Jean Donham, Ph' D'

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Standards Standards Standards

• Jean Donham, Ph. D.
• Wartburg College
• Waverly, Iowa
• www.wartburg.edu/library

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Learning to be a learner

• In times of change, it is the learners who will
  inherit the earth while the learned will find
  themselves beautifully equipped for a world that
  no longer exists. (Teacher Librarian, October
  2007).

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A Brief Historic Look at Standards

• 1920 NEA Library standards for secondary schools
• 1925 NEA ALA standards for elementary school
  libraries
• 1943 Henne calls for K-12 school library
  standards Key ideas
• collaboration with teachers
• contextualized instruction
• 1945 AASL first K-12 standards
• 1951--AASL became an ALA division

Frances Henne
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Consistent Themes Since 1945

• Collaboration with classroom teachers
• Integration of library instruction with classroom
  curriculum

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Standards. . .

• Focus collection development
• Afford opportunities for collaboration and
  integration
• Demonstrate the centrality of the school library

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A definition of information literacy

• Attainment of the skills, knowledge, and
  dispositions that enable one to locate, evaluate,
  interpret, use, and communicate information
  effectively for the purposes of solving a
  problem, making a decision, or generating new
  knowledge.

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Standards from many directions

• School Library Profession
• AASL Standards for the 21st Century Learner
• ISTE Technology Foundation Standards for All
  Students
• External Constituencies
• EnGauge 21st Century Skills
• Partnership for 21st Century Skills Framework for
  21st Century Learning Information, Media, and
  Technology Skills.
• Content Area Standards
• National Council of Teachers of Mathematics
• National Council for the Social Studies
• National Council of Teachers of
  English/International Reading Association
• National Science Teachers Association

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AASL Standard 1
Learners use skills, resources tools to
Inquire, think critically and gain knowledge
ISTE Research and Information Fluency apply
digital tools to gather, evaluate and use
information Critical Thinking, Problem Solving,
and Decision Making use critical thinking skills
to plan and conduct research, manage projects,
solve problems, and make informed decisions using
appropriate digital tools and resources Creativity
and Innovation demonstrate creative thinking,
construct knowledge, and develop innovative
products and processes using technology
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Indicators--inquire, think critically, and gain
knowledge
Examples of nuances for each set of standards
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AASL Standard 2
Learners use skills, resources tools to
Draw conclusions, make informed decisions, apply
knowledge to new situations, and create new
knowledge
ISTE Research and Information Fluency apply
digital tools to gather, evaluate, and use
information Critical Thinking, Problem Solving,
and Decision Making use critical thinking skills
to plan and conduct research, manage projects,
solve problems, and make informed decisions using
appropriate digital tools and resources Creativity
and Innovation demonstrate creative thinking,
construct knowledge, and develop innovative
products and processes using technology
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Indicators--draw conclusions, make informed
decisions, apply knowledge to new situations, and
create new knowledge
Examples of nuances for each set of standards
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AASL Standard 3
Learners use skills, resources tools to
Share knowledge and participate ethically and
productively as members of our democratic society
ISTE Communication and Collaboration use
digital media and environments to communicate and
work collaboratively, including at a distance, to
support individual learning and contribute to the
learning of others Digital Citizenship Understand
human, cultural, and societal issues related to
technology and practice legal and ethical behavior
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Indicators--share knowledge and participate
ethically and productively as members of our
democratic society
Examples of nuances for each set of standards
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AASL Standard 4
Learners use skills, resources tools to
Pursue personal and aesthetic growth
ISTE not a point of emphasis
ISTE Demonstrate a sound understanding of
technology concepts, systems and
operations AASL not a point of emphasis
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Dispositions

• Habits of mind
• Attitudes
• Learning behaviors

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Dispositions

• Standard 1
• Initiative and self-engagement
• Confidence
• Creativity
• Critical stance
• Resilience
• Persistence

How do we design lessons that encourage and
support these dispositions?
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DispositionsIndicators

• Indicator 1.2.1 Display initiative and engagement
  by posing questions and investigating answers
  beyond the collection of superficial facts
• Sample behaviors
• Develop questions that relate to the essential
  question in the inquiry
• Develop questions that explore how do we know
  what we know
• Develop questions that require making connections
  between ideas and events
• Develop questions that challenge previous
  thinking.
• Indicator 1.2.7 Display persistence by continuing
  to pursue information to gain a broad perspective
• Sample behaviors
• Use a range of resources
• Display continuing curiosity that fuels
  self-generated investigation of an inquiry

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Dispositions
How do we design lessons that encourage and
support these dispositions?

