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HCDE
January 25, 2010
Standards for the 21st Century Learner
Suzanne Lyons
Texas L4L Coordinator
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What is L4L?
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How Does L4L Do That?
http://www.ala.org/aasl/standards
http://www.alastore.ala.org/detail.aspx?ID=2682
http://www.alastore.ala.org/detail.aspx?ID=2601
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HCDE
January 25, 2010
Standards for the 21st Century Learner
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Engage Me
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The Key 21st Century Skill
“Learning is what most adults will do for a living in the 21st century.”
-S. J. Perelman (1949-1979)
“We need to prepare kids for their future rather than our past.”
-D. Pink ~2009
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History DOES repeat itself….
• 1920: Standard Library Organization and Equipment for Secondary Schools
• 1925: Elementary School Library Standards
• 1945: School Libraries for Today and Tomorrow
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• 1960: Standards for
School Library Programs
• 1969: Standards for
School Media Programs
• 1975: Media Programs:
District and School
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• 1988: Information Power:
Guidelines for School Library
Media Programs
• 1998: Information Power:
Building Partnerships for Learning
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Standards for the 21st-Century LearnerDownload: http://www.ala.org/aasl/standards
Empowering Learners: Guidelines for School Library Media ProgramsPurchase: http://www.alastore.ala.org/detail.aspx?ID=2682
Standards for the 21st-Century Learner in ActionPurchase: http://www.alastore.ala.org/detail.aspx?ID=2601
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Standards for the 21st Century Learner
• Released in October 2007 at the AASL Conference in Reno, NV
• An “evolution” of the nine Information Literacy Standards for Student Learning (ch. 2 of Information Power)
• Now: Library programs address information literacy in traditional and evolving formats.
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Old vs. New1988, 1998, 2007
• Not meant to replace previous standards• Blend the old and the new• Use to continue establishing the foundation
already in place
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New Standards
• Represents current thoughts• Responding to the impact of new technology• Responding to widespread curriculum changes• Based on learning expectations with focus on
outcomes
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New Standards
• Designed to provide a foundation for strong library media programs
• Meant to guide the profession into the future• Learner driven – applies to all learners, in all
subject areas, in all learning situations
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The Great Divide…. not
• [The standards] are not a curriculum guide or a scope-and-sequence. They provide a framework for the integration of information literacy with curricula in other subjects, taught in classrooms and libraries.” (Johns 8)
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ChangesInquiry and student based learning
Responsibility placed on student
Articulated through indicators
Enables librarian to plan instruction
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Where Can We Begin?
21st Century Flexible Learning Environments
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Where Can We Begin?
FROM• Library Skills
• Rigid Schedules
• Skills taught in isolation
TO• Information, Media, Digital
Literacy• Flexible Schedules• Skills (dispositions,
responsibilities, and assessment) embedded in the context of the teaching and learning process
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Where Can We Begin?
FROM• Pencil and notebook• LP’s and cassettes• Telephone• Antenna• mail• “Encyclopedia”• The Mall
TO• 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
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Common BeliefsGoal – Use language to communicate with
stakeholders the power and potential of the Standards
How? Use keywords and vocabulary in Common
Beliefs to create elevator speeches for specific audiences
Why?To frame the message – reconsider SLMS role
and programHCDE
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Where Can We Begin?
FROMStudents read to
memorize/learn the information that will be the basis of classroom assessments or statewide standardized tests.
TOReading is a window to
the world
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Where Can We Begin?
FROMStudents use facts
to write reports or Students conduct research once to find evidence to defend a thesis or answer an essential question.
TOInquiry provides a
framework for learning. Use of a research model guides the student’s effort
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Ending topical research!
• “If we keep assigning topics, students will drive their earth moving equipment through the information landfill, pleased by the height and depth of the piles.” -J. McKenzie
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Where Can We Begin?
FROMStudents are taught
how to distinguish between paraphrasing and using a direct quote, how to cite sources and how to avoid plagiarism.
TOEthical behavior in the use of
information must be taught. Students recognize and appreciate and respect the concept of intellectual property .
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Where Can We Begin?
FROMStudents 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.
TOTechnology 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.
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Where Can We Begin?
FROMEquitable access is a
key component for education
TOEquitable access is a
key component for education
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Where Can We Begin?
FROMLiteracy 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.
TOThe definition of
information literacy has become more complex as resources and technologies have changed—Students need digital, visual, textual and technological literacies
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Where Can We Begin?
FROMStudents 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.
TOThe 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.
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Where Can We Begin?
FROMLearning 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.
TOLearning 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.
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Where Can We Begin?
FROMSchool 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.
TOSchool 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.
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4 StandardsLearners use skills, resources, and tools to:
1. Inquire, think critically, and gain knowledge.
2. Draw conclusions, make informed decisions, apply knowledge to new situations, and create new knowledge.
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4 StandardsLearners use skills, resources, and tools to:
3. Share knowledge and participate ethically and productively as members of our democratic society.
4. Pursue personal and aesthetic growth.
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Common Beliefs & Standards Activity
Using the prompts provided, refer to the Common Beliefs and create an “elevator speech” (150 words max) that would address the issue presented in the prompt.
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STANDARD 4: Learners use skills, resources, and tools to pursue personal and aesthetic growth.
Audience’s Values(Teacher)
Your Values
Common Beliefs That Connect You And Your Audience
Wants kids to enjoy reading.
