. The definition of information literacy has • become more complex as resources and technologies have changed. 9 Common Beliefs:

9. 7. The continuing expansion of information demands that all individuals acquire the thinking skills that will enable them to learn on their own. • 8. Learning has a social context. • 9.School libraries are essential to the development of learning skills. 9 Common Beliefs:

10. 1. Learners use skills, resources, and tools to inquire, think critically, and gain knowledge. • 2. Learners use skills, resources, and tools to draw conclusions, make informed decisions, apply knowledge to new situations, and create new knowledge. The Standards

11. 3. Learners use skills, resources, and tools to share knowledge and participate ethically and productively as members of our democratic society. • 4. Learners use skills, resources, and tools to personal and aesthetic growth. The Standards

13. Benchmarks along with examples that show how to put the standards into action at different grade levels • In-depth look at the strands and the indicators within those strands. • How do the strands—the skills, dispositions in action, responsibilities, and self-assessment strategies—relate to one another? Standards In Action

14. Crosswalk • Lesson Plan Database Common Core

16. Advances school library programs to meet the needs of the changing school library environment and is guided by the Standards for the 21st-Century Learner and Standards for the 21st-Century Learner in Action. Define the future direction of school library programs Empowering Learners

17. School library programs continue to undergo momentous changes that have heightened the importance of technology and evidence-based learning. Guiding principles for school library programs must focus on building a flexible learning environment with the goal of producing successful learners skilled in multiple literacies. The focus has moved from the library as a confined place to one with fluid boundaries that is layered by diverse needs and influenced by an interactive global community. Empowering Learners

18. The school library media program promotes collaboration among members of the learning community and encourages learners to be independent, lifelong users and producers of ideas and information. • The school library media program promotes reading as a foundational skill for learning, personal growth, and enjoyment. Teaching for Learning

19. The school library program models an-inquiry based approach to learning and the information search process. • The school library program is guided by regular assessment of student learning to ensure the program is meeting its goals. • The school library media program provides instruction that addresses multiple literacies, including information literacy, media literacy, visual literacy, and technology literacy. Teaching for Learning

20. The school library media program is built on a long-term strategic plan that reflects the mission, goals, and objectives of the school. • The school library media program has a minimum of one full-time certified/licensed library media specialist supported by qualified staff sufficient for the school’s instructional programs, services, facilities, size, and number of teachers and students. Building the Learning Environment

21. The school library media program includes flexible and equitable access to physical and virtual collections of resources that support the school curriculum and meet the diverse needs of all learners. • The school library media program includes flexible and equitable access to physical and virtual collections of resources that support the school curriculum and meet the diverse needs of all learners. Building the Learning Environment

22. The school library media program includes policies, procedures, and guidelines that support equitable access to ideas and information throughout the school community. • The school library media program includes a well-developed collection of books, periodicals, and non-print material in a variety of formats that support curricular topics and are suited to inquiry learning and users’ needs and interests. Building the Learning Environment

23. The school library media program is guided by an advocacy plan that builds support from decision makers who affect the quality of the SLMP. • The school library media program includes support for school library media specialist and teacher professional development to sustain and increase knowledge and skills. Building the Learning Environment

24. The school library media program is built by professionals who model leadership and best practice for the school community. • The school library media specialist: • must be a leader in the global community • must build relationships with teachers, administrators, and community • must plan for the future • must have the characteristics of a good leader Empowering Learning Through Leadership

25. The AASL joined with Britannica Digital Learning to co-publish an online, interactive school library program planning module. • Designed to help school librarians implement the AASL program guidelines outlined in Empowering Learners and change school library program development and implementation by saving time and delivering data.

26. Online, interactive planning and advocacy tool • Supports implementation of the Empowering Learners AASL program guidelines • Ensures school library program planners go beyond the basics • Saves time and delivers data Planning Guide

27. Reflects principles in AASL program guidelines • Assess programs on 16 different sets of criteria • Identify strengths and weaknesses • Easily share results with stakeholders • Advocate for the information literacy needs of school community Assessment Rubric

28. Assessment Rubric

29. Assessment Rubric

30. Evaluate the existing program • Involve stakeholders in planning process • Align the mission with the school or district • Develop action plans with measurable goals and objectives • Chart implementation progress Planning Process

31. Planning Process

32. Planning Process

33. Next Steps - Publications

34. School Library Programs Improve Student Learning is a series of advocacy brochures designed to speak to a specific stakeholder audience within the school community, including administrators, policymakers, parents, and teachers. Next Steps - Advocacy

35. Questions and Discussion Learn more @ www.ala.org/aasl Vicki Brock, EB Education Territory Manager @ 770-324-7243 @vbrock@eb.com

36. Connect @ wgoetzel@gmail.com facebook.com/warren.goetzel Warren Goetzel, Ph.D. @wgoetzel

37. We hope you enjoyed this GaETC session. Please give your feedback at www.gaetc.org/evaluate