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Kansas Model Curricular Standards for

Library Media and Technology

June 13, 2007

www.ksde.org 120 SW 10th Avenue Topeka, Kansas 66612-1182 785-296-3201 785-296-7933 fax 785-296-6338 TTY


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Table of Contents

Kansas Library Media Writing Committee..................................................................... ........3

Preface.................................................................................................................................4

Purpose................................................................................................................................4

Information Power Standards................................................................................................7

Comparison Chart of National and Kansas Standards....................................................... ...7

KSDE Guidelines for 8th Grade Technology Literacy Assessment.........................................9

Standard 1 Benchmarks and Indicators.............................................................................10







Standard 8 Benchmarks and Indicators........................................................................... ..290


Standard 10 Benchmarks and Indicators............................................................................346






Appendix A: Glossary......................................................................................................... ..542

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Library Media and Technology Standards Writing Committee

Dr. Mirah Dow, ChairEmporia State University

School of Library and Information Management

Jane MareschUSD 305 Salina

Carol Fax, Co-chairEmporia State UniversitySchool of Library and Information Management

Robie MartinUSD 503 Parsons

Beverley BullerUSD 373 Newton

Angie PriceUSD 363 Holcomb

Leslie CampbellUSD 497 Lawrence

Linda RobertsUSD 246 Northeast

Nina Flax

USD 421 Lyndon

Sheri Roberts

USD 259 Wichita

Janet FowlerUSD 259 Wichita

Rita SevartFriends University

Craig GerdesUSD 512 Shawnee Mission

Teri SnethenUSD 229 Blue Valley

Marcia HermanUSD 383 Manhattan-Ogden

Richard L. SoashUSD 268 Cheney

Jackie LakinKansas State Department of Education

Harry WilliamsNewton Public Library

Betsy LoseyFort Hays State University

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PREFACE

MISSION STATEMENTThe mission of the Kansas School Library Media and Technology Program is for all students in

Kansas to develop the skills, knowledge, and judgment to become efficient and effective lifelonglearners.

PURPOSEThe Kansas Library Media and Technology Standards meet the needs of Kansas' school libraries,administrators, and library media specialists, teachers, parents, and students by:

1. Dividing into specific developmental stages the national information literacy standards as noted

in the book Information Power: Building Partnerships for Learning (1998). Remove underlineand put book in italics.

2. Providing guidelines for the development and the expectations for school library mediaprograms; including aligned and integrated curriculum and instruction, diverse and appropriate

materials selection, and quality customer service.

3. Providing guidelines for the development and the expectations for technology and computerapplications programs, including aligned and integrated curriculum and instruction, experienceswith diverse and appropriate applications and technologies, and development of real worldskills.

This document demonstrates how the library media specialist plays a role that:

advocates a student-centered approach to reading, listening, and viewing thatemanates from individual interests and abilities;

expands student knowledge and skills for accessing information from diverse resourcesthat are required of successful individuals in the world wide economy;

encourages student growth to the fullest of his/her ability to extract and constructmeaning from information; and

encourages the integration of technology into the curriculum as a tool to improvingstudent learning and motivation.

Information Power: Building Partnerships for Learning remove underline and put name of book initalics (1998), with its delineation of the national information literacy standards, was the guidingsource in the development of this document. The national information literacy standards are thebasis for the school library media curriculum and the identification of the supporting materialsnecessary in school media centers for students to become lifelong learners who can access anduse information efficiently and effectively.

"From Information Power: Building Partnerships for Learning by American Association of School

Librarians and Association for Educational Communications and Technology. Copyright 1998American Library Association and Association for Educational Communications and Technology.Reprinted by permission of the American Library Association.

International Society for Technology in Education (ISTE) National Educational TechnologyStandards for Students (NET*S) is another guiding document used in the development of LibraryMedia & Technology Standards. ISTE is the professional education organization responsible forrecommending guidelines for accreditation to the National Council for Accreditation of TeacherEducation (NCATE), the official body for accrediting teacher preparation programs. NET*S

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guidelines include standards for technology literacy which served as the foundation for thetechnology standards.

The Partnership for 21st Century Skills served as a source for additional concepts for this document.The Partnership for 21st Century Skills is a leading advocacy organization focused on infusing 21stcentury skills into education. The partnership brings together the business community, educationleaders, and policymakers to create a vision for 21st century education that provides a learningenvironment that allows students to graduate from our schools with the skills needed to be effectivecitizens, workers, and leaders in the 21st century.

