Title: Laws to Remember: Implementing the New AASL Learning Standards
1Laws to Remember Implementing the New AASL
Learning Standards
- Gerry Solomon, NC DPI
- Acacia Dixon, Brunswick County Schools
2What Are Your Beliefs?
Learning 4 Life (L4L) National Plan for
Implementation of Standards for the 21st-Century
Learner and Guidelines for the School Library
Media Program http//ala.org/ala/mgrps/divs/aasl/a
aslproftools/learning4life/index.cfm
3Creativity and Innovation Skills Critical
Thinking and Problem Solving Skills Communication
and Collaboration Skills
4Information Literacy Media Literacy ICT
Literacy
5Flexibility Adaptability Initiative
Self-Direction Social Cross-Cultural Skills
Productivity Accountability Leadership
Responsibility
6Framework for 21st Century Learning
7State Board of Education
- The guiding mission of the North Carolina State
Board of Education is that every public school
student will graduate from high school, globally
competitive for work and postsecondary education
and prepared for life in the 21st century.
http//www.ncpublicschools.org/sbe_meetings/revisi
ons/2006/pdfs/0609/sbefgfrs2.pdf
8NCDPI Communications and Information Division
2007
9http//www.ala.org/ala/aasl/aaslproftools/learning
standards/standards.cfm
1021st Century Learners
SKILLS (key abilities)
DISPOSTIONS IN ACTION (ongoing beliefs and
attitudes)
RESPONSIBILITIES (behaviors of independent
learners)
SELF-ASSESSMENT STRATEGIES (Reflections on
learning)
1121st Century Learners
- SKILLS (key abilities)
- DISPOSTIONS IN ACTION
- RESPONSIBILITIES
- (behaviors of independent learners)
- SELF-ASSESSMENT STRATEGIES
- Read, Find, Evaluate
- Demonstrate, Display
- Contribute, Respect, Behave Ethically
- Reflect on learning
12Unpacking Standards - the verbs
Knowledge
Performance
Used with permission of Everett Kline AASL Fall
Forum 2008
13Unpacking Standards - the verbs
Performance
Used with permission of Everett Kline AASL Fall
Forum 2008
14Unpacking Standards - the verbs
Used with permission of Everett Kline AASL Fall
Forum 2008
15Need to Blend All Types of Targets
- Understanding of Key Ideas Questions
- Knowledge
- Technical Skills
- Performance Competence
- Mature Habits of Mind
Used with permission of Everett Kline AASL Fall
Forum 2008
16The Power of the AALA Standards
Understanding Mature Habits of Mind
Understands Weighs information carefully and
wisely Uses logic and informed judgment Selects
appropriate information Thinks creatively and
critically Is an independent learner Contributes
positively to society Seeks and shares
information and ideas Respects others ideas and
backgrounds Collaborates with others both in
person and through technologies Strives for
excellence Realizes that equitable access to
information is a fundamental right in a
democracy Respects the principles of intellectual
freedom Respects intellectual property
rights Uses information technology responsibly
Used with permission of Everett Kline AASL Fall
Forum 2008
17Effective Learning Experiences
- Cause students to understand
- Insight into key ideas, as reflected in wise
inferences regarding the knowledge and skill to
be learned (making meaning) - Effective use of knowledge and skill in varied,
important, realistic, and novel situations.
(enabling transfer)
Used with permission of Everett Kline AASL Fall
Forum 2008
18An Example Skill 1.1.9 Collaborate with others
to broaden and deepen understanding.
- With your group, develop a dress code for your
school and present it as a music video. Before
you begin, complete a project plan which includes
the goal of the project, research strategies, and
resources needed. Assign responsibilities and
tasks to each member of the group. Meet regularly
to monitor progress on individual tasks and then
to come to consensus on what should be included
in the final production. Present video as part of
an in-class video festival.
Standards in Action, Draft One, AASL
19- Sample Disposition 1.2.6 Display emotional
resilience by persisting in information searching
despite challenges. - Sample Responsibility 1.3.5 Use information
technology responsibly. -
Standards in Action, Draft One, AASL
20Sample Self-Assessment
- Did I persist and complete the assignment and
help other group members do the same? - How does my groups plan for research incorporate
the ideas of all group members? - How have I contributed to the learning of others?
- How can my group get feedback to help us revise
and edit our final product? - Did my group follow legal guidelines for
downloading music? -
Standards in Action Draft One, AASL
21Information Literacy
- The definition of information literacy has
become more complex as resources and technologies
have changed.
Standards for the 21st Century Learner, AASL 2007.
22Indicator 1.1.1 Follow an inquiry-based process
in seeking knowledge in curricular subjects, and
make the real-world connection for using this
process in own life.
- At Grade 2
- Follow a modeled inquiry process during each
visit to the library to do research.
