The New AASL National Standards

Am I ready for the 21st century? Librarians are an ardent, diligent lot of folks. We take our missions seriously. We are resource people, we are teachers and we are leaders. Our profession has debated the implications of these several roles for years, and in a way it feels to me as if they have truly come together in the new national standards, particularly when set beside our MSLA document. As I drove to Sturbridge this morning I was listening to the Beatles on my iPod, singing along with "Help, I Need Somebody; Help Not Just Anybody" and for a moment my thoughts flashed to our school library where this refrain is frequent. Add "Come Together Right Now" and we have a recipe for collaboration!

Cassandra Barnett, the speaker today, November 2nd in Sturbridge, helped write the new national standards: Standards for the 21st Century Learners, available for download at http://www.ala.org/aasl.standards. Cassandra made numerous connections between our acting libraries, the standards, the MSLA documents and our future. This exercise was very exciting and can definitely be the foundation for learning expectations and curricular links in our own districts.

Information Power was a valuable document and presented good standards but the forms of literacy we need to connect to today, with the explosion of literacy possibilities and the need to work collaboratively with other educators at every point necessitate a new articulation of standards. This global perspective, this collaborative approach:

Covers what we do
Reflects the future
Focuses on a global approach
Provides guiding principals for teaching & learning (no longer just teaching, no longer a simple "Here's how....")
Strives for the ideal

No one can teach everything to a student; creating a framework for learning is the most valuable task.

The nine common beliefs are not the national guidelines (which are themselves forthcoming in the next few months) but they set the context for learning.
1. Reading is the window to the world (a fundamental skill for any kind of literacy)
2. Inquiry provides a framework for learning (moving away from speaking what we know to helping students learn how to learn, for example inquiry-based learning starting with what the student wants to learn)
3. Ethical behavior in the use of information must be taught (it isn't natural for students)
4. Technology skills are crucial for future employment needs (social networking as well as others)
5. Equitable access is a key component of education (and the school library is one of the places that can ensure this access)
6. The definition of information literacy has become more complex as resources and technologies have changed.
7. The continuing expansion of information demands that all individuals acquire the thinking skills that will enable them to learn on their own.
8. Learning has a social context (working together in school, working together in employment situation, collaborative problem-solving)
9. School libraries are essential in the development of learning skills.

Standards, strands, indicators and benchmarks works as elements in a ladder of learning. Our MSLA standards fit nicely within the standards of skills indicators in the national document. For example: Standard 2: MSLA 4b, 4c, 5, 7; Standard 3: MSLA 4c, 5, 6, 7; Standard 4: MSLA 4a, 4b, 4c, 6, 7, 8.... etc. How important to transfer the information learned in the library to real life!

The Strands represents skills, disposition in action, responsibilities, and self-assessment strategies. No more work sheets, no more multiple choices.... Here comes brainstorming key words ("We may not have a spiritual aspects of mountain climbing. Let's see what else we can find that may help...")! Modeling strategies, analytical processes (exit passes indicating awareness of a resource were an example of student learning), and self-assessment are skills that are key.

The Skills are key abilities needed for understanding, learning, thinking and mastering subjects. Connecting with what is happening in the classroom is essential; content drives the library experience. Our MSLA skills are built-in to the standards upon reflection!

Dispositions in Action refers to habits of mind, ongoing beliefs and attitudes that guide thinking and intellectual behavior. These can be measured through action taken. See: 2.21, 5.9 for examples of performance indicators of habits of mind.

Responsibilities are common beliefs used by independent learners in researching, investigating and problem solving. How many of us really do convey the idea of copyright to young student, the foundation of respect for others' work?

Self-assessment strategies can enable a sea change in approach to grading, as librarians and teachers ask students to explain the validity of web sites through a cogent self-assessment tool. Her handout provides some suggestions for assessment resources.

As librarians design library experiences, different standards can be mixed and matched for effective use!

Example of library learning #1:
Cassandra asked us read two paragraphs from Jon Krakauer's Into Thin Air and use the Making Inferences worksheet in our binder. As we worked on this, it was clear that we as teacher librarians need to THINK as we support students in truly thinking. This could be done at many grade levels: with the information on a page noting 1) It says, turning to 2) I know, and resulting in 3) So.......Then sharing conclusions cements one's learning or provides insights not reachable on one's own. We all learn better! This exercise can be done in a 30 or 40 minute period! It really can. If the text relates to their classroom learning, you have enhanced their literacy for sure! Ideally, this would be connected to a longer range process.

Example of library learning #2:
Using Allan Say's Grandfather's Journey, explore Responses to Reading in one of three possible ways: Visual Images, Responses to Questions, and Simulated Blog (wow--no computer lab needed for this paper-based exercise!). Group skills are enhanced, learning takes place! Self-assessment could include questions such as: What was the main idea I contributed? What two ideas from others caused me to rethink my own ideas? How did I help the group reach consensus? What did I do to make sure that the group discussion included all members of the group and respected differing speaking styles and opinions?

These strategies mean we can't be territorial. Activities may or may not all take place in the library. For example, a simulated blog could travel from library to classroom and back again! This is very exciting to me, as so often links to social studies or science or language arts need cultivating due to the "not enough time" phenomenon within a school day.

How would this look in my library? We can't memorize the standards; we need to keep referring to them. We are moving from teaching to learning in our emphasis -- Understanding By Design is the watchword. Learning how to learn. It's very exciting.

Implementation:
Understand Beliefs
Standards Components
Wipe the Slate Clean
Integrate the Curriculum Through Collaboration
Re-think Instruction (What do you think? How can you back it up with evidence?)
Assess

An audience member asked how we can place this all within the context of MCAS and standardized testing. Cassandra's answer was "I can't, and I don't care." Wow. These skills are foundational, and will over time result in success. No Child Left Behind is coming up for some significant changes. Perhaps we'll back off a little from standardized tests and figure out more meaningful measures of students' strengths.

It may be necessary to start small. Try starting with the new teachers. Small pieces all along the way can help kids develop critical thinking skills: What do I think? Can I back it up with evidence?

Cassandra exhorted us to pick one action we will take upon our return to school. She asked that we create a timeline, describe the action, explain why this action would implement just one standard, and predict what will make it successful. This exercise, when shared with Cassandra's principal, caused him to say: "These people are teachers!" and created the basis for greater understanding of the library program. Using the terminology in curriculum settings can do a lot for progress along the lines we need. Thinking school-wide, using Lesson Planning Templates with teachers.... So many strategies can begin the process!

Rusty True Browder, Lawrence School Library, Brookline MA