Gerry Solomon, NC DPI
Information Power, 1986, 1998.
“Your practices must truly
mirror what you believe.”
Everett Kline, Educational Consultant AASL Fall Forum 2008
Learning 4 Life (L4L): National Plan for Implementation of Standards for
the 21st-Century Learner and Guidelines for the School Library Media
Program
http://ala.org/ala/mgrps/divs/aasl/aaslproftools/learning4life/index.cfm
 Reading
is a window to the world.
 Inquiry provides a framework for learning.
 Ethical behavior in the use of information
must be taught.
 Technology skills are crucial for future
employment needs.
 Equitable access is a key component for
education.
Gail Dickinson, Ph.D., Old Dominion University
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The definition of information literacy has become
more complex as resources and technologies have
changed.
The continuing expansion of information
demands that all individuals acquire the thinking
skills to learn on their own.
Learning has a social context.
School libraries are essential to the development
of learning skills.
Gail Dickinson, Ph.D., Old Dominion University
Framework for 21st Century Learning
 Inquire, think
critically, and gain
knowledge
 Draw conclusions, make
informed decisions, apply
knowledge….
 Share knowledge and
participate ethically and
productively…
 Pursue personal and
aesthetic growth
http://www.ala.org/ala/aasl/aaslproftools/learningstandards
/standards.cfm
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Key abilities needed for understanding, learning,
thinking, and mastering subjects.
Key Question: does the student have the right
proficiencies to explore a topic or subject further?
Gail Dickinson, Ph.D Old Dominion University
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Ongoing beliefs and attitudes that guide thinking
and intellectual behavior that can be measured
through actions taken.
Key Question: Is the student disposed to higher
level thinking and actively engaged in critical
thinking to gain and share knowledge?
Gail Dickinson, Ph.D Old Dominion University
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Common behaviors used by independent learners
in researching, investigating, and problem solving.
Key Question: Is the student aware that the
foundational traits for 21st century learning require
self-accountability that extends beyond skills and
dispositions?
Gail Dickinson, Ph.D Old Dominion University
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Reflections on one’s own learning to determine that
the skills, dispositions, and responsibilities are
effective.
Key Question: Is the student able to recognize
personal strengths and weaknesses over time to
become a stronger, more independent learner?
Gail Dickinson, Ph.D Old Dominion University
SKILLS (key abilities)
Read, Find, Evaluate
DISPOSTIONS IN
ACTION
Demonstrate, Display
RESPONSIBILITIES
Contribute, Respect,
Behave Ethically
(behaviors of
independent
learners)
SELF-ASSESSMENT
STRATEGIES
Reflect on learning
Skills
Dispositions
Responsibilities
Self-Assessments
Assessing
Skills
Assessing
Dispositions
Assessing
Responsibilities
Assessing
Self-Assessments
Gail Dickinson, Ph.D Old Dominion University
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What we teach helps to close the
learning gap.
If we are teaching partners, we are
also partners in assessment.
Violet H. Harada
University of Hawaii
AASL Fall Forum 2006
The measurement of
knowledge and skills during
the process of learning in
order to inform the next
steps
Barbara Stripling
AASL Fall Forum, 2006
Teacher-Led:
Ungraded Exams and Drafts
Checklists and Rubrics
Exit Cards and Journal Responses
Observation Checklist
Consultation
Barbara Stripling
AASL Fall Forum 2006
Learner-Led:
Reflecting (Learning Logs, Notetaking)
Questioning
Organizing
Sharing (Reciprocal Teaching)
Challenging (Challenging Questions)
Evaluating
Barbara Stripling
AASL Fall Forum 2006
The measurement of knowledge and skills
at the end of a process of learning in order
to determine the amount and quality of
learning
Barbara Stripling
AASL Fall Forum 2006
Teacher-Led:
Authentic Product
Presentation or Exhibition
Performance Task
Portfolio / Process Folio
Checklist
Rubrics
Barbara Stripling
AASL Fall Forum 2006
Learner-Led:
Concept Map
Final Reflection
Authentic Product
Presentation or Exhibition
Portfolio / Process Folio
Checklist
Rubric
Barbara Stripling
AASL Fall Forum 2006
Overview:
 As part of a science unit on conservation, sixth
grade students will research alternative energy
sources and communicate their knowledge by
participating in a panel discussion on mock
alternative energy solutions.

