1. Learners use skills, resources, and tools to inquire, think critically, and gain knowledge.

1.1 Skills

1.1.1 Follow an inquiry-based process in seeking knowledge in curricular subjects, and make the real-world connection for using this process in own life.

Use Big6/Super3 or similar process. It is important on all of these processes to model; to seek and exploit teachable moments.

1.1.2 Use prior and background knowledge as context for new learning.

Power writes, KWL, brainstorming in groups, Big6

1.1.3 Develop and refine a range of questions to frame the search for new understanding.

http://library.sasaustin.org/questioning.php

1.1.4 Find, evaluate, and select appropriate sources to answer questions.

Lessons on search strategies--print or electronic

1.1.5 Evaluate information found in selected sources on the basis of accuracy, validity, appropriateness for needs, importance, and social and cultural context.

http://library.sasaustin.org/webEvaluation.php

1.1.6 Read, view, and listen for information presented in any format (e.g., textual, visual, media, digital) in order to make inferences and gather meaning.

Lessons on parts of a book; search engines; web navigation; why you chose a particular resource

1.1.7 Make sense of information gathered from diverse sources by identifying misconceptions, main and supporting ideas, conflicting information, and point of view or bias.

Evaluation strategies,; establish rules

1.1.8 Demonstrate mastery of technology tools for accessing information and pursuing inquiry.

Types of searching; determining keywords for example

Show students the "discussion" tab on wikipedia/deepen their understanding of tools they use.

1.1.9 Collaborate with others to broaden and deepen understanding.

Use wiki tools for collaborating on assignments such as wikispaces, wetpaint, or peanut butter wiki

1.2 Dispositions in Action

1.2.1 Display initiative and engagement by posing questions and investigating the answers beyond the collection of superficial facts.

Lessons on how to articulate what they want to know, graphic organizers, higher level thinking skills

http://library.sasaustin.org/questioning.php

1.2.2 Demonstrate confidence and self-direction by making independent choices in the selection of resources and information.

1.2.3 Demonstrate creativity by using multiple resources and formats.

1.2.4 Maintain a critical stance by questioning the validity and accuracy of all information.

Use some information literacy/evaluation tools with students

1.2.5 Demonstrate adaptability by changing the inquiry focus, questions, resources, or strategies when necessary to achieve success.

1.2.6 Display emotional resilience by persisting in information searching despite challenges.

Jansen's 3 Rules of Successful Researchers: 1. Have patience. 2. Try a variety of keywords and search strategies before giving up on a database or search engine. 3. Have patience!

Carol Kuhlthau indicates this is one of the most difficult stages for students--they want to switch topics because they feel uncomfortable with the challenge. Help them through this stage by intervening and supporting them.

1.2.7 Display persistence by continuing to pursue information to gain a broad perspective.

1.3 Responsibilities

1.3.1 Respect copyright/intellectual property rights of creators and producers.

http://library.sasaustin.org/copyright.php

1.3.2 Seek divergent perspectives during information gathering and assessment.

1.3.3 Follow ethical and legal guidelines in gathering and using information.

1.3.4 Contribute to the exchange of ideas within the learning community.

1.3.5 Use information technology responsibly.

1.4 Self-Assessment Strategies

1.4.1 Monitor own information-seeking processes for effectiveness and progress, and adapt as necessary.

Use an evaluation form or questionaire at the end of the period to help students discuss their own process. Example of questions on a wiki, using YackPack chat.

1.4.2 Use interaction with and feedback from teachers and peers to guide own inquiry process.

1.4.3 Monitor gathered information, and assess for gaps or weaknesses.

1.4.4 Seek appropriate help when it is needed.

The above 21st Century Standards are used with permission (11/19/07) from the American Association of School Librarians. The original document is available: . http://www.ala.org/ala/aasl/aaslproftools/learningstandards/AASL_LearningStandards.pdf