Sunday, August 7, 2011
DUE SEPT.10- AASL Standards Reflection
The AASL’s Standards have afforded teacher librarians the opportunity to “develop new visions for learning” (AASL 2009). How do you see your role as a teacher librarian changing? What skills and attributes must we, teacher librarians, possess to achieve this new vision? Refer to AASL standards in your reflection. Posting should be 2 well-developed paragraphs. Rubric posted to blackboard.
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38 comments:
Emily Dietzschold
I see our role as teacher librarians changing through technology. Librarians used to be a book source only, someone who you talked to find out what book you needed for a project or just for fun to read. I think that piece is there but it is changing more. Librarians are still a good source for books, but now they are also a source for online information, technology, how to research a topic, and how to assess the value of a source. Librarians are partners in creating lesson plans, in a student’s overall education. They need to show them how to use the information available and how to cite their sources (AASL, 2007).
To achieve this new vision of resources for information and technology, librarians first must be willing to learn it themselves. They must be willing to try new things, and if they fail then librarians must want to try again. They must be excited about the technology and willing to teach it. They need to see how a single resource or tool, such as Glogster, can be used in multiple ways for multiple subjects. They must be able to evaluate the usefulness and validity of a source or tool themselves, and to understand how to make the most effective use of technology. These are all part of the skills students will need in future careers and we need to provide them with the opportunity to practice these skills. If they can do this in a way that encourages curiosity in students, and encourages them to learn for their own understanding, then they can grow personally as well (AASL, 2007).
AASL. (2007). Standards for the 21st century learner. Chicago: American Library Association.
Isela Padilla – AASL Reflection
As a teacher librarian my role must be integrated with those of a technology teacher. A 21st Century learner has to learn skills which will translate to life skills. In order for that to happen they must encompass technology. Inquiry may be easier to instill in this age of technology, however along with that comes inherent dangers. . It is therefore imperative that I know of and impart to my students the dangers inherent in these new tools. It is my job to continuously remind them that the World Wide Web can be a dangerous place for personal information. Students must be taught to use these tools responsibly and ethically. I, as a teacher librarian, must be able to teach/aide a student with a variety of technology skills. Therefore I must keep abreast of the new web tools, as well as new technology gadgets that appear on the market.
It also becomes my job to insure that students realize that the school library gives them access to the research tools they need. They have access to the technology tools as well as print materials. The library is a place where they can use critical thinking, draw conclusions, and create. As the teacher librarian I can provide the tools, both electronic and physical, they need to share knowledge while participating ethically and responsibly as a member of our school. The goal being, that this practice will carry over to their being ethical and productive members of our democratic society.
American Association of School Librarians. (2007). Standards for the 21st-century learner. Chicago, IL.
Susan Findlay – AASL Reflection
Traditionally librarians have been considered to be the source for gathering information through the printed word, books. The role we have today encompasses so much more than just books, video, internet, etc… We not only instruct our students as 21st Century learners how to obtain the information that they need but to select, evaluate, and use information appropriately and effectively (AASL, 2007). In my K-12 education I never considered that the information available to me in the encyclopedia may be incorrect or biased, it was just where you went to get your information. Today’s students are overloaded with the information available to them and sometimes it is difficult to determine what is factual and what is not. Technology is allowing our students to be more active in thinking about this information and its validity, making choices and executing higher level skills.
My vision as a librarian for 21st Century students is not to be just a dispenser of information but a facilitator that sets goals and guidelines while providing resources, suggestions and support to them. I want my students to be able to take an active role in obtaining information (database search), communicating with others (social networking), and other tasks and skills that technology tools provide them. This is also a time of continued learning for me; with the constantly evolving technology that surrounds us it is essential that I am knowledgeable in current trends.
American Association of School Librarians. (2007). Standards for the 21st century learner. Chicago: American Library Association.
As schools change, and move into the digital age, the role of the librarian has to adjust. The standards outlined in the 21st Century Learner describe what is expected from students and what they should be able to accomplish as learners. The 21st Century skills are flexible, innovative, demanding, and complex. These standards address a rapidly changing world and only skim the surface of the numerous multi media opportunities available to students.
This adjustment to the 21st century skills will require teacher librarians to collaborate with teachers and administrators on a more regular basis. They must assist teachers and students to determine their information needs, evaluate the material they uncover; and utilize technology to assist in the transferring of new information to new knowledge. The librarian’s job does not end at assisting student’s in locating materials, but rather extends beyond the library and into the digital environment. In order to achieve this new vision in the 21st century, the role of the librarian must extend beyond being a curator of books, but instead requires librarians to be a listener, teacher, assistant, troubleshooter, technical support, and strategist.
American Library Association . (2007) . Standards for the 21st Century Learners . Chicago, Illinois: Author .
Michelle Phillips
For as long as I can remember, the library has been my go-to place. As a child, the library held endless possibilities for escaping the real world. As a high schooler, it supplied the reference materials needed to research myriad projects and papers. As a college student, it offered a quiet place to study. Yet today, as a teacher librarian, the library has come to mean so much more, not only to me, but to all of the students within its walls. The American Association of School Librarians (2007) know how vital it is that libraries put information into the hands of students. Those students must continue to be critical thinkers and ask questions. Yet with the tremendous amounts of information available to our students (often at the simple click of a mouse), we are responsible for doing so much more than helping them find information. Students need to be able to take information and dissect it, “identifying misconceptions, main and supporting ideas, conflicting information, and point of view or bias” (p. 4). Assisting our students in becoming productive participants in the “social and intellectual network of learners” (p. 6) is another aspect of the teacher librarian’s life that has changed from the recent past. Working with our students to show them how to positively contribute to this society of learners (how to appropriately use social media; how it can accomplish so much more than giving hourly life updates) is paramount.
