Professional Documents
Culture Documents
American Association S C H O O L
of School Librarians L I B R A R Y
TRANSFORMING LEARNING
S TA N D A R D S
Learners
AASL STANDARDS FRAMEWORK for
Introducing the AASL
Standards Framework for
LEARNERS
THE AASL STANDARDS Framework for Learners pam- and learning by demonstrating the connection between
phlet presents the standards framework for application learner, librarian, and library standards. Each section
with students and other learners. This is one of three of the standards framework was designed to reflect the
sets of standards that make up the AASL Standards others, ensuring that standards-related activities would
Integrated Framework featured within the National
AASL Standards IntegratedbeFramework
mutually reinforcing, simultaneously building capac-
Infographic
School Library Standards for Learners, School Librari- ity among learners, school librarians, and the school
ans, and School Libraries. The AASL Standards frame- library. This pamphlet provides educators access spec
work reflects a comprehensive approach to teaching ifically to AASL’s learner standards.
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reviewed Common Beliefs from earlier AASL Standards and official AASL position state-
ments. These documents, and feedback collected from more than 1,300 school librarians
and stakeholders nationally, provided AASL with a clear expression of the qualities of well-
prepared learners, effective school librarians, and dynamic school libraries. The following
Common Beliefs and summary descriptions were identified as central to the profession.
A. THINK Learners display curiosity and Learners contribute a balanced Learners identify collaborative
initiative by: perspective when participating in a opportunities by:
learning community by:
1. Formulating questions about a 1. Demonstrating their desire
personal interest or a curricular 1. Articulating an awareness of the to broaden and deepen
topic. contributions of a range of learners. understandings.
2. Recalling prior and background 2. Adopting a discerning stance toward 2. Developing new understandings
knowledge as context for new points of view and opinions expressed through engagement in a learning
meaning. in information resources and learning group.
products. 3. Deciding to solve problems
3. Describing their understanding of informed by group interaction.
cultural relevancy and placement
within the global learning community.
B. CREATE Learners engage with new Learners adjust their awareness of the Learners participate in personal,
knowledge by following a process global learning community by: social, and intellectual networks
that includes: by:
1. Interacting with learners who reflect a
1. Using evidence to investigate range of perspectives. 1. Using a variety of communication
questions. tools and resources.
2. Evaluating a variety of perspectives
2. Devising and implementing a plan during learning activities. 2. Establishing connections with
to fill knowledge gaps. other learners to build on their
3. Representing diverse perspectives
own prior knowledge and create
3. Generating products that during learning activities.
new knowledge
illustrate learning.
C. SHARE Learners adapt, communicate, Learners exhibit empathy with and Learners work productively with
and exchange learning products tolerance for diverse ideas by: others to solve problems by:
with others in a cycle that
1. Engaging in informed conversation 1. Soliciting and responding to
includes: and active debate. feedback from others.
1. Interacting with content 2. Contributing to discussions in which 2. Involving diverse perspectives in
presented by others. multiple viewpoints on a topic are their own inquiry processes.
2. Providing constructive feedback. expressed.
3. Acting on feedback to improve.
4. Sharing products with an
authentic audience.
D. GROW Learners participate in an ongoing Learners demonstrate empathy and Learners actively participate with
inquiry-based process by: equity in knowledge building within others in learning situations by:
the global learning community by:
1. Continually seeking knowledge. 1. Actively contributing to group
1. Seeking interactions with a range of discussions.
2. Engaging in sustained inquiry.
learners.
2. Recognizing learning as a social
3. Enacting new understanding
2. Demonstrating interest in other responsibility.
through real-world connections.
perspectives during learning
4. Using reflection to guide informed activities.
decisions.
3. Reflecting on their own place within
the global learning community.
m ework for Learners
IV. CURATE V. EXPLORE VI. ENGAGE
Make meaning for oneself and others Discover and innovate in a growth Demonstrate safe, legal, and ethical
by collecting, organizing, and sharing mindset developed through creating and sharing of knowledge
resources of personal relevance. experience and reflection. products independently while engaging
in a community of practice and an
interconnected world.
Learners act on an information need by: Learners develop and satisfy personal Learners follow ethical and legal guidelines
curiosity by: for gathering and using information by:
1. Determining the need to gather
information. 1. Reading widely and deeply in multiple 1. Responsibly applying information,
2. Identifying possible sources of formats and write and create for a variety technology, and media to learning.
information. of purposes.
