HCDE January 25, 2010 Standards for the 21 st Century Learner Suzanne Lyons Texas L4L Coordinator

HCDE January 25, 2010 What is L4L? HCDE January 25, 2010

HCDE January 25, 2010 How Does L4L Do That? HCDE January 25, 2010

HCDE January 25, 2010 Standards for the 21 st Century Learner

HCDE January 25, 2010 Engage Me HCDE January 25, 2010 HCDE January 25, 2010 HCDE January 25, 2010

HCDE January 25, 2010 The Key 21st Century Skill “Learning is what most adults will do for a living in the 21st century.” -S. J. Perelman ( ) “We need to prepare kids for their future rather than our past.” -D. Pink ~2009 HCDE January 25, 2010

HCDE January 25, 2010 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 HCDE January 25, 2010

HCDE January 25, : Standards for School Library Programs 1969: Standards for School Media Programs 1975: Media Programs: District and School HCDE January 25, 2010

HCDE January 25, : Information Power: Guidelines for School Library Media Programs 1998: Information Power: Building Partnerships for Learning HCDE January 25, 2010

HCDE January 25, 2010 Standards for the 21st-Century Learner Download: Empowering Learners: Guidelines for School Library Media Programs Purchase: Standards for the 21st-Century Learner in Action Purchase: ?ID=2601http:// ?ID=2601 HCDE January 25, 2010

HCDE January 25, 2010 Standards for the 21 st 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.

HCDE January 25, 2010 Old vs. New 1988, 1998, 2007 Not meant to replace previous standards Blend the old and the new Use to continue establishing the foundation already in place

HCDE January 25, 2010 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

HCDE January 25, 2010 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

HCDE January 25, 2010 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)

HCDE January 25, 2010 Changes Inquiry and student based learning Responsibility placed on student Articulated through indicators Enables librarian to plan instruction

HCDE January 25, 2010 Where Can We Begin? 21 st Century Flexible Learning Environments HCDE January 25, 2010

HCDE January 25, 2010 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 HCDE January 25, 2010

HCDE January 25, 2010 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 , IM, social networks “Search Engines” Web 2.0 HCDE January 25, 2010

HCDE January 25, 2010 Common Beliefs Goal – 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 program HCDE January 25, 2010

HCDE January 25, 2010 Where Can We Begin? FROM Students read to memorize/learn the information that will be the basis of classroom assessments or statewide standardized tests. TO Reading is a window to the world

HCDE January 25, 2010 Where Can We Begin? FROM Students use facts to write reports or Students conduct research once to find evidence to defend a thesis or answer an essential question. TO Inquiry provides a framework for learning. Use of a research model guides the student’s effort

HCDE January 25, 2010 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

HCDE January 25, 2010 Where Can We Begin? FROM Students are taught how to distinguish between paraphrasing and using a direct quote, how to cite sources and how to avoid plagiarism. TO Ethical behavior in the use of information must be taught. Students recognize and appreciate and respect the concept of intellectual property.

HCDE January 25, 2010 Where Can We Begin? FROM 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. TO 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.

HCDE January 25, 2010 Where Can We Begin? FROM Equitable access is a key component for education TO Equitable access is a key component for education

HCDE January 25, 2010 Where Can We Begin? FROM 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. TO The definition of information literacy has become more complex as resources and technologies have changed—Students need digital, visual, textual and technological literacies

HCDE January 25, 2010 Where Can We Begin? FROM 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. TO 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.

HCDE January 25, 2010 Where Can We Begin? FROM 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. TO Learning has a social context—Students learn collaboratively in face-to- face situations and through technology. Students work more frequently in teams in 21 st century learning and employment.

HCDE January 25, 2010 Where Can We Begin? FROM 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. TO 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.

HCDE January 25, Standards Learners use skills, resources, and tools to:  Inquire, think critically, and gain knowledge.  Draw conclusions, make informed decisions, apply knowledge to new situations, and create new knowledge. HCDE January 25, 2010

HCDE January 25, Standards Learners use skills, resources, and tools to:  Share knowledge and participate ethically and productively as members of our democratic society.  Pursue personal and aesthetic growth.

HCDE January 25, 2010 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.

HCDE January 25, 2010 STANDARD 4: Learners use skills, resources, and tools to pursue personal and aesthetic growth. Audience’s Values (Teacher) Your ValuesCommon 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. 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)

HCDE January 25, 2010 Sample STANDARD 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.

HCDE January 25, 2010 Sample STANDARD 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.

HCDE January 25, 2010 Elevator Speech activity

HCDE January 25, 2010 Strands

HCDE January 25, 2010 Strands within each standard … and the key questions that define them

HCDE January 25, 2010 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

HCDE January 25, 2010 Responsibilities & Self assessment strategies RESPONSIBILITIES Common 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 STRATEGIES Reflections 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?

HCDE January 25, 2010 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

HCDE January 25, 2010 Where Can We Begin? A Revised Job Description

HCDE January 25, 2010 Changing Role of the SLMS How roles were ranked…. Before…. 1.Teacher 2.Information specialist 3.Instructional Partner 4.Program administrator Now… 1.Instructional Partner 2.Information specialist 3.Teacher 4.Program administrator 5.Leader

HCDE January 25, 2010 The 21 st 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

HCDE January 25, 2010 Job description activity

Where do I go from here? excerpted from Sowing the Seeds of the New AASL Standards for the 21 st Century Learner, Knowledge Quest Sept/Oct 2008, p.72) cc licensed flickr photo by

Download the new standards arningstandards/AASL_Learning_Standards_2007.pdf cc licensed flickr photo by

TAKE A DEEP BREATH! They simply build on IP2 cc licensed flickr photo

Read the Common Beliefs… who else on your campus is a “believer”? cc licensed flickr photo by

Can you correlate these with your district library standards? Where do you need professional development? cc licensed flickr photo:

If your district doesn’t have library standards, consider these as a starting point cc licensed flickr photo

Prioritize which areas of the standards to address first… skills… dispositions…? cc licensed flickr photo:

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

You are doing more than you think already! cc licensed flickr photo

Selected Action Examples Excerpted from Standards for the 21 st Century Learner in Action, p.63

HCDE January 25, 2010 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.

HCDE January 25, 2010 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…

HCDE January 25, 2010 Selected references Johns, S.K. (2008, Spring). AASL standards for the 21 st -century learner: A time to reflect and study. CSLA Journal 31(2), 8-9. Sowing the Seeds of the New AASL Standards for the 21 st Century Learner, Knowledge Quest Sept/Oct 2008, p SLJ Leadership Summit: Librarians as Leaders of 21st Century Learning SLJ Leadership Summit Twitter backchannel: #sljsummit09