Administrators
L4L is a national implementation plan to support those planning to
implement AASL's Standards for the 21st-Century Learner and
Empowering Learners: Guidelines for School Library Programs.
www.ala.org/aasl/learning4life
Objectives
The purpose of this presentation is to:
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Define the AASL overarching standards:
Think, Create, Share, and Grow
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Make connections between the AASL Standards, Common Core Standards, and the role of
school librarians
Provide evidence that school librarians impact student learning
How do School Librarians Empower
Students to Think, Create, Share & Grow?
With a heightened demand for critical thinking and collaborative problem solving, students must develop
the skills to become lifelong learners. School librarians are in a key position to help guide students to
make sense of new information in order to draw their own conclusions, create new knowledge, and
share their knowledge with others in an increasingly global society.
School librarians are educators who cross disciplines and grade levels as they work to empower every
student with the skills, resources, and tools to:
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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.
School Librarians are integral in
implementing Common Core "shifts."
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more non-fiction informational texts
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increased focus on reading and reading quantity
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literacy is everyone’s concern
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responding using the text and supporting answers using the text
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use of technology as a vehicle for learning
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short and sustained authentic research
Inquire, THINK critically, and gain knowledge
School Librarians teach students how to:
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Advance search using databases and a variety of internet search engines
Boolean search using keywords and use these terms to further research
Draw clear and appropriate conclusions supported by evidence and examples
Evaluate sources using established criteria
Filter information effectively
Formulate the topic, problem or question independently
Maintain a position and prove it
Note take using a variety of print and digital strategies and tools
Organize information effectively during all research stages
Parenthetically cite sources according to standard style formats using signal phrases where
appropriate
Question sources for bias and omission
Weigh the “pros and cons” of sources and media based on audience, purpose, and desired
message
Inquire, THINK critically, and gain knowledge
They come to understand other perspectives and cultures.
Students actively seek to understand other perspectives and cultures through reading and listening,
and they are able to communicate effectively with people of varied backgrounds. They evaluate
other points of view critically and constructively. Through reading great classic and contemporary
works of literature representative of a variety of periods, cultures, and worldviews, students can
vicariously inhabit worlds and have experiences much different than their own.
They comprehend as well as critique.
Students are engaged and open-minded—but discerning—readers and listeners. They work diligently
to understand precisely what an author or speaker is saying, but they also question an author’s or
speaker’s assumptions and premises and assess the veracity of claims and the soundness of
reasoning.
They build strong content knowledge.
Students establish a base of knowledge across a wide range of subject matter by engaging with works
of quality and substance. They become proficient in new areas through research and study. They
read purposefully and listen attentively to gain both general knowledge and discipline-specific
expertise. They refine and share their knowledge through writing and speaking.
They value evidence.
Students cite specific evidence when offering an oral or written interpretation of a text. They use
relevant evidence when supporting their own points in writing and speaking, making their
reasoning clear to the reader or listener, and they constructively evaluate others’ use of evidence.
Inquire, THINK critically, and gain knowledge
Common Core requires students to inquire, think critically, and gain knowledge.
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CC.6.R.I.1 Key Ideas and Details: Cite textual evidence to support analysis of what the text
says explicitly as well as inferences drawn from the text.
CC.11-12.W.7 Conduct short as well as more sustained research projects to answer a
question (including a self-generated question) or solve a problem; narrow or broaden the inquiry
when appropriate; synthesize multiple sources on the subject, demonstrating understanding
of the subject under investigation.
CC.11-12.W.8 Gather relevant information from multiple authoritative print and digital
sources, using advanced searches effectively; assess the strengths and limitations of
each source in terms of the task, purpose, and audience; integrate information into the text
selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any one
source and following a standard format for citation.