In order to create this community of lifelong learners who are able to inquire, solve problems, make informed decisions, and contribute positively to society, teacher librarians need to have a variety of skills in our arsenal. First of all, the ability to change with the times (and the technology) is vital. We cannot expect our students to adapt to new situations if we are not willing to do the same. We need to be able to meet our students where they are, and then provide the scaffolding needed to help them reach their goals. We need not only to tell them they should be contributing members of society, but help show them why it is so important. Just as we expect our students to “pursue personal and aesthetic growth” (p. 7), we must also be willing to grow. Whether it is through professional development opportunities like workshops and conferences, taking courses, or following educational blogs and tweets online, we need to constantly work to better ourselves as teacher librarians. In that way, the AASL Standards for the 21st Century Learner need not only apply to students; they also apply to all of us.
American Association of School Librarians. (2007). Standards for the 21st century learner. Chicago, IL: American Library Association
Jennifer LaFleur
It is essential that teacher librarians understand the ever changing global society that we are living and teaching in. Our role as teacher librarians is changing to include a vast amount of technology. We as teacher librarians need to adjust and acquire new knowledge about different types of technological resources that are becoming available for students to use when gaining knowledge. According to the AASL standards, there are four areas in which students need to show competence in order to become a productive citizen in the future. As a teacher librarian it is important to focus on teaching children these skills so they will become independent thinkers and learners in the future.
Teacher librarians have the primary goal of teaching students how to acquire knowledge that they are looking for. This includes learning about various resources that can be used to find information, evaluating the resources at hand and drawing conclusions based on information found. Librarians are responsible for teaching students how to apply this new information to their later learning and how to ethically site their sources. It is also important for teacher librarians to provide a nurturing and caring learning environment where students feel welcome to research and also read for aesthetic growth. In conclusion, it is also important for the teacher librarian to work collaboratively with classroom teachers to come up with new ways to include technology in the classroom and for student projects. In order for students to be successful in the global environment we live in, they need to be technologically knowledgeable and independent in finding information they are looking for.
American Association of School Librarians. (2007). Standards for the 21st century learner. Chicago: American Library Association.
As an ELL teacher, my role is to teach students how to communicate using the English language. As a teacher librarian, my role would change quite a bit. I would be teaching all students how to find and use information in a responsible manner while integrating technology. In the ELL classroom, my focus is on language instead of content material. In the library, I will be showing students how to ask good questions and focus on keywords that will aid them in finding the information they need. I will also be working with students to take that information and sift through it to identify what can be applied to their topic. As a teacher librarian, I will teach my students how to use the information they find to help others and how to be responsible learners when using technology to share ideas and thoughts.
I feel the new vision is for students, teacher librarians, and the community to work together to meet the standards. We need to be able to collaborate with each other as well as with outside resources that are much more readily available due to technology. Collaboration is necessary because teacher librarians and the students have their own roles in the learning process. Without one another or the ability to work together, the standards can’t be met. The teacher librarian is responsible for teaching the skills and guiding implementation of skills. The student is responsible for practicing and acquiring the skills taught, finally applying them in various situations. It would be ideal if global and local community members would be available to provide their expertise to students and teacher librarians through technology.
American Association of School Librarians.(2007). Standards for the 21st century learner. Chicago: American Library Association.
AASL Article Reflection Raelynn Buffington 9-10-11
Teacher librarians have long needed a guide to teach students of the 21st Century. When I was a student in the early eighties, research was not an easy task. We had to know what information was needed, where to access it, and how the information would come together to create an informational paper. If I were doing a researched based paper on another country, It would have been necessary to write a letter to that Embassy asking for specific information. I would refer to an encyclopedia, that may be updated or conduct a personal interview. Today students go directly to the computer and type in the name of the country and assume the information is correct. They have not worked with the information in a way that allows them to gain knowledge. As a teacher librarian, I would demonstrate opportunities for students to engage in new information. I would not administer research projects that do not give opportunities for students to engage in the curriculum. The AASL Standards For The 21st – Century Learner has a well-developed guide of standards and activities that encourage knowledge or information literacy. Students need to understand the difference between information and knowledge.
To achieve the new goals of the teacher librarian, he/ she must have new skills and attributes to create an environment of learners. First, and foremost the teacher librarian needs to be extremely familiar with the AASL Standards and understand the definition of information literacy. They need to know how to teach learners to inquire, think critically, and gain knowledge. They also will teach students to draw conclusions, make informed decisions, apply knowledge, and create new knowledge. Once the learner has acquired these skills, it will be necessary for them to participate and be productive. Finally as stated in the AASL Standards, learners will need to pursue personal and aesthetic growth. The standards have strands that give activities for the teacher and learner to use while becoming literate with the information. The teacher librarian will also want to have a cooperative approach with the classroom teachers, so that this new skill of information literacy can be used in all curricular areas. Furthermore, todays learners are in elementary schools. Teacher librarians will need to possess the skills to teach these primary students as well as high school and beyond.
American Library Association.
(2007). Standards For The 21st – Century Learner.Chicago: Retrieved from http://www.ala.org/aasl/standards.
The role of a teacher librarian is always evolving as technology changes. Before Internet and computer based information sources, the role of the teacher librarian was a much different one. They were responsible for teaching students how to research using books, what resource was acceptable for different types of research. Now, with online sources right at our fingertips, teacher librarians have the responsibility to teach students responsible technology use, how to find out if a source is credible, and how to use technology to have be prepared for their future.
Most importantly, if a young adult is going to be successful in the work world they need to be knowledgeable and “fluent” in technology. A teacher librarians role goes far beyond the old role of checking out books and helping with research, it is now our responsibility to make sure they receive quality instruction on all types of technology. It is now our task to make sure we know technology and we have to teach that technology and proper use to our students.
American association of school librarians. (2007). Standards for the 21-centery learner. Chicago, IL: Retrieved from http://www.ala.org/aasl/standards.
Jayme Prisbell - AASL Reflection
Long gone are the days where a “stereotypical” geriatric woman sporting a bun peers over the rim of her glasses to stamp books to be checked out while providing a quick lesson on how to use the card catalog. As teacher librarians move into the 21st Century of teaching, they must begin to amend their technological skills and fine tune their teaching methods and strategies to meet the American Association of School Librarians (AASL) 21st Century Library Learning Standards. Teacher librarian’s still check books out to students; however they also provide students with access to quality curriculum-based resources (i.e., Ebsco). In addition, teacher librarians provide students with valuable researching skills while assisting them with necessary tools to properly process and make sense of the researched information. By doing so, students will be able to effectively create, organize, and share their findings.
