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STANDARD # 2

Draw conclusions, make informed decisions, and apply knowledge to new

situations and create new knowledge.

STANDARD #2

Take information that you know, just learned, or want to learn. Then

decide what information is credible to make and apply new knowledge.

IN OTHER WORDS…

WHAT DOES THIS LOOK LIKE?

Thinking

Researching

Sharing

You just started working at the Jelly Belly Factory.

Your team’s job is to use your knowledge of Jelly Belly flavors to create a new hybrid flavor.

Directions: Take notes on the provided graphic organizer to

organize your information. Taste your jelly beans. Combine your jelly beans.

Create a new jelly bean flavor! Give your new flavor a name.

Share your findings with the group.

YOUR TASK:

AASL standard 2

HEAD LICE POSTER

LEARNING OBJECTIVES

After completing all the head lice activities, students will demonstrate learning by producing a poster about how to prevent the spread of lice.

STUDENT SAMPLES

HOW THE LIS PROFESSIONAL CAN HELP

Prior to the activity:•Pull books relating to head lice•Create poster template and add template to all student computers•Add shortcut to Comic Life, Keynote, and Photo Booth to all student computers•Create a folder in iPhoto, find related pictures, and share folder to all student computers

During the activity:•Help students “click, hold, and drag”•Save and print poster•Help open Photo Booth software

After the activity:•Move Photo Booth student videos to server•Burn video presentations to DVD for parents and classroom teachers

HEAD LICE DESCRIPTORS

Skills:2.1.1. Note similarities and differences in information from different sources Find facts to answer questions in more than one source.2.1.2 Organize information into different forms2.1.4 Use word processing and drawing tolls to create written product.2.1.5 Share information and ideas with others by discussion and listening2.1.6 Use pictures to communicate new information and ideas Revise work with peer or teacher guidance Dispositions:2.2.2 Bring together information to solve a problem or reach a conclusion2.2.4 Set and meet high standards and goals for delivering quality work on time Responsibilities:2.3.1 Apply or adapt conclusion to decisions to new situations Draw on understandings to make personal decisions

AASL standard 2

THE TRAVEL BROCHURE

Students will learn how to use different methods to effectively conduct research.

Students will demonstrate new knowledge by creating a product that educates their audience

about a new travel destination.

LEARNING OBJECTIVES

STUDENT EXAMPLE #1

STUDENT EXAMPLE #2

HOW THE LIS PROFESSIONAL CAN HELP:

• Gather books about student-selected brochure locations

• Teach students how to research in the library• Reference Section• Nonfiction Section• District Database

• Collaborate with the classroom teacher to create a lesson that helps students differentiate between valid and invalid web sources

• Create graphic organizers and teach students how to use them to organize their research

• Teach students how to cite sources and create a reference page

• Collaborate with the classroom teacher to create a lesson that teaches students how to present their research findings

TRAVEL BROCHURE DESCRIPTORS

Skills2.1.1 Find similar big ideas in more than once source2.1.2 Use common organizational patterns (chronological order, main idea with supporting ideas) to make sense of information2.1.4 Use word processing, drawing, presentation, graphing, and other productivity tools to illustrate concepts and convey ideas2.1.6 Follow steps of the writing/creation process: prewriting, drafting, revising, editing, and publishing

Dispositions2.2.1 Realize that Web searching and book searching require different skills and adapt accordingly

Responsibilities2.3.2 Evaluate the authors and viewpoints of all information sources2.3.3 Use criteria to evaluate information before making decisions

AASL standard 2

GEOLOGICAL RESEARCH

LEARNING OBJECTIVES

Student will…

1.Research igneous, sedimentary, and metamorphic rocks and their current commercial use through various sources

2.Understand vocabulary for inclusion in research

3.Organize information on different sources4.Question whether the type of rock chosen

could be able to help in future use5.Write a research paper on the information

gathered on igneous, sedimentary, and/or metamorphic rocks

STUDENT EXAMPLE

STUDENT EXAMPLE

Assessing Information in Different Sources

HOW THE LIS PROFESSIONAL CAN HELP

• Model and assist students in the use of the Frayer model

• Model and assist students in the use of diagrams to organize information

• Model and assist students in the use of diagrams to compare information

GEOLOGICAL RESEARCH DESCRIPTORS

Skills2.1.1 Build a conceptual framework by synthesizing ideas gathered from multiple texts2.1.2 Organize information independently, deciding the structures based on the relationships among ideas and general patterns discovered. 2.1.3 Combine information and inferences to draw conclusions and create meaning.2.1.4 Display important connections among ideas by using common productivity tools to categorize and analyze information Use technology and other information tools to analyze and organize information. 2.1.6 Cite ideas and direct quotes using official style formats.

Dispositions2.2.1 Realize that Web searching and book searching require different skills and adapt accordingly. 2.2.3 draw conclusions or make decisions based on clearly documented evidence drawn from a range of appropriate resources2.2.4 Develop a detailed plan and self-monitor progress in completing high quality work in a timely manner

Responsibilities2.3.1 Validate the authority and authenticity of diverse viewpoints before using the evidence to draw conclusions

Self-Assessment2.4.2 Reflect on systematic process, and assess for completeness of investigation.

ARTICLE QUESTIONS

Do you think the concepts in Standards for the 21st-Century Learner are being used effectively in your school? How do you know? If they aren’t, what can you do in your current position to promote these standards? Why should it be relatively easy for LIS professionals to begin using the new L4L program and AASL standards?  In the article, Franklin and Stephens discuss how LIS professionals have adapted to new technology. How can technology help LIS professionals use Standard #2 when creating lessons plans for teachers/students?  What graphic organizers or strategies would be useful for making informed decisions and/or applying knowledge to new situations? Please bring an example or idea to share.  How can you incorporate Standard Two in your teaching? Who, if anyone, will you include while planning and implementing your lesson? Why?

REFERENCES

American Association of School Librarians. (2009). Standards for the 21st-century learner in action. Chicago, IL: American Library Association.

Frayer Model. (2010). Retrieved November 10, 2011, from WorksheetWorks website: http://www.worksheetworks.com/miscellanea/graphic-organizers/frayer.html

Col, J. (2003). Fishbone diagrams. Retrieved November 10, 2011, from Enchanted Learning website: http://www.enchantedlearning.com/graphicorganizers/fishbone/ Darn, S. (2011). Graphic organizers: ELT Bakery. Retrieved November 10, 2011, from ETL Bakery.com website: http://eltbakery.edublogs.org/2010/01/12/graphicorganizers/

ACTIVITY

Belief lifeboats: If you could have only one belief from those listed in the AASL Standards, what would it be?

Choose your belief. Go stand by the wall next to that belief. Discuss with your colleagues who chose the same belief why you did so.

Come back together as whole group. Share some of the reasons that people chose different beliefs.