Draw conclusions, make informed decisions, apply
knowledge to new situations, and CREATE new
knowledge
School Librarians teach students how to::
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Generate/incorporate visual elements including infographics, charts, diagrams, photographs,
images into research products
Collaborate with others to create visual presentations
Know how to create, conduct, and incorporate interviews, surveys, and polls into research
products
Upload and embed documents/variety of files/widgets/ multimedia elements
Respond to a blog and/or interactive document
Synthesize and summarize information from multiple sources and perspectives
Vary paraphrases, quotations, summary, and use of signal phrases to propel arguments
Draw conclusions, make informed decisions, apply
knowledge to new situations, and CREATE new
knowledge
They respond to the varying demands of audience, task, purpose, and discipline.
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Students adapt their communication in relation to audience, task, purpose, and discipline.
They set and adjust purpose for reading, writing, speaking, listening, and language use as
warranted by the task.
They appreciate nuances, such as how the composition of an audience should affect tone when
speaking and how the connotations of words affect meaning.
They also know that different disciplines call for different types of evidence (e.g., documentary
evidence in history, experimental evidence in science).
Draw conclusions, make informed decisions, apply
knowledge to new situations, and CREATE new
knowledge
Common Core requires students to use resources and tools to draw conclusions, make
informed decisions, apply knowledge to new situations, and CREATE new
knowledge.
CC.11-12.R.I.7 Integrate and evaluate multiple sources of information presented in different
media or formats (e.g., visually, quantitatively) as well as in words in order to address a
question or solve a problem.
CC.11-12.SL.2 Integrate multiple sources of information presented in diverse formats and
media (e.g., visually, quantitatively, orally) in order to make informed decisions and solve
problems, evaluating the credibility and accuracy of each source and noting any
discrepancies among the data.
Draw conclusions, make informed decisions, apply
knowledge to new situations, and CREATE new
knowledge
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Activities that certified teacher librarians do:
choose the technological tools that the students use to present new knowledge.
model the dispositions necessary to question, research, and draw conclusions about new
information.
offer diverse resources (both digital and print) for research so that students can make informed,
open minded conclusions about the answers to their questions.
incorporate self-assessment strategies and questions for the students to review the research
process.
create lessons that incorporate student creating their own questions rather than finding simple
facts.
SHARE knowledge and participate ethically and
productively as members of our democratic society
School Librarians teach students how to:
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Collaboratively compose, curate, and share documents
Determine how best to disseminate information
Report findings in most effective format through appropriate publishing tools
Research in real time using tools including social media
Tag, comment, annotate, subscribe digitally
Use word processing applications and advanced features including commenting and reviewing
SHARE knowledge and participate ethically and
productively as members of our democratic society
They use technology and digital media strategically and capably.
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Students employ technology thoughtfully to enhance their reading, writing, speaking, listening,
and language use.
They tailor their searches online to acquire useful information efficiently, and they integrate what
they learn using technology with what they learn offline.
They are familiar with the strengths and limitations of various technological tools and mediums
and can select and use those best suited to their communication goals.
SHARE knowledge and participate ethically and
productively as members of our democratic society
Common Core requires students to inquire, think critically, and gain knowledge.
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CC.4.SL.4 Presentation of Knowledge and Ideas: Report on a topic or text, tell a story, or
recount an experience in an organized manner, using appropriate facts and relevant,
descriptive details to support main ideas or themes; speak clearly at an understandable pace.
CC.5.SL.5 Presentation of Knowledge and Ideas: Include multimedia components (e.g.,
graphics, sound) and visual displays in presentations when appropriate to enhance the
development of main ideas or themes.
CC.11-12.W.6 Use technology, including the Internet, to produce, publish, and update
individual or shared writing products in response to ongoing feedback, including new
arguments or information.
SHARE knowledge and participate ethically and
productively as members of our democratic society
Activities that certified teacher librarians do:
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develop lessons that include collaboration among the students to create a product.
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create websites or blogs that enable students and parents to access resources 24/7.
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create self-assessment tools (rubrics, checklists) to evaluate their learning process.
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connect curriculum to real life problems through lessons.
