Standards for the 21 st -Century Learner

1. Standards for the 21st-Century Learner • 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 that will enable them to learn on their own • Learning has a social context • School libraries are essential to the development of learning skills

2. If we agree on the Common Beliefs, then: Learners use skills, resources, & tools to: • Inquire, think critically, & gain knowledge. • Draw conclusions, make informed decisions, apply knowledge to new situations, and create new knowledge. • Share knowledge & participate ethically & productively as members of our democratic society. • Pursue personal & aesthetic growth.

3. Current Follett OPAC 3 Clicks to here

4. Current Library Web Site

5. Destiny • Upgrades our current OPAC • Circulation data • Equal Access to Information and Resources (24/7) • Timesaving Inventory Control interacts with Powerschool • (Overdue and Lost Notices) • Increased Resource Sharing (Inter Library Loans) • within the district schools • with the public library • Opportunity for textbook control • One stop search of valuable resources

6. University of Connecticut’s Library

7. UConn’s Catalog

8. Cushing Academy

9. Follett Catalog Today: Destiny Catalog Tomorrow: From Home From Home

10. VS Google search for anthrax results: 6,870,000. Change to terrorism United States results: 114,000, but the results are not high quality Search for anthrax leads to terrorism – United States Destiny

11. Type Ledyard.net/lhs Students Library Library Web Site Research Page Choose database Enter log in & password Run search for terrorism Results: 931 articles Type Google.com Run search for terrorism Results: 23,200,000 hits VS Google or Destiny Clicks: Current Database Clicks: • Type Ledyard.net/lhs • Library Catalog (Destiny) • Enter log in & password • Run search for terrorism • Results: ??? But it would • include database search Which would you choose if you were a teen?

12. Primary Grades

13. Secondary Grades

14. Middle School

15. High School • Use information independently and apply evaluative criteria • Access information from outside sources • Practice academic integrity at all times

16. Why care about our district’s libraries? • School libraries work!School Libraries: • are critical for student achievement. • have an important role in teaching. • are leading the way for technology use in schools. • don’t matter without highly qualified library media specialists. Scholastic Research Foundation. School Libraries Work! Scholastic, 2006.

17. Colorado Study • Schools with well-developed LMC programs average 10-18% higher reading scores. • When LMC staff collaborate with classroom teachers, reading scores increase 8-21% Lance, Keith Curry and David V. Loertscher Powering Achievement, 2003

18. Alaska Study • Schools with full time teacher-librarians were almost twice as likely as those without teacher-librarians to score average or above average on California Achievement Tests (CAT5). • The more often students receive information literacy instruction in which librarians are involved, the higher their test scores. Lance, Keith Curry and David V. Loertscher Powering Achievement, 2003.

19. Pennsylvania Study • Reading scores increase with LMC staffing – specifically each library should have at least one full-time certified library media specialist with at least one full time aide. Lance, Keith Curry, Marcia J. Rodney, and Christine Hamilton-Pennell. Measuring Up to Standards: The Impact of School Library Programs & Information Literacy in Pennsylvania Schools. (2000).

20. Technology Education • Computers & e-readers devices do not educate

21. Doug Johnson’s blog – The Blue Skunk Blog 11/21/2010 I have been asked to visit about "where [our district] is going with technology"* with the student advisory council in a couple weeks.  Here is what I hope I have the courage to say: Dear Students: Where is our district going with technology? Good question and one that is not as simple as it may seem. Here is the quick and dirty answer: I would like to see that every student have an individual computing device - a laptop, netbook, tablet, or some yet to be invented thing-a-ma-jig that will link wirelessly to our school network and the Internet. These projects, commonly known as 1:1, have been around for a number of years. In our own backyard, Loyola High School and Gibbon-Fairfax-Winthrop Schools have initiated such programs. We've done the spade work for this by installing wireless networks throughout the district that have guest access, using GoogleApps for Education for productivity tools and file storage, and moving as many student resources to the "cloud" as possible. Our libraries are purchasing e-books and e-reference materials. As the cost of such devices fall, the district will find a way, I'm sure, of either providing such tools directly or helping parents purchase them. That's easy part. Here are the challenging bits... Such devices alone will not give you a better education. Period. Every student needs to have the skills to use these devices to do more than just check his/her Facebook page. By the time you leave school, these devices and the resources they give access to should be tools that: Help you find and evaluate information that you can use to solve real problems. Help you produce and publish your own ideas and products you have created. Help you be more creative and better communicators. Help you be more self-directed and self-assessing in your education. Help you learn at anytime, from any location as all classes are supplemented [or delivered] with powerful online tools that clarify and enrich the subject matter. I am excited about online tools as tutors, including games and simulations. Help replace your library books and textbooks with digitally enhanced resources like this one: 7. Help you become better collaborative learners/workers, practicing with both local and international     students and subject experts.8. Help you understand and practice global citizenship and safe, responsible and ethical technology use. Behind the scenes, technology needs to be productively used by teachers and administrators to: Design a custom, personalized school experience for every student. Use technology to gather, analyze and use data to create these experiences. Allow technology to deliver curriculum content so the teacher can guide, coach and design student learning. Facilitate timely and meaningful communications among the teacher, the school, the students, the parents and the community. (Eliminate as much paper as possible.) Use technology to streamline and economize all education support services so that more dollars can be directed to the classroom itself. What do you think? Does such a future sound interesting? Does it sound like a real change in how we "do" school? A lot of adults - teachers, parents and politicians - would call it a revolution. And revolutions make us old people nervous. If you want to see this kind of revolution that will use technology to help make your schools more effective and meaningful to you - not just the same old, same old with a few bells and whistles - you will need to be the ones who lead the revolution. Not all revolutions require heads to be placed on pikes, leaders driven into exile, or the Bastille destroyed. Some revolutions are quiet, subtle and thoughtful. This needs to be one of them. You can foment a quiet revolution by: Teaching your teachers about how you use technology to learn. Taking classes from teachers who fit your learning style when possible. Exploring options to traditional schooling [online classes for example] when you feel underserved by regular classes. Serving on your school governering bodies (such as student council, the technology committee) and advocating for allowing the responsible use of student owned technologies and least-restrictive filtering of Internet resources. Communicating with educational leaders and politicians YOUR ideas of effective education. Technology alone won't create change. I am less and less convinced that adults will be able to fundamentally change how school is done. I think it will be up to you... *I am also going to be asked why some of our teachers are not using the Smartboards in their classrooms - a much more difficult question!

