AASL Standards for the 21 st Century Learner Darshell Silva, MLIS Jamie Greene, MLIS

1. “It is not enough to be busy, so are the ants. The question is, 'What are we busy about?”Henry David Thoreau AASL Standards for the 21st Century LearnerDarshell Silva, MLISJamie Greene, MLIS

2. Agenda • Objectives • L4L Learning4Life • Shift, including Common Belief Activity • Compare and Contrast Activity • Standards + • Rethinking Instruction Activity • Empowering Learners • Job Description Activity

3. Objective Teaching and learning What knowledge? What skills? Understanding creativity High level of learning Self-assessment

4. What is L4L? School Library Media Programs

5. How Does L4L Do That? http://www.ala.org/aasl/standards http://www.alastore.ala.org/detail.aspx?ID=2601 http://www.alastore.ala.org/detail.aspx?ID=2682 School Library Programs

6. Shift Happens: Education 2.0 http://www.youtube.com/watch?v=I4FJMJtt8dk “By the end of the 20th century, society had shifted from the Industrial Age, which centered around jobs in manufacturing, to the Information Age, in which jobs require innovative thinking and problem-solving skills, effective communication skills, teamwork, and the ability to manage information effectively.” Partnership for 21rst Century Skills 2008.

7. Where Can We Begin? Shift 21st Century Flexible Learning Environments

8. Where Can We Begin? Shift FROM TO • Library Skills • Rigid Schedules • Skills taught in isolation Information, Media, Digital Literacy / Information and Communications Technology Flexible Schedules Skills (dispositions, responsibilities, and assessment) embedded in the context of the teaching and learning process

9. Where Can We Begin? Shift FROM TO • Pencil and notebook • LP’s and cassettes • Telephone • Antenna • mail • “Encyclopedia” • The Mall 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

10. What Does It Look Like? Shift School Library Programs

11. What Does It Look Like? Shift

12. What Does It Look Like? Shift Common Beliefs

13. 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 to learn on their own. • Learning has a social context. • School libraries are essential to the development of learning skills.

14. Where Can We Begin? Shift FROM TO Students read to memorize/learn the information that will be the basis of classroom assessments or statewide standardized tests. Reading is a window to the world

15. Where Can We Begin? Shift FROM TO Students use facts to write reports or Students conduct a search once to find evidence to defend a thesis or answer an essential question. Inquiry provides a framework for learning. Use of a research model guides the student’s effort

16. Where Can We Begin? Shift FROM TO Students are taught how to distinguish between paraphrasing and using a direct quote, how to cite sources and how to avoid plagiarism. Ethical behavior in the use of information must be taught. Students recognize and appreciate and respect the concept of intellectual property .

17. Where Can We Begin? Shift FROM TO Students 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. Technology 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.

18. Where Can We Begin? Shift FROM TO Equitable access is a key component for education Equitable access is a key component for education

19. Where Can We Begin? Shift FROM TO Literacy 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. The definition of information literacy has become more complex as resources and technologies have changed—Students need digital, visual, textual and technological literacies

20. Where Can We Begin? Shift FROM TO Students 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. The 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.

21. Where Can We Begin? Shift FROM TO Learning 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. Learning 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.

22. Where Can We Begin? Shift FROM TO School 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. School 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.

23. Compare and contrast: How are the 21st-Century Learner Standards similar or different from the previous 9 IL Standards?

24. The Components Beliefs Standards Strands Indicators

25. Standards LEARNERS USE SKILLS, RESOURCES, & 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.

26. Skills • Does the student have the right proficiencies to explore, understand, learn, think, and master subjects? • Multiple literacies • Critical thinking • Social learning • Inquiry-based • Content context

27. Standards for the 21st Century Learner in Action provides…

28. Dispositions in Action • Is the student disposed to ongoing beliefs and attitudes that guide critical thinking and intellectual behavior that can be measured through actions taken? • Curious • Resilient • Flexible • Imaginative • Critical • Reflective • Self-evaluative

29. Responsibilities • Is the student aware that 21st century learning requires self-accountability in researching, investigating, and problem solving? • Follow ethical & legal guidelines • Respect Intellectual Freedom • Pursue multiple perspectives & balance of viewpoints • Practice safe behaviors • Contribute to the exchange of ideas • Respect ideas & experiences of others

30. Standards for the 21st Century Learner in Action provides…

31. Self-Assessment Strategies • Can the student recognize personal strengths and weaknesses over time and become a stronger, more independent learner? • Processes of learning • Products of learning

32. Standards for the 21st Century Learner in Action provides…

33. Neither grade-level nor standard-specific

34. Standards for the 21st Century Learner in Action

35. Standards for the 21st Century Learner in Action provides… • A four-step Instructional Model that combines direct instruction with independent practice

36. Four-step Lesson Design • Direct instruction of the specific skill to be learned • Modeling and guided practice: learners have an opportunity to see the skill as it is applied successfully • Independent practice: learners apply the skill to their own topics • Sharing and reflection: learners look at their own application of the skill and determine how well it worked

37. Rethink Instruction • How would you address each standard and strand? • How would you assess student learning? • What changes should be madein the learning activities? • What additional lessons need to be added to pursue the standards?

38. What does it look like? Illinois http://www.islma.org/pdf/ISAIL.pdf New Hampshire http://www.londonderry.org/assets/documents/lmt/lit_tech_bench.pdf

39. Teaching for Learning

40. Teaching for Learning Involves: Building Collaborative Partnerships The Role of Reading Addressing Multiple Literacies Effective Practices for Inquiry Assessment

41. Teaching for Learning Involves: Building Collaborative Partnerships The Role of Reading Addressing Multiple Literacies Effective Practices for Inquiry Assessment School Library Programs

42. Teaching for Learning Involves: Building Collaborative Partnerships The Role of Reading Addressing Multiple Literacies Effective Practices for Inquiry Assessment School Library Programs

43. ICT and Research Models • Provide access points for content area integration • Allow for assured experiences and structure across grade levels and disciplines • Ensure multiple opportunities for students to “practice” research using the tools of research (including technology) • “Guided inquiry” = “Knowledge Construction” School Library Programs

44. Characteristics of the Models • Promote critical thinking and problem solving • Foster engaging, collaborative, and authentic learning • Afford opportunities for curricular alignment and interdisciplinary collaboration • Provide scaling/scaffolding of the research process • Offer multiple options for end product. • Allow for assessments of product and process School Library Programs

45. Characteristics of the Models • Present • Synthesize • Select information to use • Analyze and evaluate information • Gather information • Develop a search strategy • Create a purpose/focus • Define further if needed/narrow the topic • Define the task/problem/need for information School Library Programs

46. The Research Continuum School Library Programs

47. Next Steps • Create a team (administrators, teachers, lms, TI’s) to research and consider use of an inquiry/ research model which also integrates technology • Adopt/adapt/build a model based on needs (identified by district strategic plan, learning goals, graduation standards) • Agree upon terms and vocabulary • Provide professional development

48. Changing Role of the SLMS Now 1. Instructional Partner 2. Information Specialist 3. Teacher 4. Program Administrator 5. Leader Before Teacher Information Specialist Instructional Partner Program Administrator

49. A Revised Job Description

50. Report outs from discussion