Wants kids to talk about books.
Wants kids to explore learning beyond the classroom.
Requires kids to read only from a selected list.
So do I.
So do I.
So do I.
I want kids to choose their own books.
“Reading is a window to the world.” (Key words: learning, personal growth, enjoyment)
“Learning has a social context.” (Key words: sharing knowledge, learning with others)
“The continuing expansion of information …” (Key words: Individual acquires skills)
“Reading is a window to the world” (Key words: lifelong skill, interpretation, new understandings)
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SampleSTANDARD 4 ~ AUDIENCE: CLASSROOM
TEACHERS
Mrs. Jones, we are both committed to helping our
kids enjoy reading to meet curriculum objectives,
and we want them to pursue learning on their
own as well.
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SampleSTANDARD 4 ~ AUDIENCE: CLASSROOM TEACHERS
One way that the library can support your students
is through independent book explorations. When
kids select books that interest them, they are
more motivated to read for learning and for
enjoyment.
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Elevator Speech activity
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Strands
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Strands within each standard … and the key questions that define them
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SKILLS Key abilities needed for understanding, learning, thinking, and mastering
subjects.Ask yourself: Does the student have the right proficiencies to explore a topic
or subject further?
DISPOSITIONS Ongoing beliefs and attitudes that guide thinking and intellectual behavior
that can be measured through actions.Ask yourself: Is the student disposed to higher-level thinking and actively
engaged in critical thinking to gain and share knowledge?
Skills and Dispositions
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Responsibilities & Self assessment strategies
RESPONSIBILITIESCommon behaviors used by independent learners in researching, investigating,
and problem solving.Ask yourself: Is the student aware that the foundational traits for 21st-century
learning require self-accountability that extends beyond skills and dispositions?
SELF-ASSESSMENT STRATEGIESReflections on one’s own learning to determine that the skills, dispositions, and
responsibilities are effective.Ask yourself: Can the student recognize personal strengths and weaknesses over
time and become a stronger, more independent learner?
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Indicators in each strand
Skills Grade Level Benchmarks
Dispositions Sample Behaviors in developmental stages
Responsibilities Sample Behaviors in developmental stages
Self Assessment Strategies Student self questioning examples
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Where Can We Begin?
A Revised Job Description
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Changing Role of the SLMSHow roles were ranked….
Before….1. Teacher2. Information specialist3. Instructional Partner4. Program administrator
Now…
1. Instructional Partner
2. Information specialist
3. Teacher
4. Program administrator
5. Leader
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The 21st Century Librarian•assess how prepared you and/or your program are to participate in making the vision a reality
•identify what areas you need to address through professional development
•develop personal and program short- and long-range goals and objectives
•establish personal and program priorities
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Job description activity
Where do I go from here?excerpted from Sowing the Seeds of the New AASL Standards for the 21st
Century Learner, Knowledge Quest Sept/Oct 2008, p.72)
cc licensed flickr photo by http://www.flickr.com/photos/publicdomainphotos/3392202749
Download the new standardshttp://www.aasl.org/ala/mgrps/divs/aasl/guidelinesandstandards/
learningstandards/AASL_Learning_Standards_2007.pdf
cc licensed flickr photo by http://www.flickr.com/photos/vizzzual-dot-com/2234376007
TAKE A DEEP BREATH! They simply build on IP2
cc licensed flickr photo http://www.flickr.com/photos/malomemory/2591302962/
Read the Common Beliefs… who else on your campus is a “believer”?
cc licensed flickr photo by http://www.flickr.com/photos/jason_weemin/479491007
Can you correlate these with your district library standards? Where do you
need professional development?
cc licensed flickr photo: http://www.flickr.com/photos/kjarrett/420892799/in/set-72157594522608563
If your district doesn’t have library standards,
consider these as a starting point
cc licensed flickr photo http://www.flickr.com/photos/ful1to/3783198574
Prioritize which areas of the standards to address first… skills… dispositions…?
cc licensed flickr photo: http://www.flickr.com/photos/pagedooley/2018663891
Use resources on the AASL web site
Identify the standards, skills, dispositions, and responsibilities that you are teaching in
lessons and units as you develop them
cc licensed flickr photo http://www.flickr.com/photos/intenteffect/2339840294
You are doing more than you think already!
cc licensed flickr photo http://www.flickr.com/photos/johnjoh/448665548
Selected Action Examples
Excerpted from Standards for the 21st Century Learner in Action, p.63
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Lesson Planning
Working in grade-level groups, work on a sample lesson, using the Action Examples in Standards in Action (p. 68) as a guide.
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Lesson Planning Template• Determine the topic for the lesson, fill out
the template with basic information
• Identify the standard you wish to address
• Identify skills, dispositions, responsibilities and self-assessment indicators you are addressing
• Remember to factor in the key questions…
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Selected references
Johns, S.K. (2008, Spring). AASL standards for the 21st-century learner: A time to reflect and study. CSLA Journal 31(2), 8-9.
Sowing the Seeds of the New AASL Standards for the 21st Century Learner, Knowledge Quest Sept/Oct 2008, p.72
2009 SLJ Leadership Summit: Librarians as Leaders of 21st Century Learning. http://sljsummit.ning.com/page/coveritlive-1
2009 SLJ Leadership Summit Twitter backchannel: #sljsummit09