Since its beginning in 2002, the partnership has introduced a set of comprehensive tools to helpeducation stakeholders integrate 21st century skills into learning. The partnership defines six keyelements of 21st Century Learning. They are:

emphasize core subjects,

emphasize learning skills,

use 21st century tools to develop learning skills,

teach and learn in a 21st century context, and

use 21st century assessments that measure 21st century skills.

Organization of the DocumentThis document presents standards, benchmarks, and indicators. They are defined as:

Standard: A standard is a general statement of what a student should know and be ableto do in academic subjects. For the purpose of this document, standards are defined forinformation literacy, independent learning, and social responsibility. Other Kansascurricular standards have been correlated with the national literacy standards.

Benchmark: A benchmark is a specific statement of what a student should know at aspecific time. For the purpose of this document, benchmarks are written for pre-K though12.

Indicator: An indicator is a specific statement of knowledge or skills, which a studentdemonstrates in order to meet a benchmark. For the purpose of this document, indicatorsare written for pre-k, kindergarten, first, second, third, fourth, fifth, sixth, seventh, eighth,ninth, tenth, eleventh, and twelfth grade students. These grade levels provide for easieralignment to Library Media & Technology Standards with other Kansas standards andassessments. In addition, if a skill is mentioned in an indicator at one level, it is assumedto be a part of all indicators thereafter.

Kansas library media specialists, administrators, teachers, parents, and students will need to beprovided with the human and material resources necessary to implement and sustain exemplaryprograms for all students in Kansas.

If you are a studentyou will find the skills and abilities needed to become a proficient consumerand producer of information in a variety of sources and formats.

If you are a parentyou will find the expectations for your child so that when he/she becomes anadult, he/she will be a proficient consumer and producer of needed information.

If you are a library media specialistyou will find guidance in developing an exemplary librarymedia program that produces knowledgeable consumers of information and lifelong learners.

If you are a school technologist. . .you will find ideas on how to integrate various technologiesinto the learning environment to help students communicate, solve problems, and make decisions.

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If you are a teacheryou will find links that provide a working instructional partnership with youand your library media specialist across the curriculum.

If you are an administratoryou will find the guidelines for supporting and evaluating an

exemplary library media program that benefits the entire learning community.

Frequently Asked Questions

Q: Are the Kansas Library Media & the Kansas Technology Standards designed for use by theschool library media specialist/teacher librarian or school technologist?

A: The standards are for use in the library media & technology curriculum. However, thesestandards can be used by the library media specialist/teacher librarian and schooltechnologist as a collaborative tool to work with teachers on integrated assignments orprojects.

Q: Have state assessments been developed to accompany the Kansas Library Media & theKansas Technology Standards?

A: No. State assessments have not been designed to assess the 8th grade technologystandards. However, a locally designed and administered 8th grade technologyassessment is to be conducted at the district and/or school level and reported to KSDEannually. All 8th grade students including special education students are to be reported.Overall, the Library Media & Technology Standards are seen as a support for the curricularareas being assessed in core areas on the Kansas assessment.

Q: Are these standards mandatory?

A: No. They are to be used as a guide to determine what students should know and be ableto do at appropriate grade levels including the area of 8th grade technology literacy. Theyprovide support for the library media specialist/teacher librarian and school technologist

who are involved in developing the library media and technology program.

Q: Can the technology literacy assessment only be administered at the 8th grade?

A: Assessment information can be gathered over a period of years. For example, data can becollected in a portfolio during grades four, five, six, seven, and eight. The final results willbe reported to Kansas State Department of Education (KSDE) at the end of the 8th gradeyear.

Q: Can special education students at the 8th grade who take the Kansas Assessment ofModified Measures (KAMM) meet the requirement for the technology assessment?

A: KAMM should count for those students who take this alternate assessment at 8th grade.

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Comparison of Information Power Standards and Kansas Library Media & TechnologyStandards

Information Power Standards in the area of Information Literacy are the foundation for the KansasLibrary Media Standards. These information literacy standards are also incorporated into 21st

century skills indicators. For this document, standards used in information power are changed tobenchmarks.