In order to successfully achieve this new vision for the 21st Century teacher librarian, AASL Standards must be used for each class taught. This can be accomplished by helping students incorporate and use accurate and proper researching skills. The student is, then, able to inquire, think critically, gain knowledge, draw conclusions, make informed decisions, and apply knowledge to new situations, all while creating new avenues of knowledge (AASL, 2007). With the use of many tools (i.e. computers) and web-based global learning sites, it is important to teach students to share and present their findings with diverse perspectives, gather and use information ethically, and at the same time use social tools responsibly and safely (AASL, 2007). It is pertinent for teacher librarian’s and teacher’s to collaborate so they are able to provide appropriate instruction with the use of effective teaching strategies, thus, ensuring that all levels of learning objections are met. It is these essential learning skills that are needed in the 21st Century teacher librarian’s classroom (AASL, 2007).
American Library Association.
(2007). Standards For The 21st – Century Learner. Chicago: Retrieved from http://www.ala.org/aasl/standards.
Lorie Adams
TED 8716
Fall 2011
The term teacher librarian in its self has changed the focus to teaching the students rather than just reading to them or being there to watch the students while the classroom teacher is taking their planning period. The teacher librarian is now empowered to teach the students skills needed to be a 21st century learner. Under AASL standards the students are taught to obtain information not only for the assignment at hand but for personal gain and future work related applications. The teacher will need to instruct students on how to search information in hard copy such as books, magazines and newspapers, but also to find such materials using electronic devices to search the Internet and databases. Teaching students to use electronic devices expands the student’s resource base from just what the library can physical have on hand to unlimited resources.
To achieve this vision we, as teacher librarians, will need to be aware of the latest technology and software as well as how to use it. The teacher librarian will be in charge of keeping up with the latest development in computer technology and software and sharing that knowledge with the students, teachers and staff. Collaboration with the classroom teachers will be important to develop meaningful and creative ways to implement the use of technology and software into lesson plans. For example having students teamed up with students from another classroom or school to collaborate on a project using the internet and other programs to complete the assignment. We are in an ever changing world and it is becoming more important that we teach our students the skills needed to evaluate the information, to determine if it is from a credible source and how it applies or doesn’t apply to the search topic.
American Association of School Librarians. (2007). Standards for the 21st Century Learner [Brochure]. Retrieved from http://www.ala.org
Kelly Eby
In the past 19 years that I have been an elementary teacher, I have seen many changes in the library media science area in education. When I first started, the librarian in my elementary school taught library skills using the card catalog. The library was on the opposite side of the building from the computer lab, the library teacher had nothing to do with the computers at that time. Over the years, I have seen computer labs slowly merging with the library, and the term librarian, evolve to media specialist. At this point in my career, I am a teacher librarian in an elementary school and my position is librarian and technology teacher. My role is to integrate library and technology skills with all other academic areas. I must meet Nebraska, Elkhorn, AASL and ISTE standards with my curriculum.
Integrating library and technology with the other academic areas in order to meet all the necessary standards seems to be a daunting task. Teacher librarians need to be extremely flexible and willing to adapt to changes in technology and education. A teacher librarian seems to be constantly learning new strategies and techniques for fusing information literacy with all other pedagogical areas of study. It seems imperative for media specialists to apply the 21st century skills we are promoting, to what we are doing ourselves as educators. The AASL standards help us to guide our students. These same ideas should guide what educators are doing to develop curriculum that is appropriate in meeting these standards. We should be “inquiring and thinking critically” about what and how and why we are teaching. Collaborating with other educators enables us to “share knowledge" and areas of expertise to allow us to “gain knowledge.” (AASL 2009). And let’s face it we absolutely need each other in this information age of technology. Creativity is what we nurture in our students, and is what we must cultivate in ourselves as educators as we participate “ethically and productively as members of our democratic society.” (AASL 2009). Finally, we must communicate the demand for moving education into the 21st century with parents, fellow colleagues, administration, and public officials that might help our cause. The saying, “It takes a village….” Applies to our current circumstance in education today.
American Association of School Librarians. (2007). Standards for the 21st century learner. Chicago: American Library Association.
Kristina Peters
It is 2011, 11 years into the 21st Century. While 21st Century remains a buzzword in education, it is time to put the actual skills that are considered 21st Century into use. Inquiry, critical thinking, research, collaboration, creativity, and communication are skills that are essential for students to be able to perform and survive in today's global and digital society according to the American Library Association, the International Society of Technology in Education, and even influencers like Seth Godin, Sir Ken Robinson, and Tony Wagner.
Gone are the days where the librarian was just the bookworm in the stacks who loved to explain the Dewey Decimal system. In her place stands the dynamic powerhouse of resources, ideas, and technology prowess that works with teachers across the curriculum to ensure students are honing the skills that will be required of them for the rest of their lives. Librarians are revolutionaries leading the charge in the push for changing the way students learn and teachers teach by challenging the norm. Librarians are daring because they try new things and fail, often in front of students, just to show that there is learning even in failure. Librarians are integrationists who understand that consistency across the curriculum helps the pattern-seeking, meaning-making brain understand that content areas are not compartmentalized in real life. Librarians are researchers who never stop looking for new ways to guide students in the cultivation of their own learning. Librarians are learners with the ability to lead students in the pursuit of their own passions.
American Library Association (2007). Standards For The 21st – Century Learner. Chicago: Retrieved from http://www.ala.org/aasl/standards.
AASL Standards Reflection
Amanda Gregory
9/10/11
The role of the teacher librarian is in the midst of major change right now. In the past, librarians were known as the ladies who went around shushing children all day and occasionally helping one find an appropriate book to read. Today, librarians are expected to know about all the print books in his or her library, as well as all kinds of online research tools, electronic books, web 2.0 tools, and many times all the other technology in the school on top of that. This places an extra burden on the librarian’s shoulders, but also opens up all kinds of doors to new resources.
