Aasl learning standards_2007

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Aasl learning standards_2007

  1. 1. Reading is a window Inquiry provides a to the world. framework for learning. Reading is a foundational skill for learning, To become independent learners, students personal growth, and enjoyment. The must gain not only the skills but also the degree to which students can read and disposition to use those skills, along with an understand text in all formats (e.g., picture, understanding of their own responsibilities video, print) and all contexts is a key and self-assessment strategies. Combined, indicator of success in school and in life. these four elements build a learner who As a lifelong learning skill, reading goes can thrive in a complex information beyond decoding and comprehension environment. to interpretation and development of new Ethical behavior in the use understandings. of information must be taught. In this increasingly global world of information, students must be taught to seek diverse perspectives, gather and use information ethically, and use social tools responsibly and safely. Technology skills are crucial for future employment needs. Today’s students need to develop information skills that will enable them to use technology as an important tool for learning, both now and in the future. Equitable access is a key component for education. All children deserve equitable access to books and reading, to information, and to information technology in an environment that is safe and conducive to learning.
  2. 2. LEaRnERS uSE SkILLS, RESouRcES, & TooLS To: The definition of information literacy has become more complex as resources and technologies have changed. Inquire, think Information literacy has progressed from the simple definition of using reference resources to find information. Multiple literacies, including digital, 1 critically, and gain knowledge. visual, textual, and technological, have now joined information literacy as crucial skills for this century. Draw conclusions, 2 The continuing expansion of information demands that all individuals acquire the thinking skills that will enable make informed them to learn on their own. decisions, apply The amount of information available to our knowledge to new learners necessitates that each individual acquire the skills to select, evaluate, and use information situations, and create appropriately and effectively. new knowledge. Learning has a social context. Learning is enhanced by opportunities to share Share knowledge and learn with others. Students need to develop skills in sharing knowledge and learning with others, both in face-to-face situations and 3 and participate ethically and through technology. productively as School libraries are essential to members of our the development of learning skills. democratic society. School libraries provide equitable physical and intellectual access to the resources and tools required for learning in a warm, stimulating, and safe environment. School librarians collaborate Pursue personal 4 with others to provide instruction, learning and aesthetic strategies, and practice growth. in using the essential learning skills needed in the 21st century.
  3. 3. Learners use skiLLs, resources, & tooLs to: 1 Inquire, think critically, and gain knowledge. 1.1 Skills 1.1.7 Make sense of 1.2.2 Demonstrate 1.3 Responsibilities information gathered confidence and self- 1.1.1 Follow an inquiry- 1.3.1 Respect copyright/ from diverse sources direction by making based process in intellectual property by identifying independent choices seeking knowledge in rights of creators misconceptions, in the selection curricular subjects, and producers. main and supporting of resources and and make the real- ideas, conflicting information. 1.3.2 Seek divergent world connection for information, and point perspectives during using this process in 1.2.3 Demonstrate creativity of view or bias. information gathering own life. by using multiple and assessment. 1.1.8 Demonstrate mastery resources and formats. 1.1.2 Use prior and of technology tools for 1.3.3 Follow ethical and legal background knowledge 1.2.4 Maintain a critical accessing information guidelines in gathering as context for new stance by questioning and pursuing inquiry. and using information. learning. the validity and 1.1.9 Collaborate with others accuracy of all 1.3.4 Contribute to the 1.1.3 Develop and refine a to broaden and deepen information. exchange of ideas range of questions to understanding. within the learning frame the search for 1.2.5 Demonstrate community. new understanding. adaptability by changing the inquiry 1.3.5 Use information 1.1.4 Find, evaluate, and focus, questions, technology responsibly. select appropriate resources, or strategies sources to answer when necessary to questions. 1.4 Self-assessment achieve success. 1.1.5 Evaluate information Strategies 1.2.6 Display emotional found in selected 1.4.1 Monitor own resilience by persisting sources on the basis information-seeking in information of accuracy, validity, processes for searching despite appropriateness for effectiveness and challenges. needs, importance, progress, and adapt and social and 1.2 Dispositions 1.2.7 Display persistence by as necessary. cultural context. in action continuing to pursue information to gain a 1.4.2 Use interaction 1.1.6 Read, view, and 1.2.1 Display initiative with and feedback and engagement by broad perspective. listen for information from teachers and presented in any posing questions peers to guide own format (e.g., textual, and investigating the inquiry process. visual, media, digital) answers beyond the in order to make collection of 1.4.3 Monitor gathered inferences and superficial facts. information, and assess gather meaning. for gaps or weaknesses. 1.4.4 Seek appropriate help when it is needed.
  4. 4. Learners use skiLLs, resources, & tooLs to: 2 Draw conclusions, make informed decisions, apply knowledge to new situations, and create new knowledge. 2.1 Skills 2.1.6 Use the writing 2.2.2 Use both divergent 2.3 Responsibilities process, media and and convergent 2.1.1 Continue an inquiry- 2.3.1 Connect visual literacy, and thinking to formulate based research process understanding to technology skills alternative conclusions by applying critical- the real world. to create products and test them against thinking skills (analysis, that express new the evidence. 2.3.2 Consider diverse and synthesis, evaluation, understandings. global perspectives in organization) to 2.2.3 Employ a critical drawing conclusions. information and stance in drawing knowledge in order conclusions by 2.3.3 Use valid information 2.2 Dispositions and reasoned to construct new demonstrating that the in action conclusions to make understandings, draw pattern of evidence conclusions, and create 2.2.1 Demonstrate leads to a decision or ethical decisions. new knowledge. flexibility in the conclusion. use of resources by 2.1.2 Organize knowledge 2.2.4 Demonstrate personal 2.4 Self-assessment adapting information so that it is useful. productivity by strategies to each Strategies completing products 2.1.3 Use strategies to specific resource and 2.4.1 Determine how to act to express learning. draw conclusions by seeking additional on information (accept, from information and resources when clear reject, modify). apply knowledge to conclusions cannot curricular areas, real- be drawn. 2.4.2 Reflect on systematic world situations, and process, and assess further investigations. for completeness of investigation. 2.1.4 Use technology and other information tools 2.4.3 Recognize new to analyze and organize knowledge and information. understanding. 2.1.5 Collaborate with 2.4.4 Develop directions for others to exchange future investigations. ideas, develop new understandings, make decisions, and solve problems.