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Librarians empower students to share their opinion of new books by creating book reviews
Pursue personal and aesthetic GROWth
According to a study conducted by the New Jersey Association of School Librarians, New Jersey's
school libraries appear to contribute to learning outcomes in six key ways:
"The development of affective, personal and interpersonal competencies, including the development of
positive and ethical values in relation to the use of information, increased motivation and interest
for engaging with information for learning and working effectively with others in research
activities.”
School Librarians teach students how to:
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Independently use an Online Public Access Catalog (OPAC) to locate materials to support
personal reading and academic interests
Locate and incorporate a variety of authoritative sources
Practice the ethical/responsible use of information according to copyright and fair use guidelines
Understand purpose for using primary vs. secondary sources
Understand the purpose of citation (MLA and APA)
Explore personal topics of interests
Yield to the revision of search strategies and reevaluation of keywords
Zero in on strengths and goals for improvement through ongoing reflection
Pursue personal and aesthetic GROWth
Common Core requires students to inquire, think critically, and gain knowledge.
CC.5.SL.1.c Comprehension and Collaboration: Pose and respond to specific questions by making
comments that contribute to the discussion and elaborate on the remarks of others.
1.1.3 Develop and refine a range of questions to frame search for new understanding.
CC.5.SL.1.b Comprehension and Collaboration: Follow agreed-upon rules for discussions and carry out
assigned roles.
3.2.2 Show social responsibility by participating actively with others in learning situations and by
contributing questions and ideas during group discussions.
Pursue personal and aesthetic GROWth
Activities that certified teacher librarians do:
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teach students how to choose their own books for recreational reading (fiction)
and/or building new knowledge (non-fiction).
develop self-assessment tools for the students in the lessons to help students reflect
on their work.
assess (through surveys and informal feedback) their own library programs in order
to improve it.
collect data that show student's growth.
Pursue personal and aesthetic GROWth
They use technology and digital media strategically and capably.
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Students employ technology thoughtfully to enhance their reading, writing, speaking, listening, and
language use.
They tailor their searches online to acquire useful information efficiently, and they integrate what
they learn using technology with what they learn offline.
They are familiar with the strengths and limitations of various technological tools and mediums and
can select and use those best suited to their communication goals.
School Librarians Impact
Student Achievement
“Students performed better on reading and writing tests
where the principal placed high value on the librarian
collaborating with teachers in planning and teaching and
providing in-service education to teachers, met regularly
with the librarian and appointed the librarian to serve on
key school committees.”
Source: Lance, Keith Curry. How Pennsylvania School Libraries Pay Off:
Investments in Student Achievement and Academic Standards.
http://paschoollibraryproject.org/research/ 2012.
School Librarians Impact
Student Achievement
“Students who are poor, minority, and have IEPs, but who
have full-time librarians, are at least twice as likely to
have 'Advanced' writing scores as their counterparts
without full-time librarians.”
Source: Lance, Keith Curry. How Pennsylvania School Libraries Pay Off:
Investments in Student Achievement and Academic Standards.
http://paschoollibraryproject.org/research/ 2012.
School Librarians Impact
Student Achievement
"Both [principals and library media specialists] touch the
educational lives of every student through their
interactions with students and teachers. However, the
school library media specialist works with all the
students, all the teachers, and all the curriculum all the
time. While principals want to do this, they are often
taken away to carry out other duties."
Source: Woolls, Blanche. (2008). The School Library Media Manager, 4th
Edition. Westport, CT: Libraries Unlimited (in publication).
School Librarians Impact
Student Achievement
"With notable consistency, Advanced Reading and Writing
scores tend to be earned by students at schools where
administrators, teachers, and librarians believe the
library program is “excellent” at teaching all four 21st
Century Learner standards: Inquiry-Based Learning,
Informed Decision-Making, Knowledge Sharing, and
Pursuing Personal Growth.”
Source: Lance, Keith Curry. How Pennsylvania School Libraries Pay Off:
Investments in Student Achievement and Academic Standards.
http://paschoollibraryproject.org/research/ 2012.
Questions or Thoughts?