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.
 LEARNERS USE SKILLS,
RESOURCES, & TOOLS TO:
The definition of information literacy
has become more complex as resources and
technologies have changed. Inquire, think
Information literacy has progressed from the simple
definition of using reference resources to find
information. Multiple literacies, including digital,
1 critically, and gain
knowledge.
visual, textual, and technological, have now joined
information literacy as crucial skills for this century.

Draw conclusions,
2
The continuing expansion of information
demands that all individuals acquire
the thinking skills that will enable
make informed
them to learn on their own. decisions, apply
The amount of information available to our knowledge to new
learners necessitates that each individual acquire
the skills to select, evaluate, and use information
situations, and create
appropriately and effectively. new knowledge.
Learning has a social context.
Learning is enhanced by opportunities to share Share knowledge
and learn with others. Students need to develop
skills in sharing knowledge and learning with
others, both in face-to-face situations and
3 and participate
ethically and
through technology.
productively as
School libraries are essential to members of our
the development of learning skills.
democratic society.
School libraries provide equitable physical
and intellectual access to the resources and
tools required for learning in a warm, stimulating,
and safe environment. School librarians collaborate
Pursue personal
4
with others to provide
instruction, learning and aesthetic
strategies, and practice growth.
in using the essential
learning skills needed
in the 21st century.
LEARNERS USE SKILLS, RESOURCES, & TOOLS TO:
1 Inquire, think critically,
and gain knowledge.
1.1 Skills 1.1.7
1.1.1 Follow an inquiry-
based process in
seeking knowledge in
curricular subjects,
and make the real-
world connection for
using this process in
own life.
1.1.8
1.1.2 Use prior and
background knowledge
as context for new
learning.
1.1.9
1.1.3 Develop and refine a
range of questions to
frame the search for
new understanding.
1.1.4 Find, evaluate, and
select appropriate
sources to answer
questions.
1.1.5 Evaluate information
found in selected
sources on the basis
of accuracy, validity,
appropriateness for
needs, importance,
and social and 1.2
cultural context.
1.1.6 Read, view, and 1.2.1
listen for information
presented in any
format (e.g., textual,
visual, media, digital)
in order to make
inferences and
gather meaning.
Make sense of 1.2.2
information gathered
from diverse sources
by identifying
misconceptions,
main and supporting
ideas, conflicting
information, and point
1.2.3
of view or bias.
Demonstrate mastery
of technology tools for
1.2.4
accessing information
and pursuing inquiry.
Collaborate with others
to broaden and deepen
understanding.
1.2.5
1.2.6
Dispositions 1.2.7
in Action
Display initiative
and engagement by
posing questions
and investigating the
answers beyond the
collection of
superficial facts.
Demonstrate 1.3 Responsibilities
confidence and self-
1.3.1 Respect copyright/
direction by making
intellectual property
independent choices
rights of creators
in the selection
and producers.
of resources and
information. 1.3.2 Seek divergent
perspectives during
Demonstrate creativity
information gathering
by using multiple
and assessment.
resources and formats.
1.3.3 Follow ethical and legal
Maintain a critical
guidelines in gathering
stance by questioning
and using information.
the validity and
accuracy of all 1.3.4 Contribute to the
information. exchange of ideas
within the learning
Demonstrate
community.
adaptability by
changing the inquiry 1.3.5 Use information
focus, questions, technology responsibly.
resources, or strategies
when necessary to
1.4 Self-Assessment
achieve success.
Strategies
Display emotional
1.4.1 Monitor own
resilience by persisting
information-seeking
in information
processes for
searching despite
effectiveness and
challenges.
progress, and adapt
Display persistence by as necessary.
continuing to pursue
information to gain a 1.4.2 Use interaction
with and feedback
broad perspective.
from teachers and
peers to guide own
inquiry process.
1.4.3 Monitor gathered
information, and assess
for gaps or weaknesses.
1.4.4 Seek appropriate help
when it is needed.
LEARNERS USE SKILLS, RESOURCES, & TOOLS TO:

2 Draw conclusions, make

informed decisions, apply knowledge to
new situations, and create new knowledge.

2.1 Skills 2.1.6 Use the writing 2.2.2 Use both divergent 2.3 Responsibilities
process, media and and convergent
2.1.1 Continue an inquiry- 2.3.1 Connect
visual literacy, and thinking to formulate
based research process understanding to
technology skills alternative conclusions
by applying critical- the real world.
to create products and test them against
thinking skills (analysis,
that express new the evidence. 2.3.2 Consider diverse and
synthesis, evaluation,
understandings. global perspectives in
organization) to 2.2.3 Employ a critical
drawing conclusions.
information and stance in drawing
knowledge in order conclusions by 2.3.3 Use valid information
2.2 Dispositions and reasoned
to construct new demonstrating that the
in Action conclusions to make
understandings, draw pattern of evidence
conclusions, and create 2.2.1 Demonstrate leads to a decision or ethical decisions.
new knowledge. flexibility in the conclusion.
use of resources by
2.1.2 Organize knowledge 2.2.4 Demonstrate personal 2.4 Self-Assessment
adapting information
so that it is useful. productivity by
strategies to each Strategies
completing products
2.1.3 Use strategies to specific resource and 2.4.1 Determine how to act
to express learning.
draw conclusions by seeking additional on information (accept,
from information and resources when clear reject, modify).
apply knowledge to conclusions cannot
curricular areas, real- be drawn. 2.4.2 Reflect on systematic
world situations, and process, and assess
further investigations. for completeness of
investigation.
2.1.4 Use technology and
other information tools 2.4.3 Recognize new
to analyze and organize knowledge and
information. understanding.