As teacher librarians, we need to be cognizant of this, and continue to move forward in our knowledge as quickly as the new technology is created, if not faster. We are expected to be the ones guiding students in the right direction regarding research and overall use of these new ideas and tools. This means we need to work together with classroom teachers to create meaningful learning opportunities for students to practice inquiry and critical thinking skills, as well as opportunities to display and share any new knowledge gained through these projects. As we move further into the 21st century, we need to be sure our students are as prepared as possible.
American Association of School Librarians. (2007). Standards for the 21st-Century Learner. Chicago: American Library Association.
Cynthia Stogdill
One of the goals that I had set for myself as a first year school librarian was to review the current elementary library skills program and to align the two elementary school programs in order to ensure that students from each elementary have the same skills when entering junior high. I took each program and charted the content according to the American Association of School Librarians (AASL) Standards for the 21st Century Learner (2009). The program currently focuses on the first standard as students are to “inquire, think critically, and gain knowledge, (AASL, 2009, p.7). It is my hope to add several components of the other three standards to our program during this school year.
This goal and the accompanying task of looking at curriculum in terms of 21st Century learning are new facets to our profession as librarians. The AASL standards address a changing global society and are a critical component in student learning. As school librarians, we find ourselves guiding students through a maze of information and educating them in the skills they need to find and evaluate that information. We seem to be walking a tightrope between what students need to be able to function in a global society, and assisting other educators with creative learning strategies that implement those needed skills while still meeting the requirements of mandated curriculum. I hope that by supporting students in learning these standards, that they are able to apply their knowledge in other subject areas with success. I also hope that I am able to support other educators by providing instructional strategies that will enable students to maximize their learning.
As school librarians, we have become teachers, trainers, and coaches of students and fellow educators alike. One of our greatest skills and assets will have to be our passion for lifelong learning which will continue to be centered around technology, as well as high level thought. As we teach those around us, we have to be learners ourselves and remain open to new ideas, technology, and strategies. I have learned very quickly that the term school librarian or media specialist means something different in every single school. Flexibility and a willingness to learn and problem solve are key to success. I also believe that students watch us to see how we approach learning and new ideas. If we model that passion for learning, we are able to instill it in our students...All while finding each student the perfect book to read.
American Association of School Librarians, (2009). Standards for the 21st-century learner in action. Chicago: American Library Association.
Teresa Bell
In the world of education, it is essential for educators to be flexible in teaching style, technique, and the tools used to instruct. This is particularly true in the case of the teacher librarian. The teacher librarian holds a unique position within the learning community and has always been a collaborative position. Yet, as the definition of digital literacy changes and grows (AASL 2006) so must the role of the teacher librarian. It addition to being a teaching position it is transforming into a consulting position. Here the teacher librarian not only provides resources but also recommends how those resources are used and, in many cases, may need to coordinate the use of those recourses for students and teachers. In addition, teacher librarians must try to ensure equity of access for students while helping young people use their resources effectively and ethically (AASL 2006).
In this ever changing and expanding world, teacher librarians must have the skill and aptitude to stay current with emerging and relevant technologies. The teacher librarian will not only be a user of those technologies but must serve as a real resource for teachers and students in regards to the new information systems and digital technologies. I imagine that the physical spaces of the library will change as more and more of the world moves to digital information management. I see the keys for successful teacher librarians as dedication, flexibility, continual education, and a love of helping young people succeed in and out of the classroom!
American Library Association. (2006, November 8). Standards for the 21st-century learner [Pamphlet]. Retrieved September 10, 2011, from http://www.ala.org/aasl/standards.
Deb Kendall
As a pre-service teacher librarian I can only imagine the changes that will be required and share my vision. Based on the AASL Standards for the 21st Century I am excited about possibilities for my future school library and the multiple ways my current teaching can evolve to better serve my students and colleagues. In the library, I envision creating a social, welcoming space which includes areas for collaboration and easy access to technology. Learning is a collaborative process and technology is a critical tool for learners to access, organize, and create new learning. All library partitions would be mobile so that areas for project presentations, author discussions, cultural exchanges and community forums can be arranged. Libraries should extend into the community and the community should be welcome in the library so flexibility of schedule and space are essential. I envision offering labs and mini lessons to teach and assist with topics such as Internet safety, copyright/intellectual rights off producers, creating citations, note taking, and website evaluation in order to help students and staff to be proficient and ethical users of information. There will be areas for quiet leaning as well as wonderful, inviting areas which are rich in cultural resources to encourage pride and respect for all cultural identities. There will be print resources along with the e-books, audio and video resources to enhance literacies for students at all levels and to provide diverse resources for gathering information. There will also be sound-proof areas with the latest technology in which students can produce products which demonstrate their new understanding and creations. I envision collaborating with teachers to share new ideas, resources, strategies and technologies and support them in their efforts to teach the 21st century skills. A teacher’s time is limited so, the rime I invest in gathering information and resources, creating lesson outlines and teaching them to use new tools and technologies provides a huge impact for the students. My library could also provide a repository for teachers to share their own lesson plans and ideas.
Just as students need to learn to ask questions and think critically in order to gain new knowledge, so must we, as leaders in information literacy, leave the comfort of our “tried and true’ methods of teaching. We will need to step out on the leading, learning edge, where it is a little scary, to introduce new technologies, teaching strategies, and ideas. We will need to become comfortable, even excited, about constant change and seek out new opportunities to gain and share knowledge. Living on the learning edge brings with it multiple opportunities to demonstrate the learning that can come from a failed project and to model perseverance involved in achieving a worthwhile goal. It will also be important to keep current with laws and regulations pertaining to copyright and intellectual property. Our ongoing learning needs to include the advancement of technology as well as an understanding of the community resources and needs of our patrons. Our diverse patrons need us to be sensitive to their needs and to seek methods and resources which will invite them in and excite their curiosities while offering support and guidance as they develop their skills as independent learners. We need to model the ethical use of information. Above all, we will need to demonstrate the joys of being lifelong learners and the willingness to do what it takes to invite others to join us.
American association of school librarians. (2007). Standards for the 21-centery learner. Chicago, IL: Retrieved from http://www.ala.org/aasl/standards.