2. Understanding the ethical use of information,
3. Making critical choices about information 2. Reflecting and questioning assumptions technology, and media.
sources to use. and possible misconceptions.
3. Evaluating information for accuracy,
3. Engaging in inquiry-based processes for validity, social and cultural context, and
personal growth. appropriateness for need.
Learners gather information appropriate Learners construct new knowledge by: Learners use valid information and reasoned
to the task by: conclusions to make ethical decisions in the
1. Problem solving through cycles of design,
creation of knowledge by:
1. Seeking a variety of sources. implementation, and reflection.
1. Ethically using and reproducing others’ work.
2. Collecting information representing 2. Persisting through self-directed pursuits
diverse perspectives. by tinkering and making. 2. Acknowledging authorship and
demonstrating respect for the intellectual
3. Systematically questioning and assessing
property of others.
the validity and accuracy of information.
3. Including elements in personal-knowledge
4. Organizing information by priority, topic,
products that allow others to credit content
or other systematic scheme.
appropriately.
Learners exchange information resources Learners engage with the learning Learners responsibly, ethically, and legally
within and beyond their learning community by: share new information with a global
community by: community by:
1. Expressing curiosity about a topic of
1. Accessing and evaluating collaboratively personal interest or curricular relevance. 1. Sharing information resources in accordance
constructed information sites. 2. Co-constructing innovative means of with modification, reuse, and remix policies.
2. Contributing to collaboratively investigation. 2. Disseminating new knowledge through
constructed information sites by ethically 3. Collaboratively identifying innovative means appropriate for the intended audience.
using and reproducing others’ work. solutions to a challenge or problem.
3. Joining with others to compare and
contrast information derived from
collaboratively constructed information
sites.
Learners select and organize information Learners develop through experience and Learners engage with information to extend
for a variety of audiences by: reflection by: personal learning by:
1. Performing ongoing analysis of and 1. Iteratively responding to challenges. 1. Personalizing their use of information and
reflection on the quality, usefulness, and information technologies.
2. Recognizing capabilities and skills
accuracy of curated resources.
that can be developed, improved, and 2. Reflecting on the process of ethical
2. Integrating and depicting in a conceptual expanded. generation of knowledge.
knowledge network their understanding
3. Open-mindedly accepting feedback for 3. Inspiring others to engage in safe, responsible,
gained from resources.
positive and constructive growth. ethical, and legal information behaviors.
3. Openly communicating curation
processes for others to use, interpret, and
validate.
How Are the
Standards Used?
LIKE OTHER SETS of learning, professional, and program 2. As Progressions. Learners and school librarians
standards, the AASL Standards are not a curriculum; first engage with the Domains at the level of Think,
rather, they provide you with guidance and structure as and once mastery of the Competencies related
you develop a curriculum tailored to your local priorities to Think are achieved, progress through Create,
and needs. Share, and Grow.
The contents of the standards are designed to be
Teaching and learning are at the center of school librar-
used in two ways:
ians’ practice. As learning leaders, school librarians
1. As Personalized Guides. Learners and school enact, model, and communicate the Competencies in
librarians can enter the standards at the point the Domains. This domain-based approach to organiz-
most appropriate to the learning task or profes- ing the standards ensures that school librarians are able
sional activity and use the standards to guide to personalize their professional practice and growth,
decisions about actions to develop specific continuously tailoring their school library to local needs,
competencies. their own strengths, and learners’ benefits.
VI. ENGAGE
Build new Demonstrate
knowledge by safe, legal, and
inquiring, thinking critically, ethical creating and
identifying problems, and sharing of knowledge products
developing strategies for independently while engaging
I. I solving problems. in a community of practice and
NQ
UI in an interconnected E
RE A OR
DOM INS world.
PL
E X
A. THINK D. GROW
V.
Demonstrate an Inquire, think Pursue personal Discover and
understanding of critically, and gain and aesthetic innovate in a
knowledge. growth.
and commitment growth mindset
to inclusiveness developed
and respect for B. CREATE C. SHARE through
diversity in the Draw conclusions, Share knowledge experience
make informed and participate
learning community. decisions, apply ethically and and reflection.
knowledge to productively
new situations, as members of
E and create new our democratic
IV
UD knowledge. society.
.C
CL UR
IN AT
II. E
III. COLLABORATE
an imprint of the
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