Using AASL Competency C.IV to Teach Information Creation

Navigating the American Association of School Librarian Standards (AASL) might seem daunting for lesson planning integration. Fortunately, we've prepared foundational insights and practical classroom ideas. Let's delve into AASL standard C.IV — Share (C) and Curate (IV).

Based on the specifications of this framework, the objectives are for learners to exchange information resources within and beyond their learning community. This is achieved by:

1. Accessing and evaluating collaboratively constructed information sites. 
2. Contributing to collaboratively constructed information sites by ethically using and reproducing others’ work. 
3. Joining with others to compare and contrast information derived from collaboratively constructed information sites.

AASL Competency C.IV, therefore, focuses on empowering students to create and communicate knowledge effectively. In today's media-saturated environment, students need to be adept at producing high-quality content whether that’s for personal enjoyment, sharing on social media, for school activities and presentations, and into their future careers.

School librarians can be pivotal in teaching students about information creation by incorporating C.IV into their lesson planning. The role of school librarians has expanded far beyond traditional bookkeeping and shelving duties. School librarians now play a crucial role in facilitating 21st-century learning experiences that empower students with the skills and competencies needed to thrive in an information-rich world. We outline ideas of how you can do this.

Integrating Sharing and Creating into Your Lessons

Media Literacy Education

In the digital age, where information is readily accessible and media surrounds us at every turn, teaching students to critically analyze and evaluate various forms of media such as images, videos, and audioclips has become an essential skill. Media literacy education empowers students to navigate the media landscape with discernment, enabling them to distinguish between reliable sources and potentially misleading content - especially with the arrival of deepfakes. 

Ways you can promote media literacy education in your lessons can include:

• Provide students with a collection of images or videos and guide them in analyzing the messages portrayed.
• Create a "Fake News" challenge where students must identify and explain the elements of misinformation in a given article or video.
• Comparative Analysis. Assign students to analyze two contrasting news articles on the same topic. They should critically evaluate the tone, bias, and sources used in each article.
• Create a Media Guide. Have students compile a media guide or infographic that outlines essential tips for identifying credible sources and recognizing misinformation.

Multimedia Tools

Introduce students to multimedia creation tools such as video editors, graphic design software, and podcasting platforms. Encourage them to use these tools to present information in engaging and creative ways.

Ways you can introduce this into your lesson planning can include:

• Digital Book Trailers. Ask students to create short video trailers to promote a book they've read. This exercise hones their summarization skills and encourages engagement with multimedia tools.
• Historical Timelines. Assign students to create interactive multimedia timelines using platforms like TimelineJS, highlighting key events in a historical period they are studying.

Digital Storytelling

In the realm of modern education, digital storytelling emerges as a powerful tool that transcends traditional methods of communication. By seamlessly integrating text, images, and multimedia elements, students can embark on a journey of creative expression that not only enhances their communication skills but also enables them to convey intricate ideas with exceptional clarity. 

Guide students in crafting digital narratives that combine text, images, and multimedia elements. Digital storytelling enhances communication skills and allows students to express complex ideas effectively.

Ways you can integrate this into your lessons can include:

• Personal Narratives. Have students craft digital stories about a significant personal experience. Encourage them to incorporate multimedia elements that enhance their narrative.
• Interactive Story Maps. Assign students to create story maps using tools like StoryMap JS to illustrate the journey of a literary character or historical figure.

Content Ownership and Sharing

In the digital era, the concept of content ownership and sharing takes on a new dimension, one that requires students to navigate the intricate landscape of intellectual property and ethical use of digital resources. Guiding students in understanding these principles equips them with the tools to create, share, and interact responsibly in the digital world. The importance of teaching students how to license their work and share it responsibly on digital platforms cannot be understated.

Here’s how you can exercise this skill in your class:

• Copyright Café. Set up a "Copyright Café" where students can role-play scenarios involving intellectual property. Discuss fair use, Creative Commons licenses, and attribution.
• Create Open Educational Resources (OER). Guide students in designing OER materials, such as study guides or video tutorials, that can be shared with their peers across the school.

In conclusion, the integration of AASL Competency C.IV – Information Creation – into school library lessons represents a profound step towards equipping students with the tools they need to thrive in an information-driven society. By guiding students through the intricacies of creating original content, respecting intellectual property, and embracing responsible sharing, educators foster a generation of digital citizens who can navigate the complexities of the digital world with integrity and confidence.

Through the art of digital storytelling, students transcend traditional modes of expression, mastering the fusion of text, images, and multimedia to convey their thoughts with unprecedented depth and impact. This not only enhances their communication skills but empowers them to communicate complex ideas effectively, equipping them for success in academia and beyond.

As students delve into the realm of content ownership, they become creators and innovators, carving their unique paths while respecting the rights of others. By understanding copyright rules, licensing options, and ethical considerations, students develop a holistic understanding of intellectual property that enables them to participate responsibly in the digital landscape.

Ultimately, AASL Competency C.IV propels students beyond mere consumers of information, transforming them into discerning creators and contributors. Through nurturing a sense of ownership, promoting responsible sharing, and cultivating ethical digital citizenship, educators lay the foundation for students to harness the power of technology, express themselves authentically, and engage thoughtfully in the dynamic realm of digital expression. In embracing these principles, educators empower students to shape the digital landscape of the future while upholding the values of creativity, collaboration, and ethical use of knowledge.

References and Image Sources

American Association of School Librarians 

Children with computers

Children watching TV

Children using smartphones