An essential question framing their inquiry is:
Which alternative energy sources will sustain a
healthier and cleaner environment?
AASL Standards for the 21st-Century Learner in Action, Draft
2
Students compose prepared remarks and
deliver oral presentations for panel
discussions. All work must be properly
cited.
AASL Standards for the 21st-Century Learner in Action,
Draft 2
Teachers and the SLMS gauge student
performance by using a rubric to assess students’
progress in:
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generating and answering questions
determining accuracy, credibility, and relevance
of information
gathering information from appropriate sources
taking notes in own words
synthesizing notes for the presentation.
AASL Standards for the 21st-Century Learner in Action, Draft
2
Teachers, the SLMS, and students use an
instructor-designed rubric to assess the panel
presentation on the basis of:
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content accuracy
organization of ideas and details
communication skills
AASL Standards for the 21st-Century Learner in Action,
Draft 2
Benchmarks
Grades 2, 5, 8, 10,
12
Action Examples
and Scenarios
Cause students to understand:
Insight into key ideas, as reflected in wise
inferences regarding the knowledge and skill
to be learned (making meaning)
Effective use of knowledge and skill in varied,
important, realistic, and novel situations.
(enabling transfer)
Used with permission of Everett Kline AASL Fall Forum
2008
With your group, develop a dress
code for your school and present
it as a music video. Before you
begin, complete a project plan
which includes the goal of the
project, research strategies, and
resources needed. Assign
responsibilities and tasks to each
member of the group. Meet
regularly to monitor progress on
individual tasks and then to come
to consensus on what should be
included in the final production.
Present video as part of an inclass video festival.
Standards in Action, Draft One, AASL
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Disposition 3.2.1:
Demonstrate
leadership and
confidence by
presenting
ideas…
Responsibility
2.3.1: Connect
understanding to
the real world.
“Inquire, think critically, and gain knowledge.”
Standards for the 21st Century Learner, AASL 2007.
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Grade 2 Indicator:
Form simple
questions and begin
to explore ways to
answer them.
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Benchmarks:
Formulate questions
related to listening
activities
Ask “I wonder”
questions about the
topic, question, or
problem
Standards for the 21st Century Learner in Action, AASL 2009
“Second graders will learn about famous African
American historical figures…The teachers and the
SLMS work together to create a graphic
organizer…Research questions will be developed
through a guided brainstorming activity…”
Standards for the 21st Century Learner in Action AASL,
2009
“If we keep assigning
topics, students will drive
their earth moving
equipment through the
information landfill,
pleased by the height and
depth of the piles.”
McKenzie, Jamie. "Putting an End to Topical
Research." From Now On. Vol 16 No 3. February
2007.
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Look for connections between information
Trigger forming an opinion about the
information found
Use comparisons and looking for patterns
Require THOUGHTFUL answers
IN 2 EDU: Information Literacy
http://www.in2edu.com/downloads/infolit/index.
htm
“Draw conclusions, make informed decisions, apply knowledge to new
situations, and create new knowledge.”
Standards for the 21st Century Learner, AASL 2007.
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Assess the importance of ideas by comparing…
Identify main ideas and supporting
examples…
Analyze different points of view…
Determine patterns and discrepancies by
comparing…
Interpret information and ideas by defining,
classifying…
Standards for the 21st Century Learner in Action, AASL
2009
“Share knowledge and participate ethically and productively as
members of our democratic society.”
Standards for the 21st Century Learner, AASL 2007.
