AASL_LearningStandards

Reading is a window Inquiry provides a
to the world. framework for learning.

Reading is a foundational skill for learning, To become independent learners, students
personal growth, and enjoyment. The must gain not only the skills but also the
degree to which students can read and disposition to use those skills, along with an
understand text in all formats (e.g., picture, understanding of their own responsibilities
video, print) and all contexts is a key and self-assessment strategies. Combined,
indicator of success in school and in life. these four elements build a learner who
As a lifelong learning skill, reading goes can thrive in a complex information
environment.
beyond decoding and comprehension
to interpretation and Ethical behavior in the use
development of new of information must be taught.
understandings.
In this increasingly global world of
information, students must be taught to
seek diverse perspectives, gather and use
information ethically, and use social tools
responsibly and safely.

Technology skills are crucial
for future employment needs.

Today’s students need to develop
information skills that will enable
them to use technology as an
important tool for learning,
both now and in the future.

Equitable access is
a key component
for education.

All children deserve
equitable access to
books and reading, to

information, and to
information technology
in an environment that

is safe and conducive
to learning.

The definition of information literacy LEARNERS USE SKILLS,
has become more complex as resources and RESOURCES, & TOOLS TO:
technologies have changed.
1 Inquire, think
Information literacy has progressed from the simple critically, and gain
definition of using reference resources to find knowledge.
information. Multiple literacies, including digital,
visual, textual, and technological, have now joined 2 Draw conclusions,
information literacy as crucial skills for this century. make informed
decisions, apply
The continuing expansion of information knowledge to new
demands that all individuals acquire situations, and create
the thinking skills that will enable new knowledge.
them to learn on their own.
3 Share knowledge
The amount of information available to our and participate
learners necessitates that each individual acquire ethically and
the skills to select, evaluate, and use information productively as
appropriately and effectively. members of our
democratic society.
Learning has a social context.
4 Pursue personal
Learning is enhanced by opportunities to share and aesthetic
and learn with others. Students need to develop growth.
skills in sharing knowledge and learning with
others, both in face-to-face situations and
through technology.

School libraries are essential to
the development of learning skills.

School libraries provide equitable physical
and intellectual access to the resources and
tools required for learning in a warm, stimulating,
and safe environment. School librarians collaborate

with others to provide
instruction, learning
strategies, and practice
in using the essential
learning skills needed
in the 21st century.

LEARNERS USE SKILLS, RESOURCES, & TOOLS TO:

1 Inquire, think critically,
and gain knowledge.

1.1 Skills 1.1.7 Make sense of 1.2.2 Demonstrate 1.3 Responsibilities

1.1.1 Follow an inquiry- information gathered confidence and self- 1.3.1 Respect copyright/
based process in intellectual property
seeking knowledge in from diverse sources direction by making rights of creators
curricular subjects, and producers.
and make the real- by identifying independent choices
world connection for 1.3.2 Seek divergent
using this process in misconceptions, in the selection perspectives during
own life. information gathering
main and supporting of resources and and assessment.
1.1.2 Use prior and
background knowledge ideas, conflicting information. 1.3.3 Follow ethical and legal
as context for new guidelines in gathering
learning. information, and point 1.2.3 Demonstrate creativity and using information.
of view or bias. by using multiple
1.1.3 Develop and refine a 1.3.4 Contribute to the
range of questions to 1.1.8 Demonstrate mastery resources and formats. exchange of ideas
frame the search for within the learning
new understanding. of technology tools for 1.2.4 Maintain a critical community.
accessing information stance by questioning
1.1.4 Find, evaluate, and and pursuing inquiry. the validity and 1.3.5 Use information
select appropriate technology responsibly.
sources to answer 1.1.9 Collaborate with others accuracy of all
questions. 1.4 Self-Assessment
to broaden and deepen information. Strategies
1.1.5 Evaluate information
found in selected understanding. 1.2.5 Demonstrate 1.4.1 Monitor own
sources on the basis information-seeking
of accuracy, validity, adaptability by processes for
appropriateness for effectiveness and
needs, importance, changing the inquiry progress, and adapt
and social and as necessary.
cultural context. focus, questions,
1.4.2 Use interaction
1.1.6 Read, view, and resources, or strategies with and feedback
listen for information from teachers and
presented in any when necessary to peers to guide own
format (e.g., textual, inquiry process.
visual, media, digital) achieve success.
in order to make 1.4.3 Monitor gathered
inferences and 1.2 Dispositions 1.2.6 Display emotional information, and assess
gather meaning. in Action resilience by persisting for gaps or weaknesses.
in information
1.2.1 Display initiative searching despite 1.4.4 Seek appropriate help
and engagement by challenges. when it is needed.
posing questions
and investigating the 1.2.7 Display persistence by
answers beyond the continuing to pursue
collection of information to gain a
superficial facts. broad perspective.

