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The more I look at the new standards, the more they look like the old ones. Information Power standards 1 and 2 are almost fully repeated in 21st century standard 1. Here is some of the work I did on a rough crosswalk between the old and new. What I found is that the new standards are more heavily weighted towards the higher level thinking skills. Here is a brief analysis of Information Power standard one. This was done in an apples to apples way using the Information Power Standards PDF and not the more fleshed out book which would be less fair because the "book" for the new standards hasn't been written yet. Also, these are horribly and tragically reduced and paraphrased. Information Power Standard One: Access Information 1.1 need for information 1.1.1 seek knowledge and make real world connection to use Yup...that pretty much sums it up. Doesn't take many indicators to say you need to access information. It is a bit more obfuscated in the new standards, but 1.1.1 pretty much says figure out that you need information and have a plan to get it. 1.2 accurate and complete information drives decision making 1.2.1 investigate beyond superficial facts 1.1.5 evaluate information 1.2.2 adapt to ensure success Now we are getting a bit meatier. Information Power was much more concise, which made it a lot easier to read but may have left us wanting more. The new standards still address this, but it is more spread out. 1.3 questions based on information needs 1.1.3 develop questions to frame search 1.2.1 pose questions to gather additional information 1.2.4 maintain critical stance (i.e. ask questions) We are moving through Bloom's taxonomy here, and as the activity becomes more complex there are more new indicators that address the idea. Still, these three pretty much say that when you have an information need you have to develop questions to get to an answer. 1.4 identify multiple sources 1.1.6 get information from a variety of formats 1.1.4 select appropriate sources to answer questions 1.2.2 make self-directed choices for best sources 1.2.3 be creative in use of sources 1.2.7 continue to pursue to gain a broad perspective 1.3.2 seek divergent perspectives 1.4.4. ask for help when needed Oh boy! Indicator overload! Actually, that is the truth of it right there. Over the past 10 years, we have come up with an incredible number of new sources in a wide variety of new formats. This means there are more standards to address the increasingly complex task of identifying sources. 1.5 develop information location strategies 1.1.2 use prior background knowledge as context for new learning 1.1.3 develop questions to frame search 1.1.8 use technology 1.1.9 work with others 1.2.1 go beyond superficial facts 1.2.2 make self-directed choices for best sources 1.2.5 be adaptable to ensure success 1.3.4 exchange ideas 1.4.1 meta search to adapt as needed 1.4.2 adapt based on feedback 1.4.3 self-assess for gaps 1.4.4 get help when needed The new standards definitely address this one! In fact, with a bit more work this is probably a pretty good basis for an inquiry-based model of information gathering. Prior Knowledge -> Questions -> Search -> Exchange -> Search or something. So I think all the meat from the old standards is still there. Slippery (not in the sense of shady or bad, but in the sense of being hard to grasp) is probably the best word. There are a LOT of indicators here for us to use, maybe what we need to do individually is draw out a selection that really speak to us in our situation as David suggests. Or maybe it would help to remix the presentation of the indicators to just show the standards and the skills on a single poster. Then a second document could speak to the students to let them know about their responsibilities and how to self-assess. That might help reduce the overwhelming nature of the document at first reading. Christopher Harris - infomancy@gmail.com Coordinator, School Library System Genesee Valley BOCES, Le Roy NY Vote Chris! ALA Council Candidate 2008 On Jan 3, 2008 9:32 AM, Jacqueline Henry <JHenry@gananda.org> wrote: > I expected to LOVE them, because of their emphasis on twenty-first > century learning. Instead - they feel very "slippery" to me. I have > assumed the problem was because I have not yet studied them as thoroughly as > I should - but perhaps there really IS little to grab onto. > > Jacquie Henry, MLS > -------------------------------------------------------------------- Please note: All LM_NET postings are protected by copyright law. You can prevent most e-mail filters from deleting LM_NET postings by adding LM_NET@LISTSERV.SYR.EDU to your e-mail address book. To change your LM_NET status, e-mail to: listserv@listserv.syr.edu In the message write EITHER: 1) SIGNOFF LM_NET 2) SET LM_NET NOMAIL 3) SET LM_NET MAIL 4) SET LM_NET DIGEST * Allow for confirmation. * LM_NET Help & Information: http://www.eduref.org/lm_net/ * LM_NET Archive: http://www.eduref.org/lm_net/archive/ * EL-Announce with LM_NET Select: http://lm-net.info/ * LM_NET Supporters: http://www.eduref.org/lm_net/ven.html * LM_NET Wiki: http://lmnet.wikispaces.com/ --------------------------------------------------------------------