AASL Standards Presentation Standard 2

1. AASL Standards PresentationStandard 2 Carol Gallagher Meghan Smith Amy Mueller

2. Do you want REAL inquiry?YOU NEED THE SKILLS NECESSARY TO CONSTRUCT NEW UNDERSTANDING, DRAW CONCLUSIONS, AND CREATE NEW KNOWLEDGE

3. STANDARD 2: DRAW CONCLUSIONS, MAKE INFORMAL DECISIONS, APPLY KNOWLEDGE TO NEW SITUATIONS, AND CREATE NEW KNOWLEDGE

4. SKILLS : KEYS TO INQUIRY

5. ORGANIZATION ANALYSIS: Apply critical thinking SKILLS EVALUATION SYNTHESIS: KEYS TO INQUIRY

6. 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 understanding, draw conclusions, and create new knowledge. • Identify the text’s main ideas, supporting examples, definitions, and details • Evaluate text clues in order to determine most important ideas in reading selection • Find similar big ideas in a variety of sources

7. 2.1.2. Organize knowledge so that it is useful. • Organize notes and ideas to form responses to questions • Combine and categorize information using a semantic web to show connections among ideas

8. 2.1.3. Use strategies to draw conclusions from information and apply knowledge to curricular areas, real-world situations, and further investigations. • Draw conclusions about data based on explicit and implicit information gleaned from sources • Make connections between curriculum and the real world • Make inferences about inquiry topic when research is completed

9. 2.1.4. Use technology and other information tools to analyze and organize information. • Use word processing, artistic, design, presentation, graphing, and other productivity tools to illustrate concepts and convey ideas • Use interactive tools to participate as a group in analyzing and organizing information

10. 2.1.5. Collaborate with others to exchange ideas, develop new understandings, make decisions, and solve problems. • Work collaboratively to evaluate pictures, images, and charts for reports and presentations • Work collaboratively to create innovative ways to present information • Use problem-solving techniques as a group to identify and resolve issues with project

11. 2.1.6. Use the writing process, media, and visual literacy, and technology skills to create products that create new understandings. • Utilize outline to draft project, then add supporting details • Experiment with text and visual media to create projects • Edit work based on peer and teacher feedback • Convey ideas creatively, utilizing a variety of formats

12. KEYS TO INQUIRY DISPOSITIONS IN ACTION

13. 2.2.1. DEMONSTRATE FLEXIBILITY IN THE USE OF RESOURCES BY ADAPTING INFORMATION STRATEGIES TO EACH SPECIFIC RESOURCE AND BY SEEKING ADDITIONNAL RESOURCES WHEN CLEAR CONCLUSIONS CANNOT BE DRAWN. *Web searching and book searching require different skills. *Detect conflicting information and access resources that contribute to thoughtful conclusions.

14. 2.2.2. USE BOTH DIVERGENT AND CONVERGENT THINKING TO FORMULATE ALTERNATIVE CONCLUSIONS AND TEST THEM AGAINST THE EVIDENCE. *Divergent thinking: free-flowing, thoughtful process that leads to generating a variety of solutions or answers *Convergent thinking: using logical steps and knowledge to arrive at one correct solution

15. 2.2.3. APPLY A CRITICAL STANCE IN DRAWING CONCLUSIONS BY DEMONSTRATING THAT PATTERN OF EVIDENCE LEADS TO A DECISION OR CONCLUSION. *Recognize fallacies in logic *Identify misleading information and gaps in information that lead in inaccurate conclusions *Read widely from varied sources to pinpoint inaccurate information

16. 2.2.4. DEMONSTRATE PERSONAL PRODUCTIVITY BY COMPLETING PRODUCTS TO EXPRESS LEARNING *Establish a research plan that outlines learning goals, identifies major tasks and deadlines to achieve steps toward the goal, and documents progress throughout the research *Set and meet high standards and goal for delivering quality work on time

17. RESPONSIBILITIES KEYS TO INQUIRY

18. 2.3.1. Connect understanding to real world *Apply conclusions to new situations *Use understandings to make personal decisions *Make connections between real life and research

19. 2.3.2. Consider diverse and global perspectives in drawing conclusions *Seek valid alternative perspectives *Evaluate viewpoints from all information sources *Seek outside sources from other authentic world views

20. 2.3.3. Use valid information and reasoned conclusions to make ethical decisions *Critically evaluate information before making decisions *Consider all evidence before making a decision

21. SELF-ASSESSMENT STRATEGIES KEYS TO INQUIRY

22. Self-Assessment Indicators and Questions *2.4.1. Determine how to act on information (accept, reject, modify) *2.4.2. Reflect on systematic process, and assesses for completeness of investigation. *2.4.3. Recognize new knowledge and understanding. *2.4.4. Develop directions for future investigations. • *How does the evidence I found help me form an opinion or support my thesis? • What decisions or conclusions have I drawn, and how are they supported by the evidence? • What new understandings did I develop about the topic or idea? How do those new understandings apply to other situations or contexts? • What new questions do I now want to answer about the topic or idea?

23. How can the library help? THE LIBRARIAN CAN HELP STUDENTS ACHIEVE THIS STANDARD BY HAVING THEM: Examine and evaluate information sources. Extract relevant and essential information and cite sources. Compare and contrast information found in different sources

24. Journal Article: “teaching students to think in the digital environment: digital literacy and digital inquiry”

25. Lesson: Using Collected Data to Create a Digital Representation

26. Do you have any questions? Comments?

27. Remember, critical thinking skills are the keys to Inquiry Thank YOU! ORGANIZATION ANALYSIS: EVALUATION SYNTHESIS:

28. Resources: • American Association of School Librarians. (2009). Standards for the 21st century learner in • action. Chicago, IL: American Library Association. • American Association of School Librarians. (2013). Learning standards hot links. Retrieved from http://www.ala.org/aasl/guidelinesandstandards/learning4life/resources/el10s2 • Citation Worksheet (Janice Bodily, Herget Middle School, LMC director) • Gcflearnfree. (2012, August 6). “Information savvy: Synthesizing information.” [YouTube]. Retrieved from https://www.youtube.com/watch?v=7dEGoJdb6O0 • Gyenne, Fred. (1976). A chocolate moose for dinner. New York, NY: Windmill Books. • Heidrich, D. (2004). Figuratively speaking: using classic literature to teach 40 literary terms. New York, NY: Learning Works, Inc. • Leedy, L. (2008). Crazy as a fox: a simile story. New York, NY: Holiday House. • Leedy, L. & Street, P. (2003). There’s a frog in my throat. New York, NY: Holiday House. • Naperville Community Unit School District 203. (2012). A parent’s guide to strategic reading: Synthesize ideas. [Brochure]. • Rowland, P. (n.d.). “Figurative language videos.” [SchoolTube]. Retrieved February 25, 2013, from http://www.digitalwish.com/dw/digitalwish/view_lesson_plans?id=7089 • Spivey, B.L. (2011). Types of figurative language. Retrieved from http://www.superduperinc.com/handouts/pdf/336_TypesofFigurativeLang.pdf. • Standard 2 Table (Janice Bodily, Herget Middle School, LMC director) • Stripling, B. (2010). Teaching Students to Think in the Digital Environment: Digital Literacy and • Digital Inquiry. School Library Monthly, 26(8), 16-19. • Terban, M. (1982). Eight ate: a feat of homonym riddles. New York, NY: Clarion Books. • Terban, M. (1988). Scholastic dictionary of idioms. New York, NY: Scholastic Publishing. • Terban, M. (1985). Too hot to hoot: funny palindrome riddles. New York, NY: Clarion Books.