Information Power Standards and IndicatorsInformation Literacy

Standard 1: The student who is information literate accesses information efficiently and effectively.Indicator 1. Recognizes the need for informationIndicator 2. Recognizes that accurate and comprehensive information is the basis for intelligent decision makingIndicator 3. Formulates questions based on information needsIndicator 4. Identifies a variety of potential sources of informationIndicator 5. Develops and uses successful strategies for locating information follow throughout

Standard 2: The student who is information literate evaluates information critically and competentlyIndicator 1. Determines accuracy, relevance, and comprehensivenessIndicator 2. Distinguishes among fact, point of view, and opinionIndicator 3. Identifies inaccurate and misleading informationIndicator 4. Selects information appropriate to the problem or question at hand

Standard 3: The student who is information literate uses information accurately and creatively

Indicator 1. Organizes information for practical applicationIndicator 2. Integrates new information into ones own knowledgeIndicator 3. Applies information to critical thinking and problem solvingIndicator 4. Produces and communicates information and ideas in appropriate formats

Independent Learning StandardsStandard 4: The student who is an independent learner is information literate and pursues information related to personal

interests.Indicator 1. Seeks information related to various dimensions of personal well-being, such as career interests, community

involvement, health matters, and recreational pursuitsIndicator 2. Designs, develops, and evaluates information products and solutions related to personal interests

Standard 5: The student who is an independent learner is information literate and appreciates literature and other creativeexpressions of information.

Indicator 1. Is a competent and self-motivated readerIndicator 2. Derives meaning from information presented creatively in a variety of formatsIndicator 3. Develops creative products in a variety of formats

Standard 6: The student who is an independent learner is information literate and strives for excellence in information seekingand knowledge generation

Indicator 1. Assesses the quality of the process and products of personal information seekingIndicator 2. Devises strategies for revising, improving, and updating work

Social Responsibility StandardsStandard 7: The student who contributes positively to the learning community and to society is information literate and

recognizes the importance of information to a democratic societyIndicator 1. Seeks information from diverse sources, contexts, disciplines, and culturesIndicator 2. Respects the principle of equitable access to information

Standard 8: The student who contributes positively to the learning community and to society is information literate and practicesethical behavior in regard to information and information technology

Indicator 1. Respects the principles of intellectual freedomIndicator 2. Respects intellectual property rightsIndicator 3. Uses information technology responsibly

Standard 9: The student who contributes positively to the learning community and to society is information literate andparticipates effectively in groups and to pursue and generate information.

Indicator 1. Shares knowledge and information with othersIndicator 2. Respects others ideas and backgrounds and acknowledges their contributionsIndicator 3. Collaborates with others, both in person and through technologies, to identify information problems and to seek their

solutionsIndicator 4. Collaborates with others, both in person and through technologies, to design, develop, and evaluate information

products and solutions

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NET*S for students are used as the framework for the technology literacy section of the LibraryMedia & Technology Standards. The technology foundation standards for students are divided intosix broad categories. These categories are called standards in the technology literacy section of thelibrary media and technology standards document, and the bulleted items become benchmarks.They are described below:

1 Basic operations and concepts (Standard 10)

students demonstrate a sound understanding of the nature and operation of technologysystem. (Benchmark 1);

students are proficient in the use of technology (Benchmark 2).

2 Social, ethical, and human issues (Standard 11)

students understand the ethical, cultural, and societal issues related to technology(Benchmark 1);

students practice responsible use of technology systems, information, and software(Benchmark 2); and

students develop positive attitudes toward technology uses that support lifelong learning,collaboration, personal pursuits, and productivity (Benchmark 3).

3 Technology productivity tools (Standard 12)

students use technology tools to enhance learning, increase productivity, and promotecreativity (Benchmark 1); and

students use productivity tools to collaborate in constructing technology-enhanced models,prepare publications, and produce other creative works (Benchmark 3).

4 Technology communications tools (Standard 13)

students use telecommunications to collaborate, publish, and interact with peers, experts,and other audiences (Benchmark 1); and

students use a variety of media and formats to communicate information and ideaseffectively to multiple audiences (Benchmark 2).

5 Technology research tools (Standard 14)

students use technology to locate, evaluate, and collect information from a variety ofsources (Benchmark 1);

students use technology tools to process data and report results (Benchmark 2); and

students evaluate and select new information resources and technological innovationsbased on the appropriateness for specific tasks (Benchmark 3).

