COLUMNS | KEY CONCEPTS I N I NSTRUCTION
Controlled Critical Listening Skills
from the CCSS
T HE UNITED STATES Department of Education,
led by Jones, et al., conducted a national study in 1995
to identify the skills college educators and leading employers
most valued. Results of this study were among the resources
used to compile the recent Common Core State Standards
(CCSS). Not surprisingly, abilities to critically analyze
information, both presented and received, were among those
most valued for college and career entry.
Listening is an active process in which the receiver of the
messages selects various portions to seriously attend to or act
upon. Since listening is a skill, it can be learned or improved
upon in the educational process. Listening also requires indi-
viduals to concentrate or understand, and effectively evaluate
messages. In order to make judgments about messages,
listeners need to use their critical thinking abilities
to reach decisions. Effective listeners search for
main ideas and critical supporting points,
develop a sense of empathy and an aware-
ness of biases both on the part of the
speaker and listener, and decide which
parts of the message to concentrate on
and retain as well as which to discard
(U. S. Department of Educa-
tion 1995, 109).
by DANIEL CALLISON
The way a person listens to another will affect the type of
relationship that will develop between the listener and the
speaker (Egan 1970). An individual who listens in a superfi-
cial, closed, or solely critical way will develop a very different
relationship than a person who listens closely with an open
mind and is attentive and supportive to the speaker (Larson
et al. 1978).
CCSS AND
CONTROLLED CRITICAL LISTENING
Students mature in their listening skills similar to their
growth in reading and selecting information critically from
print and visual documents. Listening, how-
ever, has more complex responsibilities
for students engaging with others
(teachers, parents, and peers) in
the exchange of information.
Listening reaches its most
effective levels when there
is interaction among those
involved in the
communi-
cation ex-
change.
SCHOOL LIBR ARY MONTHLY | VOLUME 30 | NUMBER 6 | M ARCH 2014 19
 Skills that take the learner beyond the reactive and active
listening levels are reflected in the high school CCSS.
Interaction means that good listeners not only comprehend,
but also collaborate. Examples from the Common Core
Standards for English Language Arts (CCSS ELA) for grades
11-12 include the following (and are similar across other
grade levels):
▶CCSS ELA – Literacy SL. 11-12.1. Initiate and partici-
pate effectively in a range of collaborative discussions
(one-on-one, in groups, and teacher-led) with diverse
partners on grades 11-12 topics, texts, and issues, build-
ing on others’ ideas and expressing their own clearly and
persuasively.
▷a. Come to discussions prepared, having read and
researched material under study; explicitly draw on
that preparation by referring to evidence from texts
and other research on the topics or issues to stimulate
a thoughtful, well-reasoned exchange of ideas
▷b. Work with peers to promote civil, democratic
discussions and decision-making; set clear goals and
deadlines, and establish individual roles as needed.
▷c. Propel conversations by posing and responding to
questions that probe reasoning and evidence; ensure a
hearing for a full range of positions on a topic or issue;
clarify, verify, or challenge ideas and conclusions; and
promote divergent and creative perspectives.
▷d. Respond thoughtfully to diverse perspectives; syn-
thesize comments, claims, and evidence made on all
sides of an issue; resolve contradictions when possible;
and determine what additional information or research
is required to deepen the investigation or complete the
task.
▶CCSS ELA – Literacy SL. 11-12.2. Integrate multiple
sources of information presented in diverse formats and
media (e.g., visually, quantitatively, orally) in order to
make informed decisions and solve problems, evaluating
the credibility and accuracy of each source and noting any
discrepancies among the data.
▶CCSS ELA – Literacy SL. 11-12.3. Evaluate a speaker’s
point of view, reasoning, and use of evidence and rhetoric,
assessing the stance, premises, links among ideas, word
choice, points of emphasis, and tone used (CCSS 2010).
MATURING TOWARD
STUDENT-LED DISCUSSIONS
The assumption in the standards is that students will ma-
ture in their critical listening skills beyond simply taking di-
rections toward higher levels of communication for reaching
compromise and collaboration with not only peers but with
various groups. Reaching higher levels of listening requires
developing patience as well as acute decision-making. It
requires opportunities for students to lead critical discussions
20 SCHOOL LIBR ARY MONTHLY | VOLUME 30 | NUMBER 6 | M ARCH 2014
and not be limited to teacher-led review alone.
The mature information-literate student can apply skills
from the critical information search process through effective
interview and cross-examination of oral resources. Practicing
these skills enhances the maturing student’s ability to select
information with a focused purpose. These are high-level
skills, challenging even for the best teachers to master,
demonstrate, and fairly evaluate. While leaders in higher
education value interactive listening skills, they tend to agree
that mastering such are lifelong endeavors, but introduction
to these skills should be made in K-12 settings and repeated
on through college (Jones, et al. 1995).
Practice, observation, and evaluation of these skills should
take place not only in the classroom, but also actively and
frequently in the learning laboratory areas (group discussion)
of the school library. Modern school information commons
labs also encourage active communication in the experimen-
tal preparation and presentation of student-produced media.
The school librarian who manages a virtual learning com-
mons may seek out content experts for students to listen to
and interview (Loertscher, et al. 2012).
Some local topics may draw in point-counterpoint de-
bates for students to hear and ask follow-up questions. The
role of the school librarian includes not only pulling together
the speakers and making the media connections, but also
working with the teachers to prepare students for listening
to the debates and how to formulate meaningful questions.
Controlling the interviews by being sure the students are
prepared and have practiced listening, note-taking, and
questioning skills leads to more efficient time management
and better results for gaining desired information (Callison
and Preddy 2006).