The Standards for the 21st Century Learner was adopted in 2007 by the American Association of School Librarians. With the release of these new standards, it is important to change the perception of librarians in schools. Instead of the traditional sage-on-the-stage, the 21st century librarian has evolved into a hands-on partner in the learning process who provides instruction, learning strategies, and practice in using the learning skills needed in the 21st century. The librarian helps students “read and understand text in all formats - picture, video and print” (AASL, 2007) and embraces “multiple literacies, including digital, visual, textual and technological”. (AASL, 2007) The librarian helps students not only read and understand the information, but analyze and evaluate it and use it in the best possible context.
The 21st century librarian loves the power of words - no matter where they come from. They delight in lighting a fire under students making them hungry to find answers They motivate students to read and discover new information beyond genres. Instead of just the keeper of a limited amount of books, today’s librarian can teach students to access up-to-the-minute print anywhere in the world through the safe use of technology. The librarian also understands the importance of fairness and makes access to the library available to everyone who is eager to use it. The librarian embraces different cultures and viewpoints and offers materials that benefit everyone. The librarian is competent - staying up-to-date through staff development, trainings and the use of materials developed by the AASL. The librarian assesses her own learning and teaches students to self assess so they can refine and better their own learning. The 21st century librarian no longer stands alone in the education process, but collaborates with others to ensure students’ success in a changing world.
American Association of School Librarians, (2007). Standards for the 21st century learner. Chicago: American Library Association.
Since I work in both the elementary and secondary setting, I find myself changing goals and needs frequently throughout a week. One thing that is constant can be summed up by the American Association of School Librarians (AASL) Standards for the 21st Century Learner, “As a lifelong learning skill, reading goes beyond decoding and comprehension to interpretation and development of new understandings (AASL, 2007).” I do not apply this only to reading and books. I ask my students, at all grade levels, to look around them to see what messages are being sent and who is responsible for sending that message. Even a kindergartener can understand the difference between a fellow student asking for or telling something and an adult asking for or telling something. They may not understand that they have evaluated the source and reliability of the information but they have. Then I explain that reading is just like that process and that is why we talk about the books we read and why it is important to find messages and how we can evaluate and apply them in our lives.
We as library professionals allow students to make inquiries and explore possibilities outside of the regular classroom setting. Students view the library as “ungraded” and therefore they are not intimidated by the chance of failure. We as their teachers know we are grading them not only on the final project but on the processes they navigate to gain their knowledge. As a result, the AASL Standards become the basis for our evaluation of the students’ development as information finders, judgers, and users.
As a first year librarian, I am not the seasoned professional I want to be, that will only come with time. I tell my students that I am learning as much from them as they are from me; frankly, I think I am learning the most. I explain that everything we do is part of a process to “inquire, think critically, and gain knowledge (AASL, 2007).” As a teacher librarian the AASL Standards give me guidance and support for creating lessons that develop those skills in my students and in me. Some of my students think graduation is an end to education; I explain there is always more to learn either in formal training or just from each other. We as a society must endeavor to improve at all stages of our lives. It is in empowering them to be responsible for their own education and personal growth that is another of AASL Standards which really are more of guideline for life rather than just a library media guideline.
American Association of School Librarians. (2007). Standards for the 21st century learner. Retrieved from: http://www.ala.org/ala/mgrps/divs/aasl/guidelinesandstandards/learningstandards/standards.cfm
Anne Hubbell
I think the role of a teacher librarian is vital to really achieving the vision of new learning as established by the AASL standards. This vision includes four standards that guide student learning. Students should be able to use skills, resources and tools to inquire, think critically, and gain knowledge. They should also be able to draw conclusions and make informed decisions. Students should be able to work together productively in groups, as well as pursue their own personal growth.(AASL, 2007). Teacher librarians should be change agents helping the teachers and administrators in their buildings see the value of deep learning. The learning of today is not just accessed from books or the teachers’ lectures. Students need to investigate and seek information from a variety of sources. Teacher librarians should educate everyone around them about the AASL standards and collaborate with teachers to provide these opportunities to their students.
In my opinion, teacher librarians need to be leaders. They need to possess a positive attitude, have a passion for learning, and a commitment to improving the quality of education. A teacher leader should be knowledgeable, confident, and possess problem-solving skills. I also believe a teacher librarian should be a life-long learner because the world of information is constantly changing. A teacher librarian needs to help students connect their learning and understanding to the real world (AASL, 2007). It is important for students and teachers to feel encouraged and motivated as they develop these 21st century skills and the teacher librarian is a crucial part in this process.
I’d like to share a link to a YouTube Video called, “An Open Letter to Educators”. The student who produced this is a Lincoln East Graduate and I think it applies to this topic of 21st century skills.
http://www.youtube.com/watch?v=-P2PGGeTOA4
American Association of School Librarians. (2007). Standards for the 21st century learner. Retrieved from http://www.ala.org/aasl/standards.<http://www.ala.org/aasl/standards
In reading the AASL Standards I realized many things. One of the biggest responsibilities we have as educators are to be available to the students in need of help while using technology and looking for information. In reading over the standards I thought about the 8th graders I work with each day. We have 24/7 learning in our school, each student has their own laptop to use at school and take home. The problem is that we give them the tools and standards, but they all do not know how to use them, so they cannot meet the standards we set. I think that before we can expect them to use all the great tools available we need to educate them, granted most children grasp new ideas and technology. In doing so the librarians job is evolving into more media and technology centered goals and challenges.
I think the standards for a 21st century learner are outstanding. It is a move in the right direction to make students more accountable for themselves. At the same time though I do not want education to become a independent activity because education to me is more than learning what is in books. I think working together to create projects and learn about the world around them is the greatest education they can get, and the standards make allowances for that. Most of the standards impress me by the fact that they can be taken for individuals and for groups.
American Association of School Librarians. (2007). Standards for the 21st-century learner. Chicago, IL.
Sandra Fey
The role of a teacher librarian needs to change to achieve the standards set forth for 21st-century learners. Librarians have an increasing need to teach students about the places that information can be found. Many years ago, the library was the place that held all of the accessible information that students would need, now it has changed. Librarians have to be knowledgeable to know where to help students find information beyond the library doors. Along with finding information, librarians need to inform students about the different formats that they may encounter and how to read and use each one.
