Module+2.1+notes

Standards for the 21st century learner in action: Intro: Learning in 21st century: new dimensions:
 * exponential expansion of information
 * ever changing tools
 * increasing digitization of text
 * heightened demands for critical and creative thinking, communication, and collaborative problem solving.

To succeed in our rapid-paced global society, learners must develop a high level of skills, attitudes and responsibilities, be able to access high-quality information from diverse perspectives, make sense of it to draw their own conclusions or create new knowledge, and share knowledge with others.

Organizational structure:


 * Standards provide framework for academic and personal learning in today's information-powered world.
 * 1) Inquire, think critically and gain knowledge
 * 2) Draw conclusions, make informed decisions, apply knowledge to new situations, and create new knowledge.
 * 3) Share knowledge and participate ethically and productively as members of our democratic society.
 * 4) Pursue personal and aesthetic growth.


 * Strands: four strands within each standard.
 * 1) skills
 * 2) dispositions
 * 3) responsibilities
 * 4) self-assessment strategies


 * Benchmarks: specific skills that students can be expected to achieve by grades 2, 5, 8, 10, 12

Common beliefs:
 * 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 crucial for future employment needs
 * Equitable access is a key component for education
 * 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 that will enable them to learn on their own
 * Learning has a social context
 * School libraries are essential to the development of learning skills

CS4TRC: Chapter 2: Zimmerman and Hughes: Seven Reading Comprehension Strategies:
 * 1) Activating or building background knowledge
 * 2) Using sensory images
 * 3) Questioning
 * 4) Making predictions and inferences
 * 5) Determining main ideas
 * 6) Using fix-up options
 * 7) Synthesizing

Foundational best practices in school librarianship and instruction:
 * 1) evidence-based practice
 * 2) backward planning: educators select learning objectives based on curriculum standards then determine and describe learning tasks and criteria on which student work will be assessed as well as a tool with which to assess it. Learning tasks are then designed to help students meet this criteria.
 * 3) aligning and integrating information literacy standards with the classroom curriculum
 * 4) using research-based instructional strategies
 * 5) modeling with think-aloud strategies

Sample strategy lesson plan layout on p. 15

Teaching the Inquiry Process to 21st century learners:

From Carnesi and DiGiorgio article: Interactive style used to teach research.... Web Quest is a great tool for teaching inquiry process.

Step 1: Questioning: What is already known about the topic? Step 2: Planning: students should create a preliminary work schedule Step 3: Collecting and crediting: Step 4: Organizing: Revise questions and plan as necessary Step 5: Synthesizing: Identifying themes, forming conclusion, developing insight into the problem: determine format for final product Step 6: Communicating: Communicate information to your audience and evaluate

Lesson Plan 101 Powerpoint: Required to use format on page 15 for this class 3 questions to answer:
 * 1) What do we want students to know at the end of this lesson/unit? (content knowledge)
 * 2) What do we want students to be able to do at the end of this unit? (process or product)
 * 3) How will they, and we, know whether or not they achieved these objectives? (assessment)

Research based instructional strategies powerpoint: Researched-based instructional strategies: Categories and percentile gains: Identifying similarities and differences: 45 (Venn diagrams, category webs) Summarizing and note taking: 34 (Main ideas, character map, notemaking graphic organizer Nonlinguistic representation: 27 Cooperative learning: 27 Setting objectives and providing feedback: 23 Questions, cues, and advance organizers: 22