6 Technology problem-solving and decision-making tools (Standard 15)

students use technology resources for solving problems and making informed decisions(Benchmarks 1-3); and

students employ technology in the development of strategies for solving problems in the

real world (Benchmark 4).

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Guidelines for the 8th Grade Technology Literacy Assessment

Enhancing Education Through TechnologyNCLB, Title II, D Goal 2-ATo assist every student in crossing the digital divide by ensuring that every student istechnologically literate by the time the student finishes the eighth grade, regardless of the studentsrace, ethnicity, gender, family income, geographic location, or disability.

DefinitionTechnology literacy is the ability of individuals to responsibly use appropriate technology tools to:access, manage, integrate, and evaluate information; construct new knowledge; and communicatewith others to improve learning and acquire lifelong knowledge and skills.

--Office of Educational Technology

A technology literate student is deemed to be proficient in the following areas: basic operations andconcepts, ethical, social and human issues, technology productivity, technology communication,technology research and technology as a problem-solving and decision-making tool.

-- National Educational Technology Standards(NET*S for Students)

Recommended Curriculum

KSDE developed state technology standards in 2006 based primarily on the NET*S for studentswhich can be accessed here. It is recommended that LEAs use this document as the primaryresource and adapt it for developing benchmarks, indicators, and instructional activities at eachgrade at the local district level.

Assessment MethodsThe type of assessment used is determined at the local level. The assessment may be:

knowledge based (test),

grades in a required 8th grade course ,

performance based (checklist/rubric),

e-portfolio based ,

project based, or

combination of any of the above.

These assessment strategies can be used with each standard individually or clustered where it isappropriate. They can be done in content areas or they can be done as a stand-alone effort.

LEAs must be able to provide to KSDE the percentage of 8th grade students at the technologyliteracy proficiency level at the completion of each school year.Documentation describing the assessment method used will also be required.

1. Percentage of 8th grade students at the technology literacy proficiency level.2. Describe what assessment method was used, why it was chosen, when it was given, and

how it was administered.

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Information Literacy Pre-Kindergarten

Standard 1: The student who is information literate accesses information efficiently and effectively.

Benchmark 1: The student recognizes the need for information.

Pre-Kindergarten Knowledge Base Indicators Instructional Examples

The student

states the problem or need for information.

The LMS/teacher librarian has the student

go to the school library media center, meet the library staffmembers, and participate in library activities.

NOTES:The LMS/teacher librarian encourages the public librarian to work with young patrons to meet this indicator when they visit the library withparents, family members, or with a daycare provider.

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Information Literacy Kindergarten



Kindergarten Knowledge Base Indicators Instructional Examples

The student

states the problem or need for information.


locate the school library media center, recognize library staffmembers, and participate in library activities.

NOTES:Students are encouraged to use the location and recognition skills they learned in the school library as they visit the public library.

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Information Literacy First Grade



First Grade Knowledge Base Indicators Instructional Examples

The student

locates information appropriate to problems or needs.


recognize that the school library media center has a variety ofbooks and materials that may be used and borrowed, andunderstands the importance of proper care of these materials.

NOTES:Students are encouraged to compare the resources available between the school library media center and the public library.

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Information Literacy Second Grade



Second Grade Knowledge Base Indicators Instructional Examples

The student

locates information appropriate to problems or needs.


understand that library books and materials are housed inspecific areas of the library media center.

NOTES:Students are encouraged to compare and contrast the differences of how books and materials are housed in the school library media center ascompared to the public library.

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Information Literacy Third Grade



Third Grade Knowledge Base Indicators Instructional Examples

The student

determines the need for additional information.


access the library media center facility, and ask for assistancein locating resources whenever an academic or personalinformation need arises.

NOTES:Students are encouraged to access information at the public library and when possible, meet with a reference librarian.

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Information Literacy Fourth Grade



Fourth Grade Knowledge Base Indicators Instructional Examples

The student



utilize the library media center facility, staff, and resourceswhenever an academic or personal information need arisesthrough exposure to a variety of problem-based scenarios.

NOTES:An example of problem-based scenarios may include issues related to social studies state standards topics.

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Information Literacy Fifth Grade



Fifth Grade Knowledge Base Indicators Instructional Examples

The student



utilize the library media center facility, staff, and resourceswhenever an academic or personal information need arisesthrough exposure to a variety of problem-based scenarios.