  5. 5. Learners use skiLLs, resources, & tooLs to: 3 Share knowledge and participate ethically and productively as members of our democratic society. 3.1 Skills 3.1.3 Use writing and 3.2 Dispositions 3.3.3 Use knowledge and speaking skills to in action information skills 3.1.1 Conclude an inquiry- communicate new and dispositions based research 3.2.1 Demonstrate understandings to engage in public process by sharing leadership and effectively. conversation and new understandings confidence by debate around issues and reflecting on the 3.1.4 Use technology and presenting ideas of common concern. learning. other information to others in both tools to organize and formal and informal 3.3.4 Create products that 3.1.2 Participate and display knowledge and situations. apply to authentic, collaborate as understanding in ways real-world contexts. members of a social 3.2.2 Show social that others can view, and intellectual responsibility by 3.3.5 Contribute to the use, and assess. network of participating actively exchange of ideas learners. 3.1.5 Connect learning to with others in learning within and beyond the community issues. situations and by learning community. 3.1.6 Use information and contributing questions 3.3.6 Use information technology ethically and ideas during and knowledge in and responsibly. group discussions. the service of 3.2.3 Demonstrate democratic values. teamwork by working 3.3.7 Respect the principles productively with of intellectual freedom. others. 3.4 Self-assessment 3.3 Responsibilities Strategies 3.3.1 Solicit and respect 3.4.1 Assess the processes diverse perspectives by which learning was while searching achieved in order to for information, revise strategies and collaborating learn more effectively with others, and in the future. participating as a member of the 3.4.2 Assess the quality and community. effectiveness of the learning product. 3.3.2 Respect the differing interests and 3.4.3 Assess own ability experiences of others, to work with others and seek a variety in a group setting of viewpoints. by evaluating varied roles, leadership, and demonstrations of respect for other viewpoints.
  6. 6. Learners use skiLLs, resources, & tooLs to: 4 Pursue personal and aesthetic growth. 4.1 Skills 4.2.4 Show an appreciation 4.4 Self-assessment for literature by Strategies 4.1.1 Read, view, and listen electing to read for pleasure and 4.4.1 Identify own areas for pleasure and personal growth. of interest. expressing an interest 4.1.2 Read widely and in various literary 4.4.2 Recognize the limits fluently to make genres. of own personal connections with knowledge. self, the world, and previous reading. 4.3 Responsibilities 4.1.3 Respond to literature 4.2 Dispositions 4.3.1 Participate in the and creative in action social exchange expressions of ideas of ideas, both 4.2.1 Display curiosity by in various formats electronically and in pursuing interests and genres. person. through multiple 4.1.4 Seek information for resources. 4.3.2 Recognize that personal learning in a resources are created 4.2.2 Demonstrate variety of formats and for a variety of motivation by seeking 4.4.3 Recognize how genres. purposes. information to answer to focus efforts in 4.1.5 Connect ideas to own personal questions 4.3.3 Seek opportunities for personal learning. interests and previous and interests, trying a pursuing personal and knowledge and variety of formats and aesthetic growth. 4.4.4 Interpret new experience. genres, and displaying information based 4.3.4 Practice safe and on cultural and a willingness to go 4.1.6 Organize personal ethical behaviors in social context. beyond academic knowledge in a way personal electronic requirements. 4.4.5 Develop personal that can be called upon communication and easily. 4.2.3 Maintain openness interaction. criteria for gauging to new ideas how effectively own 4.1.7 Use social networks ideas are expressed. by considering and information tools divergent opinions, 4.4.6 Evaluate own ability to gather and share changing opinions to select resources information. or conclusions when that are engaging 4.1.8 Use creative and evidence supports the and appropriate for artistic formats to change, and seeking personal interests express personal information about and needs. learning. new ideas encountered through academic or personal experiences.
  7. 7. american association of School Librarians 50 E. Huron St., Chicago, IL 60611 © 2007 by the American Library Association Permission to use, reproduce, and distribute this document is hereby granted for private, non-commercial, and education purposes only. ISBN (bundle of 12) 978-0-8389-8445-1 This publication is available for download at http://www.ala.org/aasl/standards. Multiple copies may be purchased from the ALA store at http://www.ala.org or by calling 866-SHOP ALA. 21st cEnTuRY LEaRnERS Dispositions Self-assessment Skills Responsibilities in action Strategies Key abilities needed Ongoing beliefs Common behaviors Reflections on one’s for understanding, and attitudes that used by independent own learning to learning, thinking, guide thinking and learners in researching, determine that the and mastering intellectual behavior investigating, and skills, dispositions, subjects. that can be measured problem solving. and responsibilities through actions taken. are effective. key question key question key question key question Does the student have Is the student disposed Is the student aware that Can the student recognize the right proficiencies to higher-level thinking the foundational traits for personal strengths and to explore a topic or and actively engaged in 21st-century learning require weaknesses over time and subject further? critical thinking to gain self-accountability that extends become a stronger, more and share knowledge? beyond skills and dispositions? independent learner?

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