STANDARD 4: PURSUE PERSONAL AND AESTHETIC GROWTH. 4.1.1 Read Kiddo Read http://
www.readkiddoread.com An attractive and user‐friendly stopping place to find thrilling books in a variety of genres and levels. 4.1.2, 4.1.3 Goodreads http://www.goodreads.com LibraryThing http://www.librarything.com Shelfari http://www.shelfari.com Students can develop their independence and love of literature through communicating with other readers in online reviews and community group discussions. 4.1.4 Snopes http://www.snopes.com Investigates and proves or disproves urban legends, ʺcommon fallacies, misinformation, old wivesʹ tales, strange news stories, rumors, and celebrity gossip.ʺ . 4.1.5 23 Things http://plcmcl2‐things.blogspot.com/ All Together Now http://tametheweb.com/
sljlearning20/ Encompasses ʺ23 Things (or small exercises) that you can do on the web to explore and expand your knowledge of the Internet and Web 2.0.ʺ All Together Now, a six‐week program that focuses blogs, RSS, podcasts, wikis, Flickr, social networking, video sites, Twitter, tagging, GoogleApps, and other Web 2.0 and Library 2.0 tools. 4.1.6 Evernote http://www.evernote.com Allows users to collect and tag text notes, links, screenshots, pictures, and web pages and file them into folders that are automatically indexed and searchable. 4.1.7 GoogleReader http://www.google.com/reader/ Netvibes http://www.netvibes.com/ RSS feed aggregators allow learners to easily manage their personal learning networks with information that is constantly updated. 4.1.8 The Unquiet Librarian http://
theunquietlibrarian.wordpress.com/ Follows the development of a program which fully integrates 21st century skills with Web 2.0 technology to support research across the curriculum. Further resources available at: http://tiny.cc/zg2im ALA– Emerging L e a d e r s P r o j e c t A Melissa Ahart— mahart@schools.nyc.gov Kristie Miller— kmiller.lib@gmail.com Amy Rominiecki— amyrominiecki@juno.com Kara Smith— karasmith1015@gmail.com Steven Yates— yates011steven@gmail.com Resources for applying the AASL Standard’s for the 21st Century Learner to your everyday practice STANDARD 1: INQUIRE, THINK CRITICALLY, AND GAIN KNOWLEDGE. 1.1.1 YouthLearn: Technology, Media, and Project Based Learning to Inspire Young Minds http://www.youthlearn.org/learning/general‐info/our‐
approach/intro‐inquiry‐learning/intro‐inquiry‐
learning Describes steps used in planning an inquiry based unit, including checklists, scheduling models, and evaluation procedures. 1.1.1 Concept to Classroom http://www.thirteen.org/edonline/concept2class/inqui
ry/ Great detail in the planning process for inquiry based learning including explanation, demonstration, explo‐
ration, and implementation. 1.2.5 MAIS K‐6 Science Inquiry, Investigation, and De‐
sign Technology ‐ Productive Questions http://www.maisk‐6scienceinquiry.org/questions.htm Breaks down inquiry questions that students can pose into six different categories: attention focusing, meas‐
uring and counting, comparison, action, problem‐
posing, and reasoning questions. 1.3.3 Copyright Kids http://www.copyrightkids.org/
1.3.3 Copyright Kids http://www.copyrightkids.org/ Breaks down copyright into easy to understand word‐
ing. 1.3.5 BrainPOP: Digital Citizenship http://www.brainpop.com/spotlight/digitalcitizenship
/ View movies and interactive articles on topics includ‐
ing cyber bullying, digital etiquette, information pri‐
vacy, plagiarism, social networking, and more! 1.4.1 Read, Write, Think: Promoting Student Self‐
Assessment http://www.readwritethink.org/professional‐
development/strategy‐guides/promoting‐student‐self‐
assessment‐30102.html#strategy‐practice Provides five different strategies to self‐assessment, some are interactive and require students to be con‐
stantly aware of what they are doing and learning. STANDARD 2: DRAW CONCLUSIONS, MAKE INFORMED STANDARD 3 SHARE KNOWLEDGE AND DECISIONS, APPLY KNOWLEDGE TO NEW SITUATIONS, AND PARTICPATE ETHICALLY AND PRODUCTIVELY AS CREATE NEW KNOWLEDGE. MEMBERS OF OUR DEMOCRATIC SOCIETY. 2.1.1 http://www.uspto.gov ‐ Provides several options for teaching creative thinking and invention under their ʺfor kidsʺ including their iCreate curriculum for elementary, middle and high school students and their Invent now web site http://www.inventnow.org/ 2.1.1 http://www.techlearning.com/article/8670 ‐ From the Tech & Learning site, gives an overview of Bloomʹs Taxonomy and assigns verbs to each of the key terms in the taxonomy. Also offers ways that each of the key terms might be demonstrated using technology. 2.1.2, 2.1.4 http://www.eduplace.com/
graphicorganizer/ ‐ Eduplace has graphic organizers —http://www.mindtools.com/brainstm.html ‐ Mind Tools offers techniques for brainstorming. —http://www.mindmeister.com/ ‐ Mind Meister offers visual mind mapping. — http://www.wordle.net/ ‐ Wordle is an easy, free way to create a colorful word map. 2.1.5 Web 2.0 is ripe with opportunities for collabora‐
tion ‐ Google Docs http://docs.google.com http://pbworks.com & http://www.wikispaces.com – are great sources for wikis, site that allow for collabo‐
ration between multiple parties and the uploading of various documents 2.1.6 http://edu.glogster.com/ ‐ Save paper! Create a digital poster with glogster. —http://ed.voicethread.com – Voicethread does cost a nominal amount per student but it is a great way to create an interactive slide show with audio that is web based. —Create a Podcast ‐ http://www.infotoday.com/cilmag/apr06/eash.shtml ‐ here is a great article that explains podcasting for k‐12 librarians —http://animoto – Is an awesome web‐base video creator that comes with libraries of sound, video and picture clips that are available for use in their program 3.1.2. Ning for Educators. http://education.ning.com/ Social network’s positive learning site, includes an ad‐free environment for student networks for grades 7‐12. 3.1.4 , 3.2.2, 3.3.4, 3.3.5 C‐Map software http://cmap.ihmc.us/conceptmap.html Concept mapping software was developed by the Institute for Human and Machine Cognition . 3.1.5 Dolan DNA Learning Center. http://www.bioservers.org/bioserver/ Students from across the world enter their own DNA information and see where their characteristics fall in worldwide databases —National Mock Election. http://www.nationalmockelection.org/ Mock envi‐
ronment for presidential, gubernatorial, and Con‐
gressional elections. There are excellent curriculum guides and printable worksheets for all grades. —SUNY‐Buffalo’s Case Studies in Science http://ublib.buffalo.edu/libraries/projects/cases/ubca
se.htm Bringing real‐world case studies to the class‐
room, allowing librarians and teachers to more eas‐
ily facilitate authentic connections in the classroom. 3.1.6 Digital Copyright Slider. http://www.librarycopyright.net/digitalslider/ Helps librarians determine what level of protection is provided by a publication’s copyright date. —Kathy Shrock’s Guide for Educators. http://school.discoveryeducation.com/schrockguide/
referenc.html Bibliography of websites for topics including copyright, citations, plagiarism, and inter‐
net ready reference. 3.4.2 Survey Monkey www.surveymonkey.com and Zoomerang www.zoomerang.com are survey op‐
tions that include multiple‐choice and free response questions. Both will compile data into useful re‐
ports.