• Standard 2
• Flexibility
• Divergent and convergent
• thinking to form conclusions
• Employ a critical stance
• Personal productivity--get er done

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Dispositions

• Standard 3
• Leadership
• Social responsibility
• Team work

How do we design lessons that encourage and
support these dispositions?
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Dispositions

• Standard 4
• Curiosity
• Open-mindedness
• Appreciation

How do we design lessons that encourage and
support these dispositions?
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Responsibilities--AASL

• Not skill or grade level specific
• Develop over time with strong support and
  gradually increasing independence

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Responsibilities--AASL
How do we design lessons that encourage and
support these responsibilities?

• Ownership of the inquiry
• Ethics
• Open-mindedness
• Authentic problem-solving

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ResponsibilitiesIndicators

• Indicator 1.3.2 Seek divergent perspectives
  during information gathering and assessment
• Sample behaviors
• Recognize when different perspective exist about
  an issue
• Seek credible sources that present different
  viewpoints
• Evaluate every source for point of view

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Self Assessment Strategies

• Monitor information seeking processes
• Use interaction and feedback with teachers and
  peers
• Seek help when needed
• Develop directions for future investigations
• Assess the quality of ones products and
  processes
• Identify own areas of interest
• Develop personal performance criteria

How do we design lessons that encourage and
support these strategies?
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Constituency-driven Standards
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National Content Area Standards

• Example National Social Studies Curriculum
  Standards
• From the Theme II Time, Continuity, and Change
• ProcessesThe learner will be able to identify
  and use a variety of primary and secondary
  sources for reconstructing the past such as
  documents, letters, diaries, maps, textbooks,
  photos, and others.
• page 33. Draft NCSS Curriculum Standards
• http//www.socialstudies.org/standards/taskforce/f
  all2008draft

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Content Area CorrelationIN
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Content Area Correlation--SC
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Content Area Integration-Iowa
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Centrality

• Centrality can be a blessing and a curse.
  Centrality places teacher librarians at the heart
  of the school networkat the intersection of
  technology, literacy, information literacy,
  student inquiry and effective teaching.
• Teacher Librarian April 2008

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References

• American Association of School librarians.
  Standards for the 21st Century Learner.
  Accessible at http//www.ala.org/ala/mgrps/divs/aa
  sl/aaslproftools/learningstandards/standards.cfm
• Buzzeo, T. (April/May 2004). Standards-based
  educationLibrary media specialists and teachers
  meet the challenges collaboratively, Library
  Media Connection, pp. 14-16.
• Dickinson, Gail (March 2008). A place to stand,
  Library Media Connection, pp. 10-12.
• Donham, J. (April 2008). Standards! Standards!
  Standards! Teacher Librarian 35/4 42-46.
• International Society for Technology in
  Education. National Technology Standards and
  Performance Indicators for Students. Accessible
  at http//www.iste.org/AM/Template.cfm?SectionNET
  S
• Kester, D. and Jones, P. A. (2004). Frances Henne
  and the development of school library standards,
  Library Trends 52/4 952-962.

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Correlation Websites

• Indiana
• http//dc.doe.in.gov/Standards/AcademicStandards/P
  rintLibrary/ILS_Correlations.shtml
• South Carolina
• www.libsci.sc.edu/shannon/StandardsAlign/index.htm
  l
• Iowa
• www.statelibraryofiowa.org/ld/school-librarians/re
  qandsupp/sample/view
• Engauge Skills
• http//www.metiri.com/features.html