AASL Standards and Guidelines Framework for Relevance Susan D Ballard For AkASL Alaska Library Association Fairbanks 2016 Librarians as Leaders Where Are We Now httpwwwalaorgaaslstandards ID: 652499
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AASL Standards and Guidelines - Framework for RelevanceSusan D. BallardFor AkASL
Alaska
Library
Association Fairbanks2016
Librarians as LeadersSlide2
Where Are We Now?
http://www.ala.org/aasl/standards
http://www.alastore.ala.org/detail.aspx?ID=2601
http://www.alastore.ala.org/detail.aspx?ID=2682
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The Mission:
Revolution or Evolution?
vs
Information Power 1988 and 1998
The
mission of the library media program is to ensure that students and staff are effective users of ideas and information.
Standards
for 21st-Century
Learner
2007
The
mission of the school library media program is to ensure that students and staff are effective users of ideas and information.
The school library media specialist (SLMS) empowers
students and staff
to
become
critical thinkers, enthusiastic readers, skillful researchers, and ethical users of information by:Slide4
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Common BeliefsSlide5
Reading
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
NEXT?Slide6
Research and Inquiry
FROM
Students use facts to write reports or conduct a search 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 effortNEXT?Slide7
Ethical Use
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. NEXT?Slide8
Technology
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
Tech skills are crucial for future employment needs. For lifelong learning students need to be literate in ICT skills. They contribute to content creation through the use of technology tools.
NEXT?Slide9
Equity
FROM
Equitable access is a key component for education.
TO
Equitable access is a key component
for education.NEXT?Slide10
Literacy
FROM
Literacy = ability to read, write, listen and speak. Tech literacy = the basic skills to use tech – i.e. keyboarding to use a word processor or skill to assemble 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.NEXT?Slide11
Critical Thinking & Problem Solving
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 a 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
.
NEXT?Slide12
Learning
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 F2F situations and through technology. Students work
more frequently in teams in 21st century learning and employment environments.NEXT?Slide13
Library Program
FROM
School libraries support the school curriculum and provide equitable access to a variety of electronic and print sources. School librarians cooperate with content area teachers to match resources with curricular needs and teach research skills and tech skills to some students.TO
School libraries are
essential to development of learning, and provide equitable access to a variety of electronic
and print sources. School librarians collaborate to embed info and tech literacy skills in content area learning.NEXT?Slide14
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GuidelinesSlide15
Empowering Learners:
Flexible Learning Environments
https://en.wikipedia.org/wiki/Learning_commons#/media/File:Learning_CommonsITESMCCM04.JPG
CC BY-SA 4.0
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Empowering Learners:
Building the Learning EnvironmentSlide17
Empowering Learners:
Building the Learning EnvironmentSlide18
Empowering Learners:
Learning Environment Resources
FROMPencil and notebookLP’s and cassettesTelephone
Antenna
Mail“The Internet”Books
Reference WorksEncyclopediaThe Mall
TO
Laptop, Netbook
CD’s, DVD’s MP3’s & DD’s
Cell Phone, Smart Phone
Satellite, Cable, Streaming
Email, IM, Texting
The
Web and browsers
eBooks
Databases
Wikipedia
Social Networks
NEXT?Slide19
Explore the physical, virtual and pedagogical
connections between the curriculum and the library as a flexible learning environment.
Consider how
virtual spaces and resources integrate with the physical space.Consider how to use
the space and virtual presence to strengthen connections with the community.Consider how you can upgrade
the space and the resources-
what to keep, what to change, and what to delete
.
Empowering Learners:
Learning Environment – Next StepsSlide20
Empowering Learners:
Roles
Leader
Instructional Partner
Information Specialist
Teacher
Program AdministratorSlide21
Empowering Learners:
Roles
http://
www.ala.org/aasl/education/recruitment/learningSlide22
Empowering Learners:
Roles – Teacher
FROMLibrary SkillsRigid SchedulesLessons taught outside curriculum
Isolated Instruction
TO
ICT/Digital Literacy Flexible Schedules
SDRS-A embedded
in
the teaching and
learning process
Collaborative design,
delivery and assessment
NEXT?Slide23
What do you think?
Roles
Report outs from discussionSlide24
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 developmentDevelop personal and program short- and long-range goals and objectives
Establish
personal and program priorities
Empowering Learners:Roles – Next StepsSlide25
Empowering Learners:
Teaching for Learning
Building Collaborative PartnershipsThe Role of Reading Addressing Multiple Literacies
Effective Practices for Inquiry
Assessment Slide26
Empowering Learners:
Inquiry – ICT and Research Models
Provide access points for content area integration
Allow for assured experiences and structure across grade levels and disciplines
Ensure multiple opportunities for students to “practice” research using the tools of research (including technology)
“Guided inquiry” = “Knowledge Construction”Slide27
s
Promote critical thinking and problem solving
Foster engaging, collaborative, and authentic learningAfford opportunities for curricular alignment and interdisciplinary collaboration
Provide scaling/scaffolding of the research process
Offer multiple options for end product.Allow for assessments of product and process
Characteristics of the Models
Empowering Learners:
Inquiry – ICT and Research ModelsSlide28
s
Empowering Learners:
Inquiry – ICT and Research ModelsSlide29
The Research Continuum
What we already know
What we need to find out
The Learning
Need
Resources that may help
Resources
identified
as useful
Abstract and synthesize information
Knowledge
Empowering Learners:
Inquiry – ICT and Research ModelsSlide30
Create a team (administrators, teachers, lms, TI’s) to research and consider use of an inquiry/ research model which also integrates technology
Adopt/adapt/build a model based on needs (identified by district strategic plan, learning goals, graduation standards)
Agree upon terms and vocabulary
Provide professional development
Empowering Learners:
Inquiry – Next StepsSlide31
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Learner StandardsSlide32
The Standards: A 4x4 Approach
Inquire, think critically, and gain knowledge.
Draw conclusions, make informed decisions, apply knowledge to new situations, and create new knowledge.
Share knowledge and participate ethically and productively as members of our democratic society.
Pursue personal and aesthetic growth. Learners use skills, resources, & tools to:Slide33
The Standards: A 4x4 Approach
Evidence of the standards in action are expressed through:
SkillsDispositions in Action
Responsibilities
Self-Assessment Strategies
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Alignment
Local, State and National
New Yorkhttp://schools.nyc.gov/Academics/LibraryServices/StandardsandCurriculum/default.htm
Ohio
http://education.ohio.gov/Topics/Ohios-Learning-Standards/Library-Guidelines
Washington Statehttp://www.k12.wa.us/SchoolLibrary/Standards.aspxAll Stateshttp://www.sldirectory.com/libsf/resf/infoskill.html
Southern Westchester BOCES (NY)
http://
www2.lhric.org/libsys/IFC.htmlSlide35
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Common Beliefs
Guidelines
Learner StandardsSlide36
Where Can We Begin?
The VisionSlide37
Wrap up
Questions, Comments, Ideas?
Your Turn!