BAD LISTENING, GOOD LISTENING
A popular guide to preparing students for the “real world”
identifies the following bad listening habits:
▶Pseudo-listening – pretending to listen
▶Stage-hogging – talking more than listening
▶Selective listening – listening to only what interests us
▶Insulated listening – avoiding the unpleasant
▶Defensive listening – taking offense at what’s said
▶Ambushing – exposing the speaker’s weaknesses
▶Insensitive listening – giving inappropriate responses
(Hartel, et al. 1994, 197).
A recent text for managing organizational behavior
provides a useful list of tips for practicing good listening,
many of which can be identified and modeled within group
discussion situations:
▶Focus and commit to overcoming bad habits. Much
of poor listening can be solved with understanding the
benefits of good listening habits.
▶Look at the person talking. This can confirm your inter-
 est. Staring, however, can cause tension.
▶Control random thoughts. Daydreaming and preoc-
cupation with other thoughts are common barriers to
communication.
▶Make supportive comments. Especially during informal
communication, positive reactions such as “that’s an
important point” or “that’s interesting, please give me
details” can encourage more constructive exchanges.
▶Find something being said in which you can take inter-
est. This can lead to mutual understanding.
▶Put yourself in the speaker’s shoes. There’s nothing like
empathy to enhance listening.
▶Sift and sort to stay on focus with the main ideas. Con-
stantly look for key ideas. Active listening means that
you will summarize such insights for confirmation from
the speaker.
▶Rephrase what you’re hearing. Especially in larger group
situations, this can provide a “reality check” and confirm
if everyone is “on the same page.”
▶Conquer your fear of silence. This can especially be a
challenge for teachers as the need to talk and explain is
irresistible, and may come just when the student is on
the verge of attempting to explain his or her view.
▶Don’t judge prematurely. Give the speaker a chance to
establish an argument and have the benefit of the doubt
before digging deeper into the issue.
▶Ask questions. Not only those you bring to the con-
versation, but practice follow-up questions that test
understanding on the part of all parties involved.
▶Seek details leading to consensus whenever possible.
Sharp disagreements probably call for more formal de-
bate between speakers who have the expertise to handle
such verbal conflicts based on a controlled agenda and
specific propositions (Baldwin, et al. 2008).
One more element that can be added to this list is that
talking less does not mean keeping absolutely silent, but
simply listening more carefully, giving time for reflection,
and being open for others to speak (Callison 2006).
ELEMENTS FOR
A LISTENING ASSESSMENT RUBRIC
Two educators from the University of Texas at Dallas,
Dennis Kratz, dean of undergraduate studies, and Abby
Robinson Kratz, librarian, co-authored the guide Effective
Listening Skills. Their checklists for self-assessment and lis-
tening skills maintenance identify over twenty useful actions.
Several are helpful for construction of assessment rubrics in
situations where evaluation of the student’s listening behav-
ior should be more detailed than simply indicating if they
paid attention or not. Paraphrased examples include:
▶The student is able to adapt listening skills to fit differ-
ent requirements of a listening situation.
▶The student takes active steps to use feedback effectively
in order to elicit honest and direct communication from
others.
▶The student is able to recognize and eliminate inner
distractions to better focus on speakers.
▶The student tends to listen for important content, rather
than simply style.
▶The student in listening situations that require decision-
making strives for and maintains a balanced attitude in
the use of critical thinking to assess the situation.
▶The student asks open questions to speakers in order to
draw on their knowledge and experience.
▶The student asks more specific questions to gain details
or to question validity of information presented.
▶The student adopts a “ready to learn” attitude when
listening to others.
▶The student practices a concise and reliable system for
note-taking.
▶The student is a controlled critical listener, able to dis-
cern assertions from facts.
▶The student listens empathically, enabling others to
express their emotions in a nonthreatening, controlled
atmosphere.
▶The student participates in consensus building that
helps enable discussion participants to move from feel-
ings to positive action by helping them set and meet
goals (Kratz and Kratz 1995).
REFERENCES:
Baldwin, Timothy T., et al. Managing Organizational Behavior. McGraw-
Hill, 2008.
Callison, Daniel. “Student-Talk.” In The Blue Book on Information Age
Inquiry, Instruction, and Literacy by Daniel Callison and Leslie Preddy,
530-542. Libraries Unlimited, 2006.
Common Core State Standards Initiative (CCSS). Common Core State
Standards for English Language Arts. 2010. http://www.corestandards.org/
ELA-Literacy/SL/11-12 (accessed November 3, 2013).
Egan, Gerard. Encounter: Group Process for Interpersonal Growth. Brooks and
Cole, 1970.
Hartel, William C., et al. Ready for the Real World. Wadsworth, 1994.
Jones, Elizabeth, et al. National Assessment of College Student Learning. U.S.
Department of Education. Office of Educational Research and Improve-
ment and National Center for Education Statistics, 1995.
Kratz, Dennis M., and Abby Robinson Kratz. Effective Listening Skills.
McGraw Hill, 1995.
Larson, Carl, et al. Assessing Functional Communication. Speech Communi-
cation Association, 1978.
Loertscher, David, et al. The Virtual Learning Commons. Hi Willow, 2012.◀
Daniel Callison is professor and dean
emeritus at Indiana University, Bloom-
ington, IN. He was the founding editor
for the online research journal School
Library [Media] Research, the nationally
recognized open access publication of
the American Association of School Librarians. Email: cal-
lison@indiana.edu
SCHOOL LIBR ARY MONTHLY | VOLUME 30 | NUMBER 6 | M ARCH 2014 21
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