NOTES:An example of problem-based scenarios may include issues related to fifth grade content area topics (reading, math, science).

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Information Literacy Sixth Grade



Sixth Grade Knowledge Base Indicators Instructional Examples

The student

reviews and extends skills in stating the problem or need forinformation, locating information appropriate to problems orneeds, and determining need for additional information.


apply a research process and/or an information problem-solving model to decide what information is needed, findsources, use information, and check sources.

NOTES:Teach a problem-solving model such as The Handy 5, Big 6, and I Search.

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Information Literacy Seventh Grade



Seventh Grade Knowledge Base Indicators Instructional Examples

The student





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Information Literacy Eighth Grade



Eighth Grade Knowledge Base Indicators Instructional Examples

The student





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Information Literacy Ninth Grade



Ninth Grade Knowledge Base Indicators Instructional Examples

The student





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Information Literacy Tenth Grade



Tenth Grade Knowledge Base Indicators Instructional Examples

The student





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Information Literacy Eleventh Grade



Eleventh Grade Knowledge Base Indicators Instructional Examples

The student





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Information Literacy Twelfth Grade



Twelfth Grade Knowledge Base Indicators Instructional Examples

The student





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Judi started here



Benchmark 2: The student recognizes that accurate and comprehensive information is the basis for intelligentdecision-making.


The student

1. identifies the cover and spine of a book.

2. identifies the concept of classification as it appeals to locatingaccurate information (e.g., fiction vs. nonfiction subject areas, [dogs,farming]).

3. develops the concept of giving credit to an information source.


1. identify the cover and spine of a book.

2. with assistance, identify the concept of classification (e.g.,fiction vs. nonfiction areas)

3. with assistance, become aware of the concept of givingcredit to an information source.

NOTES:Parents, family members, and daycare providers are encouraged to have students identify parts of the book, create an awareness betweenfiction and nonfiction, and noticing the author and/or illustrators name(s).

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The student

1. identifies the cover and spine of a book.

2. identifies the concept of classification as it appeals to locatingaccurate information (e.g., fiction vs. nonfiction subject areas [dogs,farming]).

3. develops the concept of giving credit to an information source.


1. identify the cover and spine of a book.

2. with guidance, identify the concept of classification (e.g., fictionvs. nonfiction areas).

3. with guidance, become aware of the concept of giving credit toan information source.

NOTES:

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The student

1. identifies and uses parts of a book to gather information forclassroom assignments (e.g., title page, glossary, index).

2. understands and uses subject headings/descriptors, authorsname, and titles and key words when using the automated catalog.

3. constructs a simple bibliography (works used) with author/title.


1. identify parts of a book to gather information for classroomassignments (e.g., title page, glossary, index).

2. understand subject headings, authors names, and titles and keywords.

3. construct, with teacher assistance, a simple bibliography (worksused) with author/title.

NOTES:A simple bibliography, with teacher assistance, is to teach the importance of citing sources.

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The student

1. identifies and uses parts of a book to gather information forclassroom assignments (e.g., title page, glossary, index).

2. understands and uses subject headings/descriptors, authorsname, and titles and key words when using the automated catalog.

3. constructs a simple bibliography (works used) with author/title.


1. identify parts of a book to gather information for classroomassignments (e.g., title page, glossary, and index).

2. understand subject headings, authors names, titles, and keywords.

3. construct a simple bibliography (works used) with author/title.

NOTES: Progress toward student independence in citing sources is emphasized.

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The student

1. expands identification and use of the parts of a book, includingthe appendix, bibliography, glossary, copyright date, publisher, titlepage, table of contents, index, and preface.

2. expands skills to include see and see also cross referencesand print/electronic indexes.

3. constructs a bibliography with full citation.


1. expand identification and use of the parts of a book, includingappendix, bibliography, glossary, copyright date, publisher, title page,table of contents, index, and preface.

2. expand skills to include see and see also cross references andprint/electronic indexes.

3. construct, with teacher assistance, a bibliography (works used)with citation.

NOTES:Progress toward student independence in citing sources is emphasized.

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The student







3. construct, with teacher assistance, a bibliography (works used)with citation.

NOTES:Progress toward student independence in citing sources is emphasized.

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The student







3. construct a bibliography (works used) with citation.