Teacher librarians must possess certain skills and attributes to achieve the new vision for 21st-century learners. One of the most important attributes is to have a willingness to collaborate with other teachers. Students will be able to develop information literacy if all of their teachers have the same vision and expectations. This will allow students to hear the same information in multiple settings so that their chances of becoming information literate will increase. Another important attribute would be for a teacher librarian to be knowledgeable about information sources. It should be a top priority to seek new and updated information about different literacies and strategies to teach them. Students benefit from skills and attributes that teacher librarians possess.
American Association of School Librarians. (2007). Standards for the 21st-century learner. Chicago, IL.
Our role as teacher librarian has drastically evolved over the years. I remember being a student and the librarian was someone who helped you learn the Dewey Decimal System and how to find books. Computer skills were taught separately and even that was mainly typing, Print Shop, or playing Oregon Trail. Teacher librarians now have a much larger role and more responsibility. It is essential that teacher librarians have a well-rounded grasp of technology and electronic media in order to provide an environment for students to learn 21st century skills. Skills that students may not have a chance to learn in a structured fashion anywhere else.
As a teacher librarian it is our responsibility to stay abreast of current technologies and techniques so that we can in turn show students and faculty the responsible use and potential benefits of said technologies and techniques. The teacher librarian needs to be aware of the changing definition of information literacy, it is no longer finding information solely from printed sources but it transcends into the visual, digital, and technological arenas. Moving from the safe yet dated confines of the library and into the depths of cyberspace with all its inherent advantages and drawbacks. Teacher librarians must be willing to embrace this change and master its nuances. They must be willing to dedicate themselves to changing with technology because it continues to evolve at an ever increasing pace. Flexibility and resourcefulness are key to the ever changing roles and necessary collaboration that is required in working with faculty and students in this time.
AASL. (2007). Standards for the 21st century learner. Chicago: American Library Association.
Willa Grange
UNO Reference Class
AASL Standards Reflection
“School libraries are essential to the development of learning skills. School libraries provide equitable physical and intellectual access to the resources and tools required for learning in a warm, stimulating, and safe environment. School librarians collaborate with others to provide instruction, learning strategies, and practice in using the essential learning skills needed in the 21st century.”
AASL. (2007). Standards for the 21st century-learner. Retrieved from http://www.ala.org/ala/mgrps/divs/aasl/guidelinesandstandards/learningstandards/AASL_LearningStandards.pdf
My role as an elementary school substitute teacher librarian has changed since I began in 2001. In the past, my work was primarily reading and discussing stories with students, helping students choose and check out books to read, and assisting classes with their research using print resources where the students would do all their work on paper, write a draft and final copy on paper, and then be required to type up the final copy to be finished. Now, even as “just” a substitute, my role requires more technology (having a website read a story to the class), student collaboration (Dewey Decimal team scavenger hunt), and hands on activities (collecting images from the web to create a paper poster). I know when I get my first teacher librarian job a lot will be expected of me. I think my major role will be to take my library and staff further into the 21st Century by incorporating the AASL Standards.
From the UNO classes I have taken in the last two years–through the materials read, lectures given, 21st century assignments tackled, and discussions held with peers–I believe we teacher librarians must first and foremost possess the skills of a technology wizard and the attributes of an excellent leader-teacher-collaborator. We must have a passion for all the new technology, like a document camera, ipad, nook, new website tool like Dvolver, etc., so that we can instill students with the same passion, encourage teachers to incorporate new things into their lesson plans, partner with principals to instigate new school wide internet tools, and satisfy parents that their children will be ready for a much different world when they graduate. We must be willing to lead any reluctant staff and principals into the world of 21st century learning through collaboration. We must find ways to make change less difficult for them by doing most of the work ourselves the first time–like creating a wiki for the fourth grade teachers and leading (with their permission) their students’ all-online research on our solar system, approaching the principal about starting a technology club, or convincing a teacher to let us into their room with laptops to do a lesson for their students. Our skills and attributes can no longer be used only within the four walls of our libraries.
Stephanie Schnabel
A teacher librarian is more than someone who recommends books. In the past few months, as I tell people “I am going to be a librarian” this has been what most of them think I will be doing, recommending books. The teacher librarian’s role is changing into that of a facilitator of information and technology helping students develop 21st century skills. The AASL’s standards state that in order for students to be successful in the future they must be able to research topics thoroughly, use higher level and critical thinking skills, be able to be self-reliant in their pursuit of information, and assess what they have done in order to become a more independent learner. (AASL, 2007). Teacher librarians assist students as they develop these skills, scaffolding the support they need as they learn to research information using books, databases, and other resources. The job of the teacher librarian is to help students develop the tools they will use to dissect the ever increasing amount of information that is shoved at them.
In order for teacher librarians to be able to achieve this new vision and help students develop these 21st century skills, we will need to posses the skills ourselves. Teacher librarians need to be leaders in their schools who are not afraid to try new technologies and help others integrate them into their lessons. Teacher librarians need to be the ultimate “co-teacher,” when collaborating with others. While the classroom teacher is focused on the content, we can focus on teaching how determine if the information is credible, cite work, and use a technology tool to its fullest potential. That teamwork can help ensure that students are developing and building the skills that they will need in the future.
American Association of School Librarians. (2007). Standards for the 21st century learner. Chicago: American Library Association.
Collaboration and application are two important pieces in the 21st century student toolkit. As a teacher librarian, I see my role is to provide opportunities for learners in utilizing technology to access, gain, and develop knowledge. Students not only have to know where to find information, but how to use that information and translate the skills they learn to various other formats and scenarios. Books are not the only format that teacher librarians use as databases, software, and various other resources are needed for students to read, view and listen for information presented in any format in order to make inferences and gather meaning (AASL, 2007). When a student discerns and filters through information, they need to be able to understand where that information comes from and its validity. Secondly, the old adage holds true of two heads are better than one and therefore collaboration is key because it can make students not only more engaged in what they are doing but sharing ideas can challenge them to think in different and creative ways.
