AISJ Philosophy of Information Literacy: “to assist all students in becoming active readers, and active and creative locaters, evaluators, and users of information to solve problems and to satisfy their own curiosity. With these abilities, students can become independent, ethical, life-long learners who achieve personal satisfaction and who contribute responsibly and productively to the learning community and to society as a whole.”
We believe that:
- Reading is a window to the world.
- Reading is a foundational skill for learning, personal growth, and enjoyment. The degree to which students can read and understand text in all formats (e.g., picture, video, print) and all contexts is a key indicator of success in school and in life.
- As a lifelong learning skill, reading goes beyond decoding and comprehension to interpretation and development of new understandings.
- Inquiry provides a framework for learning.
- To become independent learners, students must gain not only the skills but also the disposition to use those skills, along with an understanding of their own responsibilities and self-assessment strategies. Combined, these four elements build a learner who can thrive in a complex information environment.
- Ethical behavior in the use of information must be taught.
- 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.
*Prepared by the American Association of School Librarians Association for Educational Communications and Technology
Each standard addresses four general competencies (shown below), developed into more specific benchmarks within their own grade-level capability.
(Key abilities needed for understanding, learning, thinking, and mastering subjects.)
Key question: Does the student have the right proficiencies to explore a topic or subject further?
2. Dispositions in Action
(Ongoing beliefs and attitudes that guide thinking and intellectual behavior that can be measured through actions taken.)
Key question: Is the student disposed to higher-level thinking and actively engaged in critical thinking to gain and share knowledge?
(Common behaviors used by independent learners in researching, investigating, and problem-solving.)
Key question: Is the student aware that the foundational traits for 21st-century learning require self-accountability that extends beyond skills and dispositions?
4. Self-Assessment Strategies
(Reflections on one’s own learning to determine that the skills, dispositions, and responsibilities are effective.
Key question: Can the student recognize personal strengths and weaknesses over time and become a stronger, more independent learner?
Share knowledge and participate ethically and productively as members of our democratic society.
Pursue personal and aesthetic growth.