Standards for 21st-Century Learner: Common Beliefs
FROM:
Students read to memorize/learn the information that will be the basis of classroom
assessments or statewide standardized tests.
TO:
Reading is a window to the world
FROM:
Students use facts to write reports or students conduct a search once to find evidence
to defend a thesis or answer an essential question.
TO:
Inquiry provides a framework for learning. Use of a research model guides the
student’s effort
FROM:
Students are taught how to distinguish between paraphrasing and using a direct
quote, how to cite sources and how to avoid plagiarism.
TO:
Ethical behavior in the use of information must be taught. Students recognize
and appreciate and respect the concept of intellectual property.
FROM:
Students need to know how to use software for word processing, spreadsheets,
databases, and presentations to produce the end product of research or a class
assignment.
TO:
Technology skills are crucial for future employment needs—For lifelong learning
students need to be literate in information and technology. They contribute to
content creation through the use of technology tools.
FROM:
Equitable access is a key component for education
TO:
Equitable access is a key component for education
st
Used with permission. American Association of School Librarians. Standards for the 21 Century Learner. Chicago, IL: American Library Association, 2009. 2-3. Print.
All material subject to copyright by the American Library Association.
Address usage requests to the ALA Office of Rights and Permission.
Standards for 21st-Century Learner: Common Beliefs
FROM:
Literacy is the ability to read, write, listen and speak. Technological literacy includes
the basic skills to use technology. Examples: keyboarding to use word processors or
assembling the parts of a computer—monitor, cpu, keyboard, mouse, perhaps
attaching a printer.
TO:
The definition of information literacy has become more complex as resources
and technologies have changed—Students need digital, visual, textual and
technological literacies
FROM:
Students need to acquire critical thinking and problem solving skills. So much
information is easily accessible on the Internet that students need to be taught how
to evaluate information found on an Internet site.
TO:
The continuing expansion of information demands that all students acquire
the thinking skills that will enable them to learn on their own—Students need
the skills to effectively & efficiently use and critically evaluate information.
FROM:
Learning is an individual matter—There is a fine line between collaboration and
cheating. Group work must be monitored to be sure every student does his/her fair
share of the work.
TO:
Learning has a social context—Students learn collaboratively in face-to-face
situations and through technology. Students work more frequently in teams in 21st
century learning and employment.
FROM:
School libraries support the school curriculum-- School libraries provide equitable
access to a variety of electronic and print sources and school librarians cooperate with
content area teachers to match resources with curricular needs and teach research
skills and technology skills to some students.
TO:
School libraries are essential to the development of learning skills—School
libraries provide equitable access to a variety of electronic and print sources and
school librarians collaborate to embed information and technology literacy skills in
content area learning.
st
Used with permission. American Association of School Librarians. Standards for the 21 Century Learner. Chicago, IL: American Library Association, 2009. 2-3. Print.
All material subject to copyright by the American Library Association.
Address usage requests to the ALA Office of Rights and Permission.