We need to embody the skills and attributes that we are trying to teach our students. By learning about and being aware of trends, we can think how we can use technology and apply it to different concepts and lesson we want to teach. We also need to advocate that different software can be translated across not only curriculum, but to different events and happenings in the real world. We also need to teach students to be good consumers of information and be able to judge the validity and reliability of information out there. I feel my job is be a facilitator by presenting opportunities for students to gain understanding of the tools as well as the discipline to be good, ethical consumers of information.
American Association of School Librarians. (2007). Standards for the 21st century learner. Chicago: American Library Association.
Amber Blair
AASL Standards Reflection
American Library Association. (2007). Standards for the 21st century learner. Chicago, IL: American Association of School Librarians
As a school librarian, I see that my role is changing from the school librarian from 20 to 30 years ago. According to the AASL Standards for the 21st Century Learner, technology has changed the way we read, gather, and use information resources. Therefore, information literacy has expanded to include multiple literacies such as digital, visual, and technological. Because of the changes in technology and information literacy, all school libraries and librarians are challenged to adapt their programs to meet the needs of their students.
When thinking about my role as a school librarian, I need to ask myself: What is it that students need? What should I teach my students? I need to provide students with more than a variety of information in a variety of formats. My students need to be able to use information resources effectively and ethically. They need to be able to find information and critically think about the information they come across. My students need me to teach them the skills to become independent learners and collaborate with others. Students need to learn how to take ownership of their learning. The bottom line is this: as a 21st Century school librarian, I need to teach my 21st Century Students the skills they need to be successful and critical thinkers in our ever changing, technological world.
Susan G. Harder
Prior to the classes I have been taking for the Library Media Specialist endorsement, I really had no idea what all being a librarian in a school included. However, I am lucky. The American Library Association published the American Association of School Librarians Standards for the 21st Century Learner back in 2007. These standards have become my tutorial and roadmap to understanding my new responsibilities. While I always though being a librarian was about teaching students to find books, to love reading, and to be able to do research, I didn’t understand the depth and variety of formats in which this could and should be done nor did I grasp the bigger picture that the school librarian needs to encompass.
I have always believed that the school library was the information center, the literary core of a school, and, while I know that the library is the keeper of knowledge, little did I know that it is actually the hub of all learning application as well. To be a librarian requires the same skills as to be a classroom teacher. We are all attempting to train students to be independent thinkers, to evaluate for themselves the information presented to them, sifting through all the information to determine applicability, and then applying it to new situations. The advantage that the school librarian has over the classroom teacher is that there are theoretically more resources at their fingertips. However, a plethora of resources does not replace skilled instruction. Integration of technology into a classroom or the library much like the advent of the pencil to replace ink wells is merely a tool that skilled educators employ to open doors to more learning. However, in the library, more students can be impacted on a daily basis than within the walls of any other classroom. Thus, we need to maintain cutting edge knowledge, stay abreast of the latest and newest advances, do our own sifting of information to determine whether or not we are presenting and sharing a pencil or pet rock to our students. We cannot simply assume that everything new that comes out will improve learning but have to really examine and evaluate, using the same skills we expect our students to learn. Otherwise, we risk becoming slaves to mass media and rather than teaching free thinking and critical analysis we could be teaching our students to merely follow and never lead.
American Association of School Librarians. (2007). Standards for the 21st century learner. Chicago: American Library Association.
Kim Blankley
I thought I knew what it meant to be a school librarian, but my ideas were definitely outdated. The role of the school librarian has changed so dramatically that this person might be difficult to recognize during a school tour. By the way, if you are trying to track down the 21st Century school librarian, you might have to look in the Library Media Center, Learning Commons, or Information Center…and you just might have to ask for the Learning Strategist, Learning Coordinator, Learning Resource Teacher, or the Library Media Teaching Consultant. (Killeen, 2011). Because I do not currently work in a school library, it is what I imagined my role as a school librarian would be that has now been transformed into something vastly different from what it was originally. Initially, I thought of the school librarian as a manager of the books and resources located within the four walls of the school library.
As a teacher librarian in the 21st century, I now see that I will have to wear many hats if I want to be effective and remain relevant. As a teacher librarian in the 21st century, I will be an advocate, a collaborator, a facilitator, and a leader…not to mention the school’s in-house information, resource and technology guru. (Koechlin, 2011). In 2007, the AASL developed a set of standards to be used by teacher librarians in order to ensure that we are truly preparing our students to be successful and productive citizens in the 21st century. However, in order to meet the challenges before us as teacher librarians, we must ourselves be active learners and continuously strive to stay in the forefront of the rapidly changing landscape of information and education technologies. As a teacher librarian in the 21st century, we must be active, flexible, realistic, and proficient so that we are able to create the experiences that will foster in our students the skills, dispositions in action, responsibilities, and the self-assessment strategies that are necessary for their social, academic, and (eventual) professional development.
References
Collaborator and Learning Commons Queen: Carol Koechlin Speaks. (2011). Teacher Librarian, 38(4), 62-63. Retrieved from EBSCOhost.
Killeen, E. (2011). The Winds of Change. Teacher Librarian, 38(5), 54-55. Retreived from EBSCOhost.
American Library Association (2007). Standards for the 21st - Century Learner. Chicago: Retrieved from http://www.ala.org/aasl/standards.
Sydney Peters
My role as a 3rd grade teacher is continually changing to help reflect AASL standards, especially as I work my way through the Library Science program. More and more I see the importance of, students and teachers alike, being information literate. Web 2.0 tools not only help students with technology skills, but also give a greater motivation to learn. I would use what I can of these, however many are unavailable or difficult to use in the public school setting. One tool I would for sure use is our school wide email system. Using this would help them learn important online use and communication skills. This is definitely reflected in many of the AASL Standards, especially under the 3rd section Share knowledge and participates ethically and productively as members of our democratic society (AASL, 2007, p. 6). Currently in our library I see fabulous learning, projects, and research taking place. I see my role later on as a teacher librarian continuing these things, but also putting a greater emphasis on evaluating credible sources as explicitly reflected in standard 1 (p. 4), as well as collaboration with other students.