Standards for the 21st Century Learner in Action,
Draft 2, AASL http//www.ala.org/ala/mgrps/divs/aa
sl/aaslproftools/standardsinaction/Draft2/All_sect
ions_Draft2.doc
23Problem Solving Using a Research Process
24With permission of Annette Lamb http//eduscapes.c
om/info/models.htm
25Ending 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.
McKenzie, Jamie. "Putting an End to Topical
Research." From Now On. Vol 16 No 3. February
2007. Date Accessed 2 20 2007 lthttp//www.fno.org
/feb07/topic.htmlgt.
26The Global Challenge
To be competitive now, U.S. students must
develop sophisticated critical thinking and
analytical skills to manage the conceptual nature
of the work they will do. They will need to be
able to recognize patterns, create narrative, and
imagine solutions to problems we have yet to
discover. They will have to see the big picture
and ask the big questions.
House, Gerry. "Closing the 'Reality Gap'."
American School Board Journal Special Report,
April 2006. lthttp//www.asbj.com/MainMenuCategory/
Resources.aspx.
27FAT Questions
- Look for connections between information
- Trigger forming an opinion about the information
found - Use comparisons and looking for patterns
- Require THOUGHTFUL answers
IN 2 EDU Information Literacy http//www.in2edu.c
om/downloads/infolit/index.htm
28Indicator 1.1.3 Develop and refine a range of
questions to frame the search
- At Grade 5
- Formulate questions about the topic with
guidance. - Predict answers to inquiry questions based on
background knowledge ... - Assess questions to determine which can be
answered by simple facts, and which would lead
to an interesting inquiry.
Standards for the 21st Century Learner in Action,
Draft 2, AASl, http//www.ala.org/ala/mgrps/divs/a
asl/aaslproftools/standardsinaction/Draft2/All_sec
tions_Draft2.doc
29Indicator 2.2.1 Demonstrate flexibility in the
use of resources by adapting information
strategies to each specific resource and by
seeking additional resources
- Sample behaviors
- Realize that Web searching and book searching
require different skills and adapt accordingly. - Detect conflicting information and access
resources that contribute to thoughtful
conclusions.
Standards for the 21st Century Learner in Action,
Draft 2, AASl, http//www.ala.org/ala/mgrps/divs/a
asl/aaslproftools/standardsinaction/Draft2/All_sec
tions_Draft2.doc
30Benchmarks (Gr. 8)
- 2.1.2 Combine and categorize information by using
an outline or semantic web to find connections
among ideas. - 2.1.3 Form opinions and judgments backed up by
supporting evidence. - 2.1.4 Use technology and other information tools
to analyze and organize information.
Standards for the 21st Century Learner in Action,
Draft 2, AASl, http//www.ala.org/ala/mgrps/divs/a
asl/aaslproftools/standardsinaction/Draft2/All_sec
tions_Draft2.doc
31Change Adopter Types
- Innovator (8)
- Leader (17)
- Early Majority (29)
- Late Majority (29)
- Resister (17)
Hord, S., Rutherford, W., Huling-Austin, L.,
Hall, G. (1998) Taking charge of change. Austin,
TX Southwest Educational Development Laboratory.
32Moving through the Change
- Stages of Concern
- 0. Awareness
- Informational
- Personal
- Management
- Consequence
- Collaboration
- Refocusing
Hord, S., Rutherford, W., Huling-Austin, L.,
Hall, G. (1998) Taking charge of change. Austin,
TX Southwest Educational Development Laboratory.
335 Laws of Library Science
- Books are for use.
- Every reader his or her book.
- Every book its reader.
- Save the time of the User.
- The library is a growing organism.
http//en.wikipedia.org/wiki/Five_laws_of_library_
science
34- Your practices must truly mirror what you
believe.
Everett Kline, Educational Consultant AASL Fall
Forum 2008
35Gerry Solomongolomon_at_dpi.state.nc.usAcacia
Dixonadixon_at_bcswan.net
- In compliance with federal law, NC Public Schools
administers - all state-operated educational programs,
employment activities - and admissions without discrimination because of
race, - religion, national or ethnic origin, color, age,
military service, - disability, or gender, except where exemption is
appropriate - and allowed by law.
- Inquiries or complaints regarding discrimination
- issues should be directed to
- Dr. Rebecca Garland
- Associate State Superintendent
- Academic Services and Instructional Support
- 6368 Mail Service Center, Raleigh, NC 27699-6368
- Telephone (919) 807-3200 Fax (919) 807-4065
36Citations
- http//www.education-world.com/a_tech/images/odyss
eus.jpg - http//ala.org/ala/mgrps/divs/aasl/aaslproftools/l
earning4life/index.cfm - http//www.ala.org/ala/aasl/aaslproftools/learning
standards/standards.cfm