1974 Paul G. Zurkowski, National Commission on Libraries and Information Science

1987 Carol Collier Kulthau, Information Skills for an Information Society: A Review of Research

1988

1989

1998

Category 1: Information Literacy Standards: 1.The student who is information literate accesses information efficiently and effectively. 2.The student who is information literate evaluates information critically and competently. 3.The student who is information literate uses information accurately and creatively. Category 2: Independent Learning Standards: 1.The student who is an independent learner is information literate and pursues information related to personal interests. 2.The student who is an independent learner is information literate and appreciates literature and other creative expressions of information. 3.The student who is an independent learner is information literate and strives for excellence in information seeking and knowledge generation. Category 3: Social Responsibility Standards: 1.The student who contributes positively to the learning community and to society is information literate and recognizes the importance of information to a democratic society. 2.The student who contributes positively to the learning community and to society is information literate and practices ethical behavior in regard to information and information technology. 3.The student who contributes positively to the learning community and to society is information literate and participates effectively in groups to pursue and generate information.

2009

Standards for the 21st Century Learner

in Action

Standards for the 21st Century Learner In Action

Beliefs

Reading Inquiry Ethics

Technology Equity Complexity

Thinking Sociality Access

Standards for the 21st Century Learner

1. Inquire, think critically

and gain knowledge

2. Draw conclusions, make

informed decisions, apply knowledge to new

situations, and create new knowledge

3. Share knowledge and

participate ethically and productively as members of our democratic society

4. Pursue personal and

aesthetic growth

Standards

Strands

Standard

Skills Responsibilities Self-Assessment

Strategies Dispositions

in Action

Indicators

Standard

Skills

Responsibilities Self-Assessment

Strategies Dispositions

Indicators Indicators Indicators Indicators

Standard

Skills

Indicators

Benchmarks

Grade 2 Grade 5

Grade 8 Grade 10

Grade 12

Standards for the 21st Century Learner in Action, p.19

Standard

Dispositions in Action

Indicators

Sample Behaviors

Stages of Development

Standards for the 21st Century Learner in Action, p.42

Standard

Responsibilities Dispositions

in Action

Indicators Indicators

Sample Behaviors Sample Behaviors

Stages of Development

Stages of Development

Standards for the 21st Century Learner in Action, p.50

Standard

Self-Assessment Strategies

Self-Questioning Examples

Standards for the 21st Century Learner in Action, p.60

Grade-level specific

Standard

Skills

Indicators

Benchmarks

Grade 2 Grade 5

Grade 8 Grade 10

Grade 12

Responsibilities Self-Assessment

Strategies Dispositions

in Action

Indicators Indicators

Sample Behaviors Sample Behaviors

Stages of Development

Stages of Development

Self-Questioning Examples

Indicators

Neither grade-level nor standard specific.

Standard

Skills Responsibilities Self-Assessment

Strategies Dispositions

Indicators Indicators Indicators

Benchmarks

Grade 2 Grade 5

Grade 8 Grade 10

Grade 12

Sample Behaviors

Stages of Development

Sample Behaviors

Stages of Development

Self- Questioning

Examples

Indicators

http://www.ecove.net/blog/?p=142

Models of Instruction

Direct

instruction

Modeling/ guided practice

Independent practice

Reflection/ sharing