In order to teach these skills I feel it is imperatively important that teachers themselves be well versed in the available tools, ranging from the library catalog to web 2.0 tools. If we don’t know how to access information or use tools correctly, we will never be able to teach the students. This being said I think a main role of the teacher librarian should be to show what is available to the school staff and help them feel comfortable as well. Along with reading skills and inquiry, librarians must see technology skills as another piece of the curriculum. We as librarians must know, and have a passion for, that in today’s world intertwining these skills is a must.
American Library Association. (2007). Standards for the 21st century learner. Retrieved
from http://www.ala.org/aasl/standards.
McKenzie White
The ideas and standards presented in the AASL Standards for the 21st Learner provoke reflection on the ever-evolving role of teacher librarians. As an elementary school librarian, I feel that my role as an educator is constantly changing to accommodate the fast paced global and technological world. Librarians are expected to anticipate and prepare students of today for tomorrow’s future. Since technology has been advancing in ways that sometimes seem unimaginable, the responsibilities of information professionals are vital for our students’ successful navigation of information literacy in all facets of life.
According to the American Association of School Librarians (AASL), one of the most important tenets school librarians must hone is to “draw conclusions, make informed decisions, apply knowledge to new situations, and create new knowledge (2007)”. By personally embracing this skill set, librarians will be more equipped to service the needs of 21st Century learners. When information professionals facilitate the expertise needed to “demonstrate flexibility in the use of resources by adapting information strategies to each specific resource” and by “seeking additional resources when clear conclusions cannot be drawn and consider diverse and global perspectives in drawing conclusions being able to connect understanding to the real world” (AASL, 2007), students will possess the tools necessary to become savvy in the multiple literacy arena.
American Association of School Librarians. (2007). Standards for the 21st century
learner. Retrieved from http://www.ala.org/ala/mgrps/divs/aasl/guidelinesandstandards/learningstandards/standards.cfm
David Hellman
I see our role as teacher librarians changing as we begin to incorporate more technology into classrooms. I do not think it is necessarily just incorporating technology, but connecting technology to hard copies of materials. While technology is the way of the world at the moment, students need to be able to use both books and computers to be able to find and use material.
According to the AASL standards "Information literacy has progressed. . . Multiple literacies, including digital,
visual, textual, and technological, have now joined
information literacy as crucial skills for this century." (AASL, 2007) Combining several different types of resources is more important today than ever as the world continues to evolve in the area of technology. It is also important for students to be able to use hard copies in the event that technology is not available or limited in their area. Teacher librarians must continue to update their methods so as to show students how to keep up with the ever changing world.
Isela Padilla
“Beyond Cut –and –Paste” Reflection #1
Jamie McKenzie really hits home in saying that everyone needs to become media literate. I am certain that many of the teachers in my building, myself included, and students, are not media literate, nor do we realize how illiterate we are. As the media specialist I was aware that students should be taught to assess the reliability of internet sources, but I did not really know how to go about it. It is especially difficult since I don’t actually teach these students. I must learn to coordinate with some of the teachers to allow me to have some of their class time, but this does not necessarily get all the students. McKenzie’s book has given me a springboard from which to proceed. I am eager to try to develop some lessons which I might then share with the teachers so that they can weave the media literacy lesson into their lessons. For instance I could develop a lesson on global warming starting off with some of McKenzie’s suggestions. I would incorporate the opportunity for the students to critique the science behind the headlines (p.48). I would also suggest some penetrating questions so that the students could practice their critiquing capacity. I could then hand this to the teacher teaching about global warming, or I could co-teach this particular lesson. Students would be working on the internet and with print sources.
Another statement which McKenzie made and which I think I need to keep in the forefront is “Students must now be able to ‘read a face’ as well as a page, must be able to read a photograph or a chart or a situation.” (p.141) We must learn and teach literacy as McKenzie talks about it in his book. If we are to create a 21st century learner we need to equip our students with the various literacies discussed in this book. While that may seem to be a daunting task, it becomes more manageable if we view it as already being done to some extent. We need to enhance what we teach now so as to create more transferrable skills. I think that if we approach it from this perspective it will be easier to get more educators in our buildings on board. So it appears that I will start with a few of the teachers and their students and build from there until everyone is on the same page with teaching the twelve literacies.
McKenzie, J. (2009). Beyond cut-and- paste: Engaging students in making good ideas new ideas.
Washington: FNO Press.
Response to Jennifer LaFleur's AASL Reflection:
Jen states that it is “important for the teacher librarian to work collaboratively with classroom teachers to come up with new ways to include technology in the classroom for student projects.” The more I read and learn about 21st century skills, the more I see the need for collaboration between the school librarian and classroom teachers. In my district, the assistant superintendent has recently asked the media specialists if they would be willing to take on another role. There is a need for the school librarian to be available to work with classroom teachers to help incorporate technology into the classroom curriculum.
Response to Michelle Phillips post:
I didn’t even think of my special needs population when reading the literacies, but you bring up a great point regarding students who have a learning disability or require accommodations in the classroom. How is it different to develop a literacy for organization or emotion with a student who has autism compared to other students? I had a student in class with aspberger’s syndrome as well, and he struggled with emotional literacy often. He couldn’t understand why some of his comments were offensive; he didn’t understand the emotions it brought out in people. We worked with him to develop the idea of everyone having rights, including the right not to have their feelings hurt in class. It helped a bit, but he still struggles with this idea every now and then. The idea of everyone having rights really seemed to help, and we talked to him about his rights as well so he started to understand the equality of it all. As with the other literacies, practice makes perfect!
Response to Raelynn’s post:
I like the idea of after every unit setting up some sort of activity that uses a literacy related to the unit. I think it’s less important that my students know who conquered the Aztecs but they should be able to use the literacies to evaluate why. For example, why did the Europeans not accept Aztec culture? Or, why were Africans used as slaves in the 1500’s? This asks them to use the cultural literacy skills to answer a question and evaluate history itself. In our world employers are less concerned with a student’s ability to memorize facts and more concerned with their ability to analyze ideas and information and answer the question “why?”. I believe using these literacies at the end of a unit as a summative assessment would help them practice those skills needed for the 21st century.
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