2. Learners use skills, resources, and tools to draw conclusions, make informed decisions, apply knowledge to new situations, and create new knowledge.

2.1 Skills

2.1.1 Continue an inquiry-based research process by applying critical-thinking skills (analysis, synthesis, evaluation, organization) to information and knowledge in order to construct new understandings, draw conclusions, and create new knowledge.

Inquiry-based process that outlines questions using (links to) Bloom's Taxonomy to guide processes of analysis, synthesis, evaluation.

2.1.2 Organize knowledge so that it is useful.

Graphics, Venn diagrams, outlines

2.1.3 Use strategies to draw conclusions from information and apply knowledge to curricular areas, real-world situations, and further investigations.

2.1.4 Use technology and other information tools to analyze and organize information.

Graphic organizer software such as Kidspiration or Inspiration.

2.1.5 Collaborate with others to exchange ideas, develop new understandings, make decisions, and solve problems.

Target departments/grade level(s) teachers that the librarian will work with in developing fresh ideas that will lead to better ways to solve problems.

2.1.6 Use the writing process, media and visual literacy, and technology skills to create products that express new understandings.

2.2 Dispositions in Action

2.2.1 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.

Willingness to use a variety of resources. Teaching how to use different resources. Can be integrated into any inquiry-based problem that can occur in any content area. Boolean searching

2.2.2 Use both divergent and convergent thinking to formulate alternative conclusions and test them against the evidence.

Asking questions to lead to inquiry to generate hypothesis (scientific method) which leads research to generate new ideas. Big6 research model. Collect data. Evaluate data through compare/contrast.

2.2.3 Employ a critical stance in drawing conclusions by demonstrating that the pattern of evidence leads to a decision or conclusion.

Opposing viewpoints

Proving your thesis or hypothesis

Develop a thesis/hypothesis

Collecgt data to support/negate thesis/hypothesis

Take a stand

2.2.4 Demonstrate personal productivity by completing products to express learning.

The presentation of the information--speech, PowerPoint, written essay, etc.

2.3 Responsibilities

2.3.1 Connect understanding to the real world.

Definitions:

• using real documents, experiences
• collaboration with outside world
• inquiry-based learning/projects

2.3.2 Consider diverse and global perspectives in drawing conclusions.

Definitions:

• collaboration with outside world, expertise, resources
• be aware of global issues and perspectives
• being able to identify bias and author purpose

2.3.3 Use valid information and reasoned conclusions to make ethical decisions.

Using real world information and critical thinking to determine personal beliefs and understanding of found information

Apply--persuasive essays, using databases such as Gale Opposing Viewpoints or Ebsco Points of View

2.4 Self-Assessment Strategies

2.4.1 Determine how to act on information (accept, reject, modify).

Taking information and your own and modifying it to fit your need

Apply--paraphrase, note taking, citing

2.4.2 Reflect on systematic process, and assess for completeness of investigation.

"How do you know when you are finished?"

Apply--Big6 or personal research model

2.4.3 Recognize new knowledge and understanding.

2.4.4 Develop directions for future investigations.

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.