NOTES:

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The student

uses appropriate editorial style for referencing documentation.


1. independently use the parts of the book.

2. independently use see and see also cross reference.

3. with guidance, extend their use of print and electronic indexes.

4. with guidance, extend their use of bibliographies and footnotes toa larger variety of sources.

NOTES:The emphasis is on the process of correctly citing original sources.

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The student



1. independently use the parts of the book


3. independently extend their use of print and electronic indexes.

4. independently use bibliographies and footnotes.

NOTES:

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The student



1. independently use the parts of the book


3. independently extend their use of print and electronic indexes.

4. independently use bibliographies and footnotes.

NOTES:The emphasis is on achieving independence in using appropriate editorial style.

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The student

constructs appropriate bibliographic citations for researchpapers.


view and use examples of school/department suggested stylesheet for documentation.

NOTES:

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The student



view and use examples of school/department suggested stylesheet for documentation.

NOTES:

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The student



review and compare various documenting styles.

NOTES:The LMS/Teacher librarian provides bibliographic instruction in preparation for post-secondary skills.

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Benchmark 2: The student recognizes that accurate and comprehensive information is the basis for intelligentdecision making.


The student



review and compare various documenting styles.

NOTES:The LMS/Teacher librarian provides bibliographic instruction in preparation for post-secondary skills.

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Benchmark 3: The student formulates questions based on information needs.


The student

formulates broad questions with prompting.


listen as the teacher models a broad question (e.g., wherewould you find a story book?).

NOTES:

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The student



listen as the teacher models a broad question (e.g. wherewould you find a story book?).

NOTES:

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The student



listen as the teacher models a broad question (e.g., wherewould you find a story book?) followed by a specific question(e.g., where would you find a book by Eric Carle?)).

NOTES:

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The student



respond to the teachers broad question with a morespecific question of his/her own.

NOTES:

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The student

refines questions as information needs change.


listen as the teacher develops a list of guiding questionsabout a given topic.

NOTES:

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The student



with assistance, develop a list of guiding questions about agiven topic.

NOTES:

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The student



independently develop a list of guiding questions about a giventopic.

NOTES:

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The student

develops essential questions that go beyond fact finding.


with guidance, formulate two or three essential questionsrelevant to a topical assignment (e.g., what effects did theancient Aztecs have on todays society?).

NOTES:

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The student



with assistance, formulate two or three essential questionsrelevant to a topical assignment (e.g., what are the effects of anatural disaster on a nations economy?).

NOTES:

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The student



independently formulate two or three essential questionsrelevant to a topical assignment (e.g., what impact do shiftingpopulation demographics have on health care resources?).

NOTES:

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The student

revises questions as information needs change.


begin with an initial set of core questions and, with guidance,revise to reflect new or different information.

NOTES:

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The student



begin with an initial set of core questions and, with assistance,revise to reflect new or different information.

NOTES:

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The student



begin with an initial set of core questions and independentlyrevise to reflect new or different information.

NOTES:

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The student



begin with an initial set of core questions and independentlyrevise to reflect new or different information.

NOTES:

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Benchmark 4: The student identifies a variety of potential sources of information.


The student

recognizes information appropriate to task (e.g., fiction, non-fiction).


identify visual cues that guide them through the library.

NOTES:Visual cues are likely to vary from library to library.

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The student

recognizes information appropriate to task (e.g., fiction, non-fiction).


recognize the difference between fiction and nonfiction, realand make-believe.

NOTES:

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The student

identifies simple reference sources (e.g., pre-encyclopedias,dictionaries, atlases, book marked world wide web, and localexperts).


identify a variety of simple reference sources provided by theLMS/teacher librarian.

NOTES:

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The student

identifies simple reference sources (e.g., pre-encyclopedias,dictionaries, atlases, book marked world wide web, and localexperts).


1. introduce and practice the use of guide words in encyclopediasand dictionaries.

2. use last name to look up people in reference books.

NOTES:

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The student

selects the most appropriate reference sources of information(e.g., childrens periodicals, online databases, almanacs,thesauruses, primary sources, unabridged dictionaries,newspapers, television, and/or radio programs).


with guidance, select the source that provides the bestinformation to answer questions posed by the LMS/teacherlibrarian.

