Standards

The student who is information literate accesses information efficiently and effectively. The student who is information literate recognizes that having good information is central to meeting the opportunities and challenges of day-to-day living. That student knows when to seek information beyond his or her personal knowledge, how to frame questions that will lead to the appropriate information, and where to seek that information. The student knows how to structure a search across a variety of sources and formats to locate the best information to meet a particular need. Lower El: · Recognize the purpose of the Library Media Center. · Locate the Library Media Center. · Identify the Library Media Center Staff. · Locate easy, fiction, non-fiction, biographies, reference books, and computers, and magazines. · Checkout and return materials. · Recognizes alphabetical order of easy book collection. · Recognizes that easy and fiction books are organized by author’s last name. · Recognizes that non-fiction are grouped by subject. · Identifies the parts of the book: Spine, barcode, title page, copyright, call number and table of contents. · Knows the purpose of dictionary and ABC flow. · Keeping books in order when browsing. · Recognize difference between fact and fiction. · Recognize difference between author and illustrator. · Recognizes the purpose of the Internet and Online Public Access Catalog and uses with assistance. · Formulate questions to guide research. Upper El · Uses OPAC Independently · Recognizes the purpose of and is able to use print and electronic reference sources as dictionaries, thesaurus, encyclopedias, atlases, and almanacs. · Recognizes and uses media terminology such as index, guidewords, search engines, cross references, bibliographies, table of contents, call number and search screens. · Differentiate between biography and autobiography. · Recognizes that fiction books are organized alphabetically by author’s last name and is able to find the book on the shelf. · Uses a systematic search strategy to find information with assistance. · Uses the appropriate search strategies to find information on electronic resources such as keyword, Boolean(?), and directory. · Evaluates the results of the search The student who is information literate evaluates information critically and competently. The student who is information literate weighs information carefully and wisely to determine its quality. That student understands traditional and emerging principles for assessing the accuracy, validity, relevance, completeness, and impartiality of information. The student applies these principles insightfully across information sources and formats and uses logic and informed judgment to accept, reject, or replace information to meet a particular need. Lower El: · Chooses materials suitable to reading ability and interests. · The student evaluates books based on pictures, story and characters. · Student evaluates books for main idea. Upper El: · Students will begin to critically evaluate information in any format including, print, graphic, video and audio. · Begins to evaluate print and electronic resources for authority, content, relevancy and point of view. · Recognize that library media centers provide information with diverse points of view. · Designs and develops an end product to communicate information utilizing different formats. · Determines if the product meets the requirements of the assignment. · Contributes positively in cooperative learning to pursue, generate and present information. The student who is information literate uses information accurately and creatively. The student who is information literate manages information skillfully and effectively in a variety of contexts. That student organizes and integrates information from a range of sources and formats in order to apply it to decision-making, problem solving, critical thinking, and creative expression. The student communicates information and ideas for a variety of purposes, both scholarly and creative; to a range of audiences, both in school and beyond; and in print, non-print, and electronic formats. This Standard promotes the design and execution of authentic products that involve critical and creative thinking and that reflect real world situations. The indicator under this Standard therefore deviate from the traditional definition of use. Rather than suggesting that students simply insert researched information into a perfunctory product, the indicators emphasize the thinking processes involved when students use information to draw conclusions and develop new understandings Lower El: · Record information found in a search. Upper El: · Uses a systematic search strategy to find information with assistance. · Record information using note taking and cite sources using correct bibliographic format. The student who is an independent learner is information literate and pursues information related to personal interests. The student who is an independent learner applies the principles of information literacy to access, evaluate, and use information about issues and situations of personal interest. That student actively and independently seeks information to enrich understanding of career, community, health, leisure, and other personal situations. The student constructs meaningful personal knowledge based on that information and communicates that knowledge accurately and creatively across the range of information formats. Lower El: · Chooses materials suitable to reading ability and interests. Upper El: · Engages in reading related activities, e.g., book clubs, Read Across America, Drop Everything And Read.
