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| Main Author: | |
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| Format: | Recurso educativo Open Access |
| Language: | en |
| Published: |
2020
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| Subjects: | |
| Online Access: | https://eric.ed.gov/?id=EJ1272528 |
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Table of Contents:
- The Freedom to Learn: Teaching Intellectual Freedom Principles Using the AASL Standards Gregory, Jamie Intellectual Freedom School Libraries National Standards Access to Information Inquiry Active Learning Inclusion Library Materials Information Literacy No matter how school library standards evolve to address changes in society and educational research, certain intellectual freedom principles remain constant, including the principle to protect all learners' rights to freely access and explore information and ideas. The American Association of School Librarians' (AASL's) "National School Library Standards" give school librarians an opportunity to re-envision how to embed the principles of intellectual freedom by identifying and posing "authentic, real-world problems to spark learners' new knowledge pursuits through critical thinking and problem solving" (2018, 107). AASL identifies six Common Beliefs as core to the school library profession. All six relate in some way to intellectual freedom, most overtly number five: "Intellectual freedom is every learner's right" (AASL 2018, 13). That core value has not changed because all learning has intellectual freedom as its root. In fact, a number of appendices in the National School Library Standards are dedicated to explicitly setting forth guidance to ensure learners' intellectual freedom in the school library. The purpose of the article is to provide examples for everyday application of those guidelines through the AASL Standards, focusing on the Inquire, Include, and Curate Shared Foundations.