P21 Framework Definitions New Logo 2015. Framework for 21st Century Curriculum and Assessment. Updated February 2013 Adopted by the NCTE Executive Committee November 19, 2008 Context for NCTE’s 21st Century Literacies Framework In the 1990s, the National Council of Teachers of English and the International Reading Association established national standards for English language arts learners that anticipated the more sophisticated literacy skills and abilities required for full participation in a global, 21st century community. The selected standards, listed in the appendix, served as a clarion call for changes underway today in literacy education. The NCTE definition of 21st century literacies makes it clear that the continued evolution of curriculum, assessment, and teaching practice itself is necessary: Literacy has always been a collection of cultural and communicative practices shared among members of particular groups.
As society and technology change, so does literacy. Elements of the Framework Implications of the Framework for Assessments Appendix: 1. 2. 3. 6. 7. 8. 10. 12. Information Literacy. Access and Evaluate Information Access information efficiently (time) and effectively (sources)Evaluate information critically and competentlyUse and Manage InformationUse information accurately and creatively for the issue or problem at handManage the flow of information from a wide variety of sourcesApply a fundamental understanding of the ethical/legal issues surrounding the access and use of information Additional resources: 1.
ALA | Information Literacy AASL provides leadership for the development of dynamic, student-centered school library media programs. These programs help ensure that students master the information literacy skills needed to be discerning consumers and creative producers of information. 2. 21st Century Literacies Curriculum The 21st Century Literacies Curriculum presents the process and essential skills for embedding information literacy strategies across all areas of the curriculum. Learning Standards & Program Guidelines. Review and Revision For the first time in decades AASL is using a multi-layered survey, data, and research approach to revise and remodel its learning standards and program guidelines for your profession.
To ensure the standards meet the needs of the entire community, this research centers on community consultation—you are the foundation of our work! Visit the FAQ section for more information on the research process, key findings, and next steps. Overview | Project Plan Milestones | Frequently Asked Questions While the launch of new standards and guidelines is scheduled for fall 2017, the current AASL standards will not “go away” with the release of new standards. As with each iteration of the learning standards there will be carry-forward elements, and the previous version will not be considered wrong or incorrect. Learning Standards AASL's learning standards offer a vision for teaching and learning to both guide and beckon the school library profession as education leaders. Learning4Life. Coteaching: A Strategic Evidence-Based Practice for Collaborating School Librarians – School Library Connection Blog. Have you preregistered for Dr. Judi Moreillon’s upcoming webinar on EdWeb, “Classroom-Library Coteaching 4Student Success“?
Join Dr. Moreillon and our colleagues from Libraries Unlimited on October 13th at 5:00 PM EDT for an interactive exploration of strategies for identifying potential collaborative partners, electronic collaborative planning tools, providing evidence of the value and efficacy of classroom-library collaboration, and much more. The best part? Joining our EdWeb community, SLC @ the Forefront, is 100% free. To whet your appetite we’re sharing this gem of Dr. The collaborative classroom teacher–school librarian model can take various forms. In Empowering Learners: Guidelines for School Library Programs (2009), AASL identified the instructional partner as the most critical role for the future of the profession.
Learning Commons The LC is a school-wide approach to envisioning, organizing, and facilitating learning in the library’s physical and virtual spaces. Works Cited. Information Literacy Competency Standards for Higher Education | Association of College & Research Libraries. The Information Literacy Competency Standards for Higher Education (originally approved in 2000) were rescinded by the ACRL Board of Directors on June 25, 2016, at the 2016 ALA Annual Conference in Orlando, Florida, which means they are no longer in force. This document (and the PDF) will remain on the website until July 1, 2017 to allow for the transition to the Framework for Information Literacy for Higher Education. ACRL is developing resources to assist librarians in using the Framework. Introduction Information Literacy Defined Information Literacy and Information Technology Information Literacy and Higher Education Information Literacy and Pedagogy Use of the Standards Information Literacy and Assessment Standards, Performance Indicators, and OutcomesStandards for Proficiencies for Instruction Librarians and Coordinators: A Practical Guide Information Literacy Defined Information literacy forms the basis for lifelong learning.