LEARNERS USE SKILLS, RESOURCES, & TOOLS TO:

2 Draw conclusions, make
informed decisions, apply knowledge to
new situations, and create new knowledge.

2.1 Skills 2.1.6 Use the writing 2.2.2 Use both divergent 2.3 Responsibilities
and convergent
2.1.1 Continue an inquiry- process, media and thinking to formulate 2.3.1 Connect
based research process visual literacy, and alternative conclusions understanding to
by applying critical- technology skills and test them against the real world.
thinking skills (analysis, to create products the evidence.
synthesis, evaluation, that express new 2.3.2 Consider diverse and
organization) to understandings. 2.2.3 Employ a critical global perspectives in
stance in drawing drawing conclusions.
information and conclusions by
demonstrating that the 2.3.3 Use valid information
knowledge in order 2.2 Dispositions pattern of evidence and reasoned
to construct new in Action leads to a decision or conclusions to make
understandings, draw conclusion. ethical decisions.
conclusions, and create 2.2.1 Demonstrate
new knowledge. flexibility in the 2.2.4 Demonstrate personal 2.4 Self-Assessment
use of resources by productivity by Strategies
2.1.2 Organize knowledge adapting information completing products
so that it is useful. strategies to each to express learning. 2.4.1 Determine how to act
on information (accept,
2.1.3 Use strategies to specific resource and reject, modify).

draw conclusions by seeking additional 2.4.2 Reflect on systematic
process, and assess
from information and resources when clear for completeness of
investigation.
apply knowledge to conclusions cannot
2.4.3 Recognize new
curricular areas, real- be drawn. knowledge and
understanding.
world situations, and
2.4.4 Develop directions for
further investigations. future investigations.

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

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

LEARNERS USE SKILLS, RESOURCES, & TOOLS TO:

3 Share knowledge and
participate ethically and productively
as members of our democratic society.

3.1 Skills 3.1.3 Use writing and 3.2 Dispositions 3.3.3 Use knowledge and
speaking skills to in Action information skills
3.1.1 Conclude an inquiry- communicate new and dispositions
based research understandings 3.2.1 Demonstrate to engage in public
process by sharing effectively. leadership and conversation and
new understandings confidence by debate around issues
and reflecting on the 3.1.4 Use technology and presenting ideas of common concern.
learning. other information to others in both
tools to organize and formal and informal 3.3.4 Create products that
3.1.2 Participate and display knowledge and situations. apply to authentic,
collaborate as understanding in ways real-world contexts.
members of a social that others can view, 3.2.2 Show social
and intellectual use, and assess. responsibility by 3.3.5 Contribute to the
network of participating actively exchange of ideas
learners. 3.1.5 Connect learning to with others in learning within and beyond the
community issues. situations and by learning community.
contributing questions
3.1.6 Use information and and ideas during 3.3.6 Use information
technology ethically group discussions. and knowledge in
and responsibly. the service of
3.2.3 Demonstrate democratic values.
teamwork by working
productively with 3.3.7 Respect the principles
others. of intellectual freedom.

3.3 Responsibilities 3.4 Self-Assessment
Strategies
3.3.1 Solicit and respect
diverse perspectives 3.4.1 Assess the processes
while searching by which learning was
for information, achieved in order to
collaborating revise strategies and
with others, and learn more effectively
participating as in the future.
a member of the
community. 3.4.2 Assess the quality and
effectiveness of the
3.3.2 Respect the differing learning product.
interests and
experiences of others, 3.4.3 Assess own ability
and seek a variety to work with others
of viewpoints. in a group setting
by evaluating varied
roles, leadership,
and demonstrations
of respect for other
viewpoints.

LEARNERS USE SKILLS, RESOURCES, & TOOLS TO:

4 Pursue personal and
aesthetic growth.

4.1 Skills 4.2 Dispositions 4.2.4 Show an appreciation 4.4 Self-Assessment
in Action for literature by Strategies
4.1.1 Read, view, and listen electing to read
for pleasure and 4.2.1 Display curiosity by for pleasure and 4.4.1 Identify own areas
personal growth. pursuing interests expressing an interest of interest.
through multiple in various literary
4.1.2 Read widely and resources. genres. 4.4.2 Recognize the limits
fluently to make of own personal
connections with 4.2.2 Demonstrate 4.3 Responsibilities knowledge.
self, the world, and motivation by seeking
previous reading. information to answer 4.3.1 Participate in the 4.4.3 Recognize how
personal questions social exchange to focus efforts in
4.1.3 Respond to literature and interests, trying a of ideas, both personal learning.
and creative variety of formats and electronically and in
expressions of ideas genres, and displaying person. 4.4.4 Interpret new
in various formats a willingness to go information based
and genres. beyond academic 4.3.2 Recognize that on cultural and
requirements. resources are created social context.
4.1.4 Seek information for for a variety of
personal learning in a 4.2.3 Maintain openness purposes. 4.4.5 Develop personal
variety of formats and to new ideas criteria for gauging
genres. by considering 4.3.3 Seek opportunities for how effectively own
divergent opinions, pursuing personal and ideas are expressed.
4.1.5 Connect ideas to own changing opinions aesthetic growth.
interests and previous or conclusions when 4.4.6 Evaluate own ability
knowledge and evidence supports the 4.3.4 Practice safe and to select resources
experience. change, and seeking ethical behaviors in that are engaging
information about personal electronic and appropriate for
4.1.6 Organize personal new ideas encountered communication and personal interests
knowledge in a way through academic or interaction. and needs.
that can be called upon personal experiences.
easily.

4.1.7 Use social networks
and information tools
to gather and share
information.

4.1.8 Use creative and
artistic formats to
express personal
learning.

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21st CENTURY
LEARNERS

Skills Dispositions Responsibilities Self-Assessment
in Action Strategies

Key abilities needed Ongoing beliefs Common behaviors Reflections on one’s
for understanding, and attitudes that
learning, thinking, guide thinking and used by independent own learning to
and mastering intellectual behavior
subjects. that can be measured learners in researching, determine that the
through actions taken.
key question investigating, and skills, dispositions,
key question
Does the student have problem solving. and responsibilities
the right proficiencies Is the student disposed
to explore a topic or to higher-level thinking are effective.
subject further? and actively engaged in
critical thinking to gain key question key question
and share knowledge?
Is the student aware that Can the student recognize

the foundational traits for personal strengths and

21st-century learning require weaknesses over time and

self-accountability that extends become a stronger, more

beyond skills and dispositions? independent learner?