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Title: Laws to Remember: Implementing the New AASL Learning Standards


1
Laws to Remember Implementing the New AASL
Learning Standards
  • Gerry Solomon, NC DPI
  • Acacia Dixon, Brunswick County Schools

2
What 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
3
Creativity and Innovation Skills Critical
Thinking and Problem Solving Skills Communication
and Collaboration Skills
4
Information Literacy Media Literacy ICT
Literacy
5
Flexibility Adaptability Initiative
Self-Direction Social Cross-Cultural Skills
Productivity Accountability Leadership
Responsibility
6
Framework for 21st Century Learning
7
State 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
8
NCDPI Communications and Information Division
2007
9
http//www.ala.org/ala/aasl/aaslproftools/learning
standards/standards.cfm
10
21st Century Learners
SKILLS (key abilities)
DISPOSTIONS IN ACTION (ongoing beliefs and
attitudes)
RESPONSIBILITIES (behaviors of independent
learners)
SELF-ASSESSMENT STRATEGIES (Reflections on
learning)
11
21st 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

12
Unpacking Standards - the verbs
Knowledge
Performance
Used with permission of Everett Kline AASL Fall
Forum 2008
13
Unpacking Standards - the verbs
Performance
Used with permission of Everett Kline AASL Fall
Forum 2008
14
Unpacking Standards - the verbs
Used with permission of Everett Kline AASL Fall
Forum 2008
15
Need 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
16
The 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
17
Effective 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
18
An 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
20
Sample 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
21
Information Literacy
  • The definition of information literacy has
    become more complex as resources and technologies
    have changed.

Standards for the 21st Century Learner, AASL 2007.
22
Indicator 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
23
Problem Solving Using a Research Process
24
With permission of Annette Lamb http//eduscapes.c
om/info/models.htm
25
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.

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.
26
The 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.
27
FAT 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
28
Indicator 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
29
Indicator 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
30
Benchmarks (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
31
Change 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.
32
Moving 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.
33
5 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
35
Gerry 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

36
Citations
  • 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
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