|
1 |
Information Literacy |
|
The student who is information literate accesses information efficiently and effectively |
|
|
|
|
1.1 |
Recognizes the need for information
|
|
|
1.1.1
|
By the end of Lower Elementary, the student locates information appropriate to problems or needs
|
|
|
|
|
1.2 |
Recognizes that accurate and comprehensive information is the basis for intelligent decision making
|
|
|
1.2.1
|
By the end of Lower Elementary, the student identifies and uses parts of a book to gather information for classroom assignments, e.g., title page, glossary, index; understands and uses subject headings/descriptors, authors' anmes, and titles and key words when using the card and/or automated catalogs; constructs a simple bibliography with author/title
|
|
|
|
|
1.3 |
Formulates questions based on information needs
|
|
|
1.3.1
|
By the end of Lower Elementary, the student formulates broad and specific questions
|
|
|
|
|
1.4 |
Indentifies a variety of potential sources of information
|
|
|
1.4.1
|
By the end of Lower Elementary, the student identifies simple reference sources e.g., pre-encyclopedia, dictionaries, atlases, bookmarked world wide web, local experts
|
|
|
|
|
1.5 |
Develops and uses successful strategies for locating information
|
|
|
1.5.1
|
By the end of Lower Elementary, the student locates the library media center independently and identifies sections, e.g., fiction and nonfiction reference; interacts with media of varies types and lengths to gain information, e.g., pictures, captions, text, icons, CD-ROM; recognizes the call number and alphabetizes to the second letter with teacher guidance; uses a problem solving strategy to locate information e.g., The Handy 5, Big Six, Little Three (see glossary for citation)
|
|
|
|
|
|
|
|
|
|
2 |
Information Literacy |
|
The student who is information literate evaluates information critically and competently |
|
|
|
|
2.1 |
Determines the accuracy, relevance, and comprehensiveness
|
|
|
2.1.1
|
By the end of Lower Elementary, the student defines and gives examples of accurate information
|
|
|
|
|
2.2 |
Distinguishes among fact, point of view, and opinion
|
|
|
2.2.1
|
By the end of Lower Elementary, the student recognizes facts, opinions, and points of view in various information sources
|
|
|
|
|
2.3 |
Identifies inaccurate and misleading information
|
|
|
2.3.1
|
By the end of Lower Elementary, the student defines and gives examples of dated or inaccurate information
|
|
|
|
|
|
|
|
|
|
3 |
Information Literacy |
|
The student who is information literate uses information accurately and creatively |
|
|
|
|
3.1 |
Organizes information for practical application
|
|
|
3.1.1
|
By the end of Lower Elementary, the student in a group setting, organizes information, e.g., simple note taking, timelines, paraphrasing
|
|
|
|
|
3.2 |
Integrates new information into one's own knowledge
|
|
|
3.2.1
|
By the end of Lower Elementary, the student draws conclusions by integrating prior knowledge with new information from amterials viewed, read, or heard
|
|
|
|
|
3.3 |
Applies information to critical thinking and problem solving
|
|
|
3.3.1
|
By the end of Lower Elementary, the student follows steps of basic problem solving model in a group setting
|
|
|
|
|
3.4 |
Produces and communicates information and ideas in appropriate formats
|
|
|
3.4.1
|
By the end of Lower Elementary, the student uses various formats to gain and present information, e.g., multimedia
|
|
|
|
|
|
|
|
|
|
4 |
Independent Learning |
|
The student who is an independent learner is information literate and pursues information related to personal interests |
|
|
|
|
4.1 |
Seeks information related to various dimensions of personal well being, such as career interests, community involvment, health matters, and recreational pursuits
|
|
|
4.1.1
|
By the end of Lower Elementary, the student generally seeks information related to personal interest
|
|
|
|
|
|
|
|
|
|
5 |
Independent Learning |
|
The student who is an independent learner is information literate and appreciates literature and other creative expressions of information |
|
|
|
|
5.1 |
Is a competent and self motivated reader
|
|
|
5.1.1
|
By the end of Lower Elementary, the student identifies characteristics of folklore (fairy tale folk tale and tall tale), animal fantasy, picture books, and biography representing a variety of cultures and time periods; identifies elements of a story, e.g., characters, problem, setting, main idea, sequence of events and resolution; reads a story to younger child and parent/adult; understands the significance of award winning books
|
|
|
|
|
5.2 |
Derives measning from information presented creatively in a variety of formats
|
|
|
5.2.1
|
By the end of Lower Elementary, the student accesses information using various formats; explains meaning of a visual and/or aural message, e.g., pictorially, orally, or in writing
|
|
|
|
|
5.3 |
Develops creative products in a variety of formats
|
|
|
5.3.1
|
By the end of Lower Elementary, the student interprets a visual and/or aural message in a different format with more complexity
|
|
|
|
|
|
|
|
|
|
6 |
Independent Learning |
|
The student who is an independent learner is information literate and strives for excellence in information seeking and knowledge generation |
|
|
|
|
6.1 |
Assesses the quality of the process and products of personal information seeking formats
|
|
|
6.1.1
|
By the end of Lower Elementary, the student begins to apply accurately the steps of a basic problem-solving model
|
|
|
|
|
6.2 |
Devises strategies for revising, improving, and updating self-generating knowledge
|
|
|
6.2.1
|
By the end of Lower Elementary, the student explains basic strategies for revising, improving, and updating work e.g., peer editing with teacher guidance
|
|
|
|
|
|
|
|
|
|
7 |
Social Responsibility |
|
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 |
|
|
|
|
7.1 |
Seeks information from diverse sources, contexts, disciplines, and cultures
|
|
|
7.1.1
|
By the end of Lower Elementary, the student accesses and uses a library with assitance, locates and reads stories about different cultures
|
|
|
|
|
7.2 |