22. New direction in information literacy Daniel Russell, a research scientist at Google, in Mountain View, California, estimates that students could conceivably access roughly a million times more content through Internet searches than previous generations could find at a university library. The design may change but the mission will endure. Teachers must find ways to integrate lessons in information literacy and lead students in the direction of accessing information and making smart connections. One of the best connections they can make is with their librarian. While Google has become our best friend, students need to know the best route for accessing information in a field of tangled weeds. Students must possess the skills to discern and filter credible information while sifting through the weeds.

23. Ask Yourself, "What Am I Looking At?" Is it news, opinion, a personal blog, gossip? Advertising? Propaganda? How can you tell the difference? Think Critically about News and Information Who created the reports and editorials? For what purpose? Is the information verified? If so, how? What is the documentation? Is it presented in a way that is fair? Learn to Spot Bias Watch for loaded or inflammatory words. Does the author have an agenda? Is more than one side of a story presented? Did the subject respond? Beware of Information Found on Wikipedia Entries can be changed by anyone at any time. This calls into question the accuracy of the information at any given moment. That said, the primary sources linked in the entries are often a rich trove of reliable information. Don't Allow Yourself to be Fooled Nobody likes to be duped. If something sounds incredible, it probably is. Good places to check urban myths are the Annenberg Public Policy Center's FactCheck.org and Snopes.com.

24. CONNECTICUT STATE DEPARTMENT OF EDUCATION EDUCATIONAL TECHNOLOGY PLAN TEMPLATE July 1, 2009 – June 30, 2012 ED 616 Section 254(h)(1)(B), of the Telecommunications Act of 1996, and FCC Order 97-157, Paragraph 573 Elementary and Secondary Education Act (ESEA) 20 U.S.C. § 6777 Published: August 2008 Submissions to RESCs for review due before March 9, 2009 Submission to Published: August 2008 Submissions to RESCs for review due before March 9, 2009 Submission to SDE due June 15, 2009

25. OVERVIEW OF EDUCATIONAL TECHNOLOGY PLANNING What skills, attitudes and attributes do our students need to succeed in our 21st century, information intense society? Literacy in the 21st century requires more than the ability to read, write and compute. The State Board of Education believes that every student must develop strong technological skills and continually use them in order to function adequately in our 21st century world. Connecticut schools must ensure that technology resources are integrated across the curriculum in PK-12 and become part of the fabric of instruction. Students must use appropriate technologies to access worldwide resources in order to become more productive learners as part of their regular classroom routine. They must be able to use the many forms of technology to access, understand, manage, interpret, evaluate and create information. They also must be able to analyze information for content, relevancy and accuracy, and be able to present that information in a variety of formats, including those with technology platforms. An education that is technologically rich produces high school graduates with the tools, competencies and level of sophistication necessary to be successfully employed in an ever-changing global economy. Such an education enables all students to understand and use current and emerging technologies in their personal, academic and work environments. For many students, especially those with disabilities, technology often provides access to the general curriculum and allows them to perform tasks or demonstrate skills they would otherwise be unable to do. 1 In order to help students be successful in a technologically rich economy: 􀁹 educational leaders must establish a vision for this transformed view of teaching and learning, and they must model this transformation in their own learning and work experiences; 􀁹 learners and their families must have equal access to tools that support their learning; 􀁹 the locus of control for learning must shift from teacher directed to student directed learning; 􀁹 learners must master the information literacy skills to access, investigate and apply information; 􀁹 every classroom in Connecticut must be connected to the statewide network with access to digital resources and curricula; 􀁹 learners must demonstrate their understanding and skills relative to measurable performance standards; and 􀁹 technology must be a vital link among the staff, students, parents and the expanded community.2 1 Connecticut State Board of Education Position Statement on Educational Technology and Information Literacy, 12/4/04 2 CAPSS Technology Position Statement, 12/14/0