21st century learners must be empowered to navigate the informational highway.   Given the amount of information available today and the rapid pace at which it evolves it will become increasingly difficult or even impossible for any one person to know all there is to know about a particular topic.  Thus, the definition of expert will have to evolve.  An expert will not be someone who knows all there is to know about a topic but rather a person who can access the greatest and latest information about a topic; someone well versed in lifelong learning.  Consequently, today’s teachers must coach the 21st century learner to develop inquiry techniques for gathering content facts while also assisting them in assessing whether the information is relevant within the current research context.

 

​As Fossil Hill's librarian I am tasked with teaching 21st century learners the technology applications curriculum based on the National Educational Technology Standards for Students (NETS•S).  Through the study of the six strands in technology applications, students use creative thinking and innovative processes to construct knowledge and develop products. Students communicate and collaborate both locally and globally to reinforce and promote learning. Research and information fluency includes the acquisition and evaluation of digital content. Students develop critical-thinking, problem-solving, and decision-making skills by collecting, analyzing, and reporting digital information. Students practice digital citizenship by behaving responsibly while using technology tools and resources. Through the study of technology operations and concepts, students learn technology related terms, concepts, and data input strategies. (Technology TEKS, 2011)