2.1.5 Collaborate with 2.4.4 Develop directions for

others to exchange future investigations.
ideas, develop new
understandings, make
decisions, and solve
problems.
LEARNERS USE SKILLS, RESOURCES, & TOOLS TO:
3 Share knowledge and
participate ethically and productively
as members of our democratic society.
3.1 Skills 3.1.3 Use writing and
speaking skills to
3.1.1 Conclude an inquiry-
communicate new
based research
understandings
process by sharing
effectively.
new understandings
and reflecting on the 3.1.4 Use technology and
learning. other information
tools to organize and
3.1.2 Participate and
display knowledge and
collaborate as
understanding in ways
members of a social
that others can view,
and intellectual
use, and assess.
network of
learners. 3.1.5 Connect learning to
community issues.
3.1.6 Use information and
technology ethically
and responsibly.
3.2 Dispositions 3.3.3 Use knowledge and
in Action information skills
and dispositions
3.2.1 Demonstrate
to engage in public
leadership and
conversation and
confidence by
debate around issues
presenting ideas
of common concern.
to others in both
formal and informal 3.3.4 Create products that
situations. apply to authentic,
real-world contexts.
3.2.2 Show social
responsibility by 3.3.5 Contribute to the
participating actively exchange of ideas
with others in learning within and beyond the
situations and by learning community.
contributing questions 3.3.6 Use information
and ideas during and knowledge in
group discussions. the service of
3.2.3 Demonstrate democratic values.
teamwork by working 3.3.7 Respect the principles
productively with of intellectual freedom.
others.
3.4 Self-Assessment
3.3 Responsibilities Strategies
3.3.1 Solicit and respect 3.4.1 Assess the processes
diverse perspectives by which learning was
while searching achieved in order to
for information, revise strategies and
collaborating learn more effectively
with others, and in the future.
participating as
a member of the 3.4.2 Assess the quality and
community. effectiveness of the
learning product.
3.3.2 Respect the differing
interests and 3.4.3 Assess own ability
experiences of others, to work with others
and seek a variety in a group setting
of viewpoints. by evaluating varied
roles, leadership,
and demonstrations
of respect for other
viewpoints.
LEARNERS USE SKILLS, RESOURCES, & TOOLS TO:

4 Pursue personal and

aesthetic growth.

4.1 Skills 4.2.4 Show an appreciation 4.4 Self-Assessment

4.1.1 Read, view, and listen
for pleasure and
personal growth.
4.1.2 Read widely and
fluently to make
connections with
self, the world, and
previous reading.
4.1.3 Respond to literature 4.2 Dispositions
and creative
expressions of ideas
4.2.1
in various formats
and genres.
4.1.4 Seek information for
personal learning in a
4.2.2
variety of formats and
genres.
4.1.5 Connect ideas to own
interests and previous
knowledge and
experience.
4.1.6 Organize personal
knowledge in a way
that can be called upon
easily. 4.2.3
4.1.7 Use social networks
and information tools
to gather and share
information.
4.1.8 Use creative and
artistic formats to
express personal
learning.
for literature by Strategies
electing to read
4.4.1 Identify own areas
for pleasure and
of interest.
expressing an interest
in various literary 4.4.2 Recognize the limits
genres. of own personal
knowledge.
4.3 Responsibilities
4.3.1 Participate in the
in Action social exchange
of ideas, both
Display curiosity by
electronically and in
pursuing interests
person.
through multiple
resources. 4.3.2 Recognize that
resources are created
Demonstrate
for a variety of
motivation by seeking 4.4.3 Recognize how
purposes.
information to answer to focus efforts in
personal questions 4.3.3 Seek opportunities for personal learning.
and interests, trying a pursuing personal and
variety of formats and aesthetic growth. 4.4.4 Interpret new
genres, and displaying information based
4.3.4 Practice safe and on cultural and
a willingness to go
ethical behaviors in social context.
beyond academic
personal electronic
requirements. 4.4.5 Develop personal
communication and
Maintain openness interaction. criteria for gauging
to new ideas how effectively own
ideas are expressed.
by considering
divergent opinions, 4.4.6 Evaluate own ability
changing opinions to select resources
or conclusions when that are engaging
evidence supports the and appropriate for
change, and seeking personal interests
information about and needs.
new ideas encountered
through academic or
personal experiences.
American Association of School Librarians
50 E. Huron St., Chicago, IL 60611

© 2007 by the American Library Association

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21st CENTURY
LEARNERS
Dispositions Self-Assessment
Skills Responsibilities
in Action Strategies

Key abilities needed Ongoing beliefs Common behaviors Reflections on one’s

for understanding, and attitudes that used by independent own learning to
learning, thinking, guide thinking and learners in researching, determine that the
and mastering intellectual behavior investigating, and skills, dispositions,
subjects. that can be measured problem solving. and responsibilities
through actions taken. are effective.

key question key question key question key question

Does the student have Is the student disposed Is the student aware that Can the student recognize

the right proficiencies to higher-level thinking the foundational traits for personal strengths and

to explore a topic or and actively engaged in 21st-century learning require weaknesses over time and

subject further? critical thinking to gain self-accountability that extends become a stronger, more

and share knowledge? beyond skills and dispositions? independent learner?