“Pursue personal and aesthetic growth.”
Standards for the 21st Century Learner, AASL 2007.
“The guiding mission of the North
Carolina State Board of Education
is that every public school
student will graduate from high
school, globally competitive for
work and postsecondary
education and prepared for life in
the 21st century.”
http://www.ncpublicschools.org/sbe_meetings/rev
isions/2006/pdfs/0609/sbefgfrs2.pdf
NCDPI
Communications
and Information
Division 2007
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Basic operations and concepts
Social, ethical, and human issues
Technology productivity tools
Technology communications tools
Technology research tools
Technology problem-solving and decisionmaking tools
http://cnets.iste.org/students/NETS_S_standards.doc
What knowledge and
skills do this year’s
students need so
they will enter next
year’s class with
confidence and a
readiness for
success?
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All standards are not
equal in importance
Narrow the
voluminous standards
and indicators by
distinguishing the
“need to know”
(essentials) from the
“nice to know”
Larry Ainsworth, Center for Leadership and Learning
… focus
on big, conceptual ideas and
enduring understandings to be
learned, as well as the levels of
cognitive processing needed to ensure
student success. Larry Ainsworth, Center for Leadership and Learning
Revised Blooms’ Taxonomy (RBT)
Cognitive
Dimensions
•Remember
•Understand
•Apply
•Analyze
•Evaluate
•Create
Knowledge
Dimensions
•Factual
•Conceptual
•Procedural
•Meta-cognitive
Lorin Anderson: A Taxonomy for
Learning, Teaching and Assessing
Essential standards
are to be assessed
in the classroom via
formative,
benchmark/interim,
and summative
assessments.
Larry Ainsworth, Center for Leadership and Learning

Addresses what
NC graduates will
need to complete
globally upon
graduation

Next generation of
Standards,
Assessments and
Accountability
http://www.ncpublicschools.org/acre/standa
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Teachers
uncomfortable
with inquiry
TIME!
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Work more closely
with curriculum
Chance to deepen
cognition
Chance to really
put our beliefs into
practice
Kristin Fontichiaro. Notes from the AASL Webinar on the
Skills Portion of the Standards for the 21st Century Learner,
April 2009
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Stages of Concern
Awareness
Informational
Personal
Management
Consequence
Collaboration
Refocusing
Hord, S., Rutherford, W., HulingAustin, L., & Hall, G. (1998) Taking
charge of change. Austin, TX:
Southwest Educational
“Your practices must truly
mirror what you believe.”
Everett Kline, Educational Consultant AASL Fall Forum 2008
In compliance with federal law, NC Public Schools administers
all state-operated educational programs, employment activities
and admissions without discrimination because of race,
religion, national or ethnic origin, color, age, military service,
disability, or gender, except where exemption is appropriate
and allowed by law.
Inquiries or complaints regarding discrimination
issues should be directed to:
Dr. Rebecca Garland
Associate State Superintendent
Academic Services and Instructional Support
6368 Mail Service Center, Raleigh, NC 27699-6368
Telephone: (919) 807-3200 :: Fax: (919) 807-4065
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http://www.educationworld.com/a_tech/images/odysseus.
jpg
http://ala.org/ala/mgrps/divs/aasl/a
aslproftools/learning4life/index.cfm
http://www.ala.org/ala/aasl/aaslprof
tools/learningstandards/standards.c
fm
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Screen shots from Grolier and Infotrac taken via
http://www.ncwiseowl.org
http://gizmodo.com/gadgets/amazon-kindlenext-week/amazon-kindle-e-book-reader-comingnext-week-323432.php
http://www.wikipedia.org
Screen shot: Google Earth
http://www.educationworld.com/a_tech/images/odysseus.jpg
Screen shot: Google Notebook
http://flatclassroomproject.wikispaces.com/
http://www.teachertube.com/view_video.php?view
key=c611904a467b4892806a