Concern: While the Standards for the 21st Century Learner and Learning4Life have been in place for several years, adoption by school librarians is languishing. New school librarians entering the profession are not universally well-prepared to implement L4L; the current ALA/AASL Standards for Initial Programs for School Library Media Specialist Preparation were last updated in 2003 and do not reflect the new standards.
Additionally, practicing school librarians need a way to promote their own adoption of Learning4Life, which will help spur further understanding and adoption of the standards.
Action: The Affiliate Executive Committee did not approve this concern for submission to the Affiliate Assembly body.
Showing posts with label learning standards. Show all posts
Showing posts with label learning standards. Show all posts
Monday, December 19, 2011
Managing Multiple Libraries
Concern: As positions for school librarians continue to be reduced, we are concerned that many of them are being forced to manage multiple libraries, multiple roles, and/or large student populations who have little or no support staff. Given these constraints, they need resources to assist them as they try to schedule their limited time to fulfill their roles and implement the AASL learning standards and program guidelines as they contribute to improving student achievement.
Action: The Affiliate Assembly Executive Committee and it was sent to the the Affiliate Assembly body. The Affiliate Assembly body did not approve this concern.
Action: The Affiliate Assembly Executive Committee and it was sent to the the Affiliate Assembly body. The Affiliate Assembly body did not approve this concern.
Thursday, July 29, 2010
Data Collection
Concern: It’s all about the DATA! The use of statistics, feedback and evaluations is critical for advocacy and is a best practice in school librarianship. While evidence-based practice should be an essential part of all school library programs, not all school librarians have been collecting or using data. The collection and use of data needs to become expected and routine.
Action: The concern was approved by the Affiliate Assembly Executive Committee and forwarded to the Assembly for review where it was combined with an assessment concern from Region 1. The Affiliate Assembly body approved sending the revised concern to the AASL Board.
Revised Concern: Assessment is an important component of teaching AASL’s Standards for the 21st Century Learner. School librarians are challenged to play an active role in assessing students’ information gathering process, as well as the products they produce for assignments and projects, yet many have little experience in developing assessment tools.
It’s all about the DATA! The use of statistics, feedback and evaluations is critical for advocacy and is a best practice in school librarianship. While evidence-based practice should be an essential part of all school library programs, not all school librarians have been collecting or using data. The collection and use of data needs to become expected and routine.
Action: The AASL Board responded that this is an issue best handled on a state-by-state basis since each state's requirements are different. Members are encouraged to work with their state departments of education. Resources are available:
Action: The concern was approved by the Affiliate Assembly Executive Committee and forwarded to the Assembly for review where it was combined with an assessment concern from Region 1. The Affiliate Assembly body approved sending the revised concern to the AASL Board.
Revised Concern: Assessment is an important component of teaching AASL’s Standards for the 21st Century Learner. School librarians are challenged to play an active role in assessing students’ information gathering process, as well as the products they produce for assignments and projects, yet many have little experience in developing assessment tools.
It’s all about the DATA! The use of statistics, feedback and evaluations is critical for advocacy and is a best practice in school librarianship. While evidence-based practice should be an essential part of all school library programs, not all school librarians have been collecting or using data. The collection and use of data needs to become expected and routine.
Action: The AASL Board responded that this is an issue best handled on a state-by-state basis since each state's requirements are different. Members are encouraged to work with their state departments of education. Resources are available:
- The 2009 Fall Forum focused on assessment
- Knowledge Quest articles
- Empowering Learners, the AASL learning standards/Common Core Crosswalk, and the AASL lesson plan database.
- TRAILS: Tools for Real-time Assessment of Information Literacy Skills
Assessment Tools
Concern: Assessment is an important component of teaching AASL’s Standards for the 21st Century Learner. School librarians are challenged to play an active role in assessing students’ information gathering process, as well as the products they produce for assignments and projects, yet many have little experience in developing assessment tools.
Action: The concern was approved by the Affiliate Assembly Executive Committee and forwarded to the Assembly for review where it was combined with a data collection concern from Region 1. The Affiliate Assembly body approved sending the revised concern to the AASL Board.
Revised Concern: Assessment is an important component of teaching AASL’s Standards for the 21st Century Learner. School librarians are challenged to play an active role in assessing students’ information gathering process, as well as the products they produce for assignments and projects, yet many have little experience in developing assessment tools.
It’s all about the DATA! The use of statistics, feedback and evaluations is critical for advocacy and is a best practice in school librarianship. While evidence-based practice should be an essential part of all school library programs, not all school librarians have been collecting or using data. The collection and use of data needs to become expected and routine.
Action: The concern was approved by the Affiliate Assembly Executive Committee and forwarded to the Assembly for review where it was combined with a data collection concern from Region 1. The Affiliate Assembly body approved sending the revised concern to the AASL Board.
Revised Concern: Assessment is an important component of teaching AASL’s Standards for the 21st Century Learner. School librarians are challenged to play an active role in assessing students’ information gathering process, as well as the products they produce for assignments and projects, yet many have little experience in developing assessment tools.
It’s all about the DATA! The use of statistics, feedback and evaluations is critical for advocacy and is a best practice in school librarianship. While evidence-based practice should be an essential part of all school library programs, not all school librarians have been collecting or using data. The collection and use of data needs to become expected and routine.
- The 2009 Fall Forum focused on assessment
- Knowledge Quest articles
- Empowering Learners, the AASL learning standards/Common Core Crosswalk, and the AASL lesson plan database.
- TRAILS: Tools for Real-time Assessment of Information Literacy Skills
Wednesday, July 28, 2010
Advocacy and Implementation
Concern: The need for advocacy and implementation of the new standards.
Action: This concern was withdrawn by the region.
Learning Standards
Concern: The new standards were released without accompanying support documentation.
Action: This concern was withdrawn by the region.
Friday, July 23, 2010
Role of SL in NET Standards
Concern: NET Standards are imbedded in NCLB but do not show the essential role of the library media specialist in implementation and student achievement of those standards.
Action: Both the Affiliate Assembly Executive Committee and the Assembly body approved the concern. Plans for a joint working group with ISTE were made and matrix identifying the role of the SLMS in implementation and student achievement of NETS was deferred until after publication of the standards and guidelines.
Learning standards
Concern: New AASL Learning standards must meet the needs of the profession and must speak to an audience outside the profession.
Action: The Affiliate Executive Committee did not approve this concern for submission to the Affiliate Assembly body.
Currency of Standards and Guidelines
Concern: The need to update the national Information Literacy Standards for Student Learning and guidelines for school library programs (Information Power 2).
Action: The Affiliate Executive Committee did not approve this concern for submission to the Affiliate Assembly body.
Currency of Standards and Guidelines
Concern: The national information literacy standards for student learning and guidelines for school library programs need to be updated to reflect current practice, research, and vocabulary.
Action: Both the Affiliate Executive Committee and the Affiliate Assembly body passed this concern. The AASL Board of Directors responded with the creation of the Standards and Guidelines Review Task Force, charged to review standards/guidelines for school library media programs and determine the need for new, revised, or updated standards/guidelines.
Action: Both the Affiliate Executive Committee and the Affiliate Assembly body passed this concern. The AASL Board of Directors responded with the creation of the Standards and Guidelines Review Task Force, charged to review standards/guidelines for school library media programs and determine the need for new, revised, or updated standards/guidelines.
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