Information Literacy and Information Technology Notes. Home - PA School Library Project - LibGuides at HSLC. “Supporting the Infrastructure Needs of 21st Century School Library Programs” is an Institute of Museum and Library Services (IMLS) grant-funded research project designed to provide new research on the impact of Pennsylvania school library programs on student learning—specifically, what infrastructure, defined as staffing, budgets, collections, technology, access hours, and professional development for librarians, contributes most to student achievementthe costs and benefits associated with them, and the gap between current Pennsylvania school library programs and what is needed to develop students with 21st century skills.
Additionally, the project will create communication tools, such as sample press releases, letters and editorials, and short podcasts and webinars that are easily understood by laypersons, that can be shared and used to develop partnerships among stakeholder groups beyond the traditional library community. Project Year: November 2011 - 2012. School Library Impact Studies | Keith Curry Lance. The Impact of School Librarians and Library Programs on Academic Achievement of Students: The South Carolina Study Keith’s latest research on the impact of school libraries and librarians was pursued on behalf of the South Carolina Association of School Librarians, who commissioned a 2014 study. This latest RSL study replicated the 2013 Pennsylvania study’s two phases.
First, the impact of libraries and librarians on state test results was assessed using available data from a 2013 statewide survey of school libraries. Second, how school librarians impact the teaching of specific academic standards in reading and language arts was assessed based on original surveys of administrators, teachers, and librarians. Rather than focusing on the usual subject-level test results, this study is using more detailed standard-level test results. In 2013, Keith led a major, federally-funded, statewide school library impact study in Pennsylvania.
School Library Impact Studies Project | Mansfield University. The first edition of this booklet was developed in by the Spring 2011 class of LSC 5530, School Library Advocacy, of the School Library & Information Technologies Graduate Program, Mansfield University, Mansfield, PA. The purposes was to summarize findings from the landmark body of research known as the "school library impact studies.
" Students summarized almost all of the major research reports, indexed them by school library program component in a chart, and selected significant findings from each. The revised edition of this work was published in June 2013, with the assistance of graduate student Mary Jo Cooper. Five new studies were examined and added resulting in a revised edition. Some of the original information was removed and more current information highlighted. The Background on the School Library Impact Studies Begun in the early 1990's by Dr.
Linked below are both the original 2011 booklet and the revised 2013 edition. Additional information can be found at: School Libraries Impact Studies – Library Research Service. Library Research Service School Libraries & Student Achievement (2013) This 1-page infographic presents highlights from all of LRS’s school library impact studies. Two versions of the infographic are available: – One is optimized for online viewing – And, the second is optimized for printing If you view the infographic PDF file in Firefox PDF viewer, it may not render properly. For best viewing and printing, click on the “open in different viewer” button in the top right corner of your browser, and select the option to open the file with Adobe Reader. The PDF file is optimized for printing on legal size paper. Infographic The Impact of School Libraries on Student Achievement: Exploring the School Library Impact Studies (2010) Colorado Change in school librarian staffing linked with change in CSAP reading performance, 2005 to 2011 (2012) This report examines the change in CSAP reading scores of Colorado students, from 2005 to 2011, as influenced by changes in school library staffing levels.
Literacy Report Promotes Collaborative Teaching for 21st Century Learning. Home > Literacy Report Promotes Collaborative Teaching for 21st Century Learning April 5, 2013 By: Steve On April 3, the National Center for Literacy Education held a briefing on Capitol Hill to promote its latest report "Remodeling Literacy Learning: Making Room for What Works. " The report was based on the responses of 2,400 educators of all roles, grade levels and subject areas to find out where we stand regarding literacy support, the kinds of training and resources available, professional collaboration and supports needed. ACTE has participated in the coalition and CTE educators were included in the survey. Key findings from the survey include the following: Literacy is not just the English teacher's job anymoreWorking together is working smarterBut schools aren't structured to facilitate educators working togetherMany of the building blocks for remodeling literacy learning and are in placeEffective collaboration needs systemic support CTE Policy Watch Blog.
NCLE Report: Remodeling Literacy Learning. Findings Key findings from the NCLE survey, explored in more detail in the body of the report, yield the following conclusions about how US educators are currently working together to meet rising literacy expectations and how best to support them going forward. Literacy is not just the English teacher's job anymore. Working together is working smarter. But schools aren't structured to facilitate educators working together. Many of the building blocks for remodeling literacy learning are in place. Effective collaboration needs systemic support. Policy Recommendations Policymakers at the school, system, state, and national levels have a central role to play in remodeling literacy education.