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It argues for developmentally appropriate standards grounded in lifelong engagement with recorded information—covering knowledge creation, ethical participation, evaluation and comprehension. It also discusses definitional challenges around “information literacy” and compares AASL’s learner-centered approach with academic librarians’ more familiar terms and frameworks.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/reflecting-on-the-standards-how-aasl-learning-standards-inform-acrl-information-literacy-standards-article/598777/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/reflecting-on-the-standards-how-aasl-learning-standards-inform-acrl-information-literacy-standards-article/598777.png","ImageObject",300,407,{"name":92,"@type":93},"awa","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-04","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":34},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"How does the article connect AASL learning standards to ACRL information literacy standards?","Question",{"text":112,"@type":113},"It treats AASL standards as a springboard for thinking about articulating learning, emphasizing a lifelong, developmentally appropriate engagement with recorded information that supports skills, dispositions, and knowledge creation.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"Why does the article say “information literacy” is a tricky term to define?",{"text":117,"@type":113},"It notes that definitions of “information” and even “data” are ambiguous, and that the phrase “information literacy” can be unfamiliar in broader academic practice, leading to conceptual and terminological obstacles.",{"name":119,"@type":110,"acceptedAnswer":120},"What key learner outcomes are highlighted in the AASL 2007 standards referenced by the article?",{"text":121,"@type":113},"The standards emphasize critical inquiry and thinking, drawing conclusions and making informed decisions, applying knowledge to new situations and creating new knowledge, sharing knowledge ethically and productively, and pursuing personal and aesthetic growth.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},598777,1792165668,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":34,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":29,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":144},3985747858093,"https://ap-avatar.wpscdn.com/davatar_3d24733baf745e90a7e4bdd5f77d97b2","Volume 7, Issue 2, 2013  \nREFLECTING ON THE STANDARDS [ARTICLE]  \nHOW AASL LEARNING STANDARDS INFORM ACRL INFORMATION LITERACY STANDARDS  \nDr. Lesley S.J. Farmer  \nCalifornia State University Long Beach  \nABSTRACT  \nACRL and other academic librarians are currently re-examining the tough questions of learning, literacy, and education -- and the librarians’ role in addressing these issues. They can use AASL’s learning standards as one springboard for thought, particularly in terms of articulating learning. The result is a developmentally appropriate set of standards that reflects lifelong engagement with, and creation of, recorded information.  \nFarmer, How AASL Standards Inform ACRL Standards Communications in Information Literacy 7(2), 2013  \nDeveloping and implementing literacies/ learning standards require deep analysis about the knowledge, skills, and dispositions that one needs in order to be what was traditionally called the “educated”person. What does it mean to be educated? What does it mean to be literate? The definitions for both terms have changed greatly over time. Being educated could mean having the equivalent of a high school diploma and a European tour, to “An educated person is one who has undergone a process of learning that results in enhanced mental capability to function effectively in familiar and novel situations in personal and intellectual life”(Mohanan, 2005) . Over the years, being literate has meant being able to decipher a known text (e.g., the Bible) to being able to write original text. Now literacy implies that one can create knowledge communicated through emerging technologies. Since libraries deal with recorded information, they can legitimately ask what knowledge, skills and dispositions are needed to consume and produce recorded information that contributes to society? And furthermore, to what level, how well, should students be able to do this?  \nFor today’s students to survive and thrive in society, they need to make informed decisions and act effectively and responsibly. The preconditions for those processes include the ability to determine what information is needed, how to find and evaluate it, and how to comprehend and interpret it. Because today’s society raises new issues, memorizing old answers to daily problems does not suffice, and even old responses to reccuring issues may result in negative consequences. In short, individuals need to keep learning – and know how to learn. In the process, individuals are creating new knowledge.  \nThe American Association of School Librarians (AASL) 2007 Standards for the 21st Century Learner were predicated on the ideas articulated in the paragraph above. The term “information literacy” occurs in just one paragraph, noting only that it has become more complex: “Multiple literacies, including digital, visual, textual, and technological, have now joined information literacy as crucial skills for this century”(p. 3) . Interestingly, the International Federation of Library Associations and Institutions (2011) has adopted the wording of “media and information literacy” to capture the idea of content and format. Even the term “information” can be tricky to define, let alone “data.” Is a sunset data or information? The American Association of School Librarians (2007) cleverly sidestepped the problematic term“information literacy” when it used learners as its linchpin; they stated that “learners use skills, resources, and tools to:  \n1. Inquire, think critically, and gain knowledge.  \n2. Draw conclusions, make informed decisions, apply knowledge to new situations, and create new knowledge.  \n3. Share knowledge and participate ethically and productively as members of our democratic society.  \n4. Pursue personal and aesthetic growth. (p. 3)  \nEach standard is then parsed into specific indicators that demonstrate learner skills, dispositions in action, responsibilties, and self-assessment strategies.  \nIt should be noted that academic librarians also run int","cbCaihkxJatKLJsC","https://ap.wps.com/l/cbCaihkxJatKLJsC","pdf",267718,"English","# Abstract\n# Defining Education and Literacy\n# Information Literacy and Evolving Definitions\n# AASL 2007 Standards: Learner-Centered Indicators\n# Challenges in Academic Librarianship\n# Cognitive Processes and Affective Dispositions\n# Alignment with Common Core State Standards","[{\"question\":\"How does the article connect AASL learning standards to ACRL information literacy standards?\",\"answer\":\"It treats AASL standards as a springboard for thinking about articulating learning, emphasizing a lifelong, developmentally appropriate engagement with recorded information that supports skills, dispositions, and knowledge creation.\"},{\"question\":\"Why does the article say “information literacy” is a tricky term to define?\",\"answer\":\"It notes that definitions of “information” and even “data” are ambiguous, and that the phrase “information literacy” can be unfamiliar in broader academic practice, leading to conceptual and terminological obstacles.\"},{\"question\":\"What key learner outcomes are highlighted in the AASL 2007 standards referenced by the article?\",\"answer\":\"The standards emphasize critical inquiry and thinking, drawing conclusions and making informed decisions, applying knowledge to new situations and creating new knowledge, sharing knowledge ethically and productively, and pursuing personal and aesthetic growth.\"}]","Reflecting on the Standards - How AASL Learning Standards Inform ACRL Information Literacy Standards - Article | PDF",1792087581,15]