NOTES:

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The student

selects the most appropriate reference sources of information(e.g., childrens periodicals, online databases, almanacs,thesauruses, primary sources, unabridged dictionaries,newspapers, television, and/or radio programs).


with assistance, select the source that provides the bestinformation to answer questions posed by the LMS/teacherlibrarian.

NOTES:

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The student

independently uses information sources and theaccompanying technology (e.g., interlibrary loan, world wideweb searches, government agencies, and geographicaldictionary).


1. explore online tutorials.

2. use a variety of library material formats as part of the researchprocess (e.g., print, nonprint, electronic, video, and audio).

3. understand that public library items may be placed on hold,reserved or ordered to meet information needs.

NOTES:

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The student



1. discuss search strategies and information retrieval methods withthe LMS/teacher librarian as needed.

2. understand there are many types of libraries that serve a varietyof purposes (e.g., school, public, academic, and government).

NOTES:

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The student



1. identify an information need.

2. select appropriate library material based on information, formatand communication need.

3. create an appropriate response utilizing the selected material(e.g., an interview, a report, a blog article).

NOTES:

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The student

recognizes alternative systems for organizing and accessinginformation (e.g., archives, government sources, digitalcollections, and electronic databases, paper and electronic

journals).


1. understand that there are local and regional archival collectionsof various types.

2. understand that there are various kinds of resources available inpaper and electronic formats.

3. access government libraries and information services (e.g., Kan-Ed and university digital collections).

4. locate resources using title, subject, author, keyword andadvanced searches in the library catalog or with appropriate onlineresources (e.g., Boolean operators or limiters, copyright year, ormaterial type).

NOTES:

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The student


journals).


based on informed choices, select sources of informationappropriate to the information need (e.g., academic journals vs.popular periodicals).

NOTES:

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The student


journals).


1. understand the importance of diverse information and access toinformation in a democratic society.

2. identify a topic and share multiple perspectives.

NOTES:

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The student


journals).


1. understand that there are multiple classification schemes fororganizing content in the library.

2. view the Dewey Decimal system.

3. view the Library of Congress system for organizing information.

4. understand that there are specific content-based classificationsystems (e.g., music, mathematics, and law).

NOTES:

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Benchmark 5: The student develops and uses successful strategies for locating information.


The student

1. locates the library media center with minimal supervision.

2. listens to media of various types and lengths to gain information.

3. recognizes and matches spine label to shelf.


come to the library to check out books.

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The student

1. locates the library media center independently and identifiessections (e.g., fiction and nonfiction reference).

2. interacts with media of various types and lengths to gaininformation (e.g., pictures, captions, text, icons, and CD-ROM).

3. recognizes the call number and alphabetizes to the first letterwith teacher guidance.

4. uses a teacher-directed problem solving strategy to locateinformation (e.g., The Handy 5, Big Six, and Little Three [seeglossary for citation]).


locate books by the first letter on an authors last name.

NOTES:

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The student



3. recognizes the call number and alphabetizes to the second letterwith teacher guidance.

4. uses a problem solving strategy to locate information (e.g., TheHandy 5, Big Six, and Little Three [see glossary for citation]).


identify a book by the first two letters of an authors last name.

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The student



3. recognizes the call number and alphabetizes to the second letterwith teacher guidance.

4. uses a problem solving strategy to locate information (e.g., TheHandy 5, Big Six, and Little Three [see glossary for citation]).


alphabetize words, using packets of word pairs.

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The student

1. locates nonfiction materials to demonstrate a basicunderstanding of the Dewey Decimal classification.

2. interacts with media of various types and lengths (e.g.,magazines, other indexing tools, dictionary for pronunciations,foreign language dictionaries, and junior thesauruses).

3. uses the call number to locate materials on the shelves.

4. reviews and extends.


do a walking tour of non-fiction to introduce ten categories inthe Dewey Decimal System.

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The student





1. participate in a book-locating game/activity.

2. use the thesaurus to enhance voice in a six-trait writingassignment.

3. participate in a scavenger hunt to locate various media types inthe library.

NOTES:

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The student





use Dewey classification categories to organize a group ofmaterials by title.

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The student

1. locates information found outside of the library (e.g., virtuallibraries, subject experts, field trips, and museums).

2. interacts with media of various types and lengths (e.g., indexes,including quotations and poetry, geographical dictionaries, andhistorical atlases).

3. conducts an electronic search.