 * __Standards from ALA / Lower And Upper El Content Knowledge__**
 * Standard 1**
 * Uses the Dewey Decimal System
 * Standard 2**
 * Become aware of award winning books, e.g. Caldecott.
 * Uses a systematic search strategy to find information with assistance.
 * Standard 3**
 * Recall summarize, and paraphrase what is listened to.
 * Standard 4**
 * Uses a systematic search strategy to find information with assistance.

The student who is an independent learner is information literate and appreciates literature and other creative expressions of information. The student who is an independent learner applies the principles of information literacy to access, evaluate, enjoy, value, and creates artistic products. That student actively and independently seeks to master the principles, conventions, and criteria of literature in print, nonprint, and electronic formats. The student is able both to understand and enjoy creative works presented in all formats and to create products that capitalize on each format’s particular strengths. Upper El: · Become familiar with character, plot and setting. · Become acquainted with popular children’s authors. · Become aware of award winning books; e.g. Newberry. The student who is an independent learner is information literate and strives for excellence in information seeking and knowledge generation. The student who is an independent learner applies the principles of information literacy to evaluate and use his or her own information processes and products as well as those developed by others. That student actively and independently reflects on and critiques personal thought processes and individually created information products. The student recognizes when these efforts are successful and unsuccessful and develops strategies for revising and improving them in light of changing information. Lower El: · Recall summarize, and paraphrase what is listened to. Upper El: · Designs and develops an end product to communicate information utilizing different formats. · Determines if the product meets the requirements of the assignment. The student who contributes positively to the learning community and to society is information literate and recognizes the importance of information to a democratic society. The student who is socially responsible with regard to information understands that access to information is basic to the functioning of a democracy. That student seeks out information from a diversity of viewpoints, scholarly traditions, and cultural perspectives in an attempt to arrive at a reasoned and informed understanding of issues. The student realizes that equitable access to information from a range of sources and in all formats is a fundamental right in a democracy. Upper El: · Recognize that library media centers provide information with diverse points of view. · Recognizes that equitable access to information from diverse sources is a fundamental right in a democratic society. The student who contributes positively to the learning community and to society is information literate and practices ethical behavior in regard to information and information technology. The student who is socially responsible with regard to information applies principles and practices that reflect high ethical standards for accessing, evaluating, and using information. That student recognizes the importance of equitable access to information in a democratic society and respects the principles of intellectual freedom and the rights of producers of intellectual property. The student applies these principles across the range of information formats—print, nonprint, and electronic. Upper El: · Understands the concept of plagiarism and does not plagiarize. · Cite sources in required format. · Follows the District Acceptable Use Policy · Understands and practices safe Internet use. The student who contributes positively to the learning community and to society is information literate and participates effectively in groups to pursue and generate information. The student who is socially responsible with regard to information works successfully—both locally and through the variety of technologies that link the learning community—to access, evaluate, and use information. That student seeks and shares information and ideas across a range of sources and perspectives and acknowledges the insights and contributions of a variety of cultures and disciplines. The student collaborates with diverse individuals to identify information problems, to seek their solutions, and to communicate these solutions accurately and creatively. Lower El: · Recall summarize, and paraphrase what is listened to. Upper El: · Determines if the product meets the requirements of the assignment. · Contributes positively in cooperative learning to pursue, generate and present information.
 * Standard 5**
 * Express preferences for different genre of literature.
 * Standard 6**
 * Develop language and listening skills.
 * Uses a systematic search strategy to find information with assistance.
 * Standard 7**
 * Begins to evaluate print and electronic resources for authority, content, relevancy and point of view.
 * Standard 8**
 * Be aware of and respect copyright laws.
 * Standard 9**
 * Develop language and listening skills.
 * Designs and develops an end product to communicate information utilizing different formats.