The American Association of School Librarians (AASL) Standard A.II, “Think and Include,” is a call to action for educators to cultivate an inclusive learning environment. This standard encourages learners to contribute a balanced perspective within the learning community. But if this leaves you with more questions than answers, and struggling for ideas, here’s how to implement this standard in a librarian lesson.
Understanding Core Competency A.II
AASL's Core Competency A.II comprises two fundamental components: "Think" and "Include." Let's delve into each of these components:
Think:
This component emphasizes the cultivation of critical thinking skills. It encourages students to analyze information critically, evaluate sources, and make informed judgments. "Think" equips learners with the ability to approach problems and ideas with a discerning and open-minded mindset.
Key Skills: Critical thinking, analysis, evaluation, inference, and reasoning.
Include:
The AASL competency II “Include” under the “Think” domain focuses on fostering an inclusive mindset through critical thinking and analysis. Here’s an explanation and the key skills involved:
Key Skills: Analysis, evaluation, inference, reasoning.
Implementing AASL A.II in Library Lessons
1. Articulating an Awareness of the Contributions of a Range of Learners
To foster an environment where learners articulate an awareness of diverse contributions, librarians can:
- Create Collaborative Projects: Design group activities that require students to research and present on different cultures, histories, and perspectives. This encourages appreciation for the diverse contributions of each group member. It’s also a good exercise in teaching students how to avoid stereotyping or making generalizations about a group of people, or events in history, and appreciating different perspectives.
A specific example of how to execute a cultural research presentation, for example, would be for students to select a culture different from their own and create a presentation highlighting its contributions to a specific field, such as science, art, or literature. With this in mind, AASL A.II. can easily be integrated into lessons celebrating Black History Month (February), Hispanic Heritage Month (Sept-Oct), or Native American Awareness Month (November). One idea we love is comparing lunchtime in schools in Japan with schools in America.
- Diverse Resource Selection: Curate a collection of resources that reflect a variety of cultures, languages, and experiences. Encourage learners to explore these materials and share insights with their peers. One way to do this is with a diversity book club. Start a book club that reads and discusses books from diverse authors or with diverse characters followed by a group discussion on the different perspectives presented.
Authors and titles you may want to consider can include: “It Wasn’t Me” by Dana Alison Levy: A mystery unfolds as six diverse students come together to solve the vandalism of a classmate’s art project. “The First Rule of Punk” by Celia Perez: Malu starts a punk rock band and learns about the culture and challenges that come with it. “Esperanza Rising” by Pam Muñoz Ryan: The story of Esperanza, who moves from a ranch in Mexico to California during the Great Depression.
These books are selected for their ability to spark discussions on social justice, discrimination, identity, and cultural appreciation, making them perfect for a middle school Diversity Book Club.
2. Adopting a Discerning Stance Toward Points of View and Opinions Expressed in Information Resources and Learning Products
Librarians can guide learners to adopt a discerning stance by:
- Critical Evaluation Exercises: Teach students to critically evaluate the credibility and bias of information sources. Use real-world examples to practice these skills. You can practice this by hosting a Source Analysis Workshop where you can teach students how to analyze the bias and reliability of different sources by using articles with varying perspectives on the same topic. If you’re pressed for time to find articles to compare, you can visit Ground News which gathers news from various sources and ranks it according to political leaning, accuracy etc.
- Debate and Discussion: Organize debates on current events or historical issues, prompting students to consider and respect multiple viewpoints. To make things more interesting, focus specifically on a Perspective Debate where students take turns presenting arguments from different perspectives on a controversial (but age-appropriate!) issue. This can encourage learning to respect and understand various points of view. If you’re concerned about the minefield of what is suitably controversial but age-appropriate, consider things that are thought-provoking like school and education: should homework be banned? Should students wear uniforms?
Technology and entertainment are things that most students can relate to: Should phones be allowed in class? Do online games have negative effects on behavior? Is social media beneficial or harmful? Should social media be age-restricted? You can also venture into life and ethics, debating topics like: Should students be required to perform community service? Is it ethical to keep animals in zoos? Can one person make a difference in reversing climate change? If you prefer to steer clear of the above-mentioned topics, you can keep it lighter with ideas such as: Are books better than movies made from them? Should sports be compulsory for students? Should pets be allowed in schools?
3. Describing Their Understanding of Cultural Relevancy and Placement Within the Global Learning Community
To deepen learners’ understanding of cultural relevancy, librarians can:
- Global Awareness Programs: Introduce programs that connect students with peers from around the world, such as pen-pal exchanges or virtual meetups. This can be achieved through a Virtual Exchange Project by pairing up with a school from another country to exchange videos or messages about daily life, school experiences, and cultural traditions.
- Cultural Immersion Days: Host events where students can experience different cultures through food, music, literature, and guest speakers. A popular way to do this is a Cultural Fair. Host a cultural fair where students set up booths or display projects representing different countries, and share information about traditional clothing, food, celebrations and more with their peers.
By integrating these elements into librarian lessons, educators can help learners develop a balanced perspective, respect for diversity, and a sense of belonging in the global learning community. The implementation of AASL Standard A.II is not just about teaching content; it’s about shaping empathetic, informed, and inclusive individuals.
In conclusion, the AASL’s core competency A.II is a vital framework that empowers learners to embrace inclusivity and diversity in their thinking and learning processes. By fostering critical thinking, analysis, evaluation, inference, and reasoning, this competency equips students with the necessary skills to navigate an increasingly complex and interconnected world. It encourages learners to recognize and value the contributions of diverse voices, to critically engage with a multitude of perspectives, and to make informed judgments that reflect a broad and inclusive understanding. Ultimately, AASL’s core competency A.II is not just about academic growth; it’s about nurturing empathetic, informed citizens capable of contributing positively to a global society.
References and Image Sources
American Association of School Librarians
Leave a Reply