1. practice downloading digital images from a teacher-approved site(e.g., Kansas Historical Society).

2. conduct a teacher-directed electronic search.

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The student



3. conducts an electronic search (e.g., key word, title, author,subject).


identify local off-campus sources of information relative to aspecific topic.

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The student



3. conducts an electronic search.


participate in a curriculum based web quest.

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The student

1. locates information sources independently.

2. interacts with media of various types and lengths (e.g., periodicalindex in a variety of formats, government documents, sources ofcareer information, online databases, interlibrary loan, or othermedia).

3. refines electronic searches.


critically review two or more web sites according to a list ofcriteria.

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The student





do a group project to identify and locate useful information onmajor issues of an era.

NOTES:

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The student


2. interacts with media of various types and lengths (e. g.,periodical index in a variety of formats, government documents,sources of career information, online databases, interlibrary loan, orother media).



1. introduce an interest inventory pertaining to college choices orcareer fields.

2. use electronic government documents to obtain income taxforms.

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The student





create a portfolio of narrative video clips, newspaper articles,etc. on a particular current event.

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Standard 2: The student who is information literate evaluates information critically and competently.

Benchmark 1: The student determines accuracy, relevance, and comprehensiveness.


The student

with assistance, defines and gives examples of accurateinformation.


1. identify themselves by name.

2. identify the schools name.

3. identify other personnel (e.g., the LMS/Teacher librarianprincipal, teacher).

NOTES:Information resources could be photographs.

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The student



brainstorm as a group what sources of information are in theirlives (e.g., television, newspaper, magazine, books, andelectronic information).

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The student



1. in a group, examine several resources in various formats andcompare, discuss, evaluate, and choose the best resources for aspecific topic or learning activity. Repeat activity several times usingother resources and topics.

2. create two different party invitations, one containing accurate

location, date and time and the other with inaccurate information(e.g., moons, mars, on Jan. 43rd. Discuss which is accurateinformation).*

*The above information was adopted from Public Schools of NorthCarolina NC Standard Course of Study

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The student

defines and gives examples of accurate information.


1. brainstorm with the LMS examples from various sources withstudents whether they reflect fact or opinion.

2. discuss which types of sources give the most accurate

information (e.g., does a web page written by a 5th grader giveaccurate information about how to drive a car?).*

*The above information was adopted from Pittsburg, Kansas SchoolsLM Standards

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The student

seeks multiple sources to verify accuracy of information (e.g.,current and appropriate, according to copyright date).


1. work with LMS/Teacher librarian to locate resources in librarycirculation and identify copyright date.

2. learn to look for copyright dates in books that contain informationthat may change over time, such as books about space ortechnology.

3. examine some outdated sources, such as atlases where names

of countries have changed.*


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The student

seeks multiple sources to verify accuracy of information, (e.g.,current and appropriate, according to copyright date andauthority).


1. use several different sources for a research project, comparinginformation found in various sources.

2. discuss how to best determine the accuracy of materials, such as

checking copyright date, authority of author, and research-base ofmaterial.*


NOTES:

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The student

seeks multiple sources to verify accuracy of information (e.g.,current and appropriate, according to copyright date andauthority, bias).


1. use several different sources for a research project, comparinginformation found in various sources.

2. discuss how to best determine the accuracy of materials, such aschecking copyright date, authority of author, and research-base ofmaterial.

*Adopted from Pittsburg, Kansas Schools LM Standards

3. introduce the concept of bias, showing examples of an authors pointof view (e.g., newspaper coverage showing more about boys sportsthan girls sports).

NOTES:

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The student

compares and contrasts two sources to verify accuracy andrelevance of information.


1. use several different sources for a research project, comparinginformation found in various sources, current and appropriateaccording to copyright date, authority, and bias.

2. compare materials written by two opposing view points, such as,

a book funded by the National Rifle Association and one written bycouncil advocating more gun control.*


NOTES:

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The student

compares and contrasts multiple sources and formats withassistance to verify accuracy and relevance of information.



2. discuss about how to best determine the accuracy of materials,

such as checking copyright date, authority of author, and research-base of material.*


NOTES:

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The student

compares and contrasts multiple sources and formats withassistance to verify accuracy and relevance of information.



2. discuss about how to best determine the accuracy of materials,such as checking copyright date, authority of author, and research-base of material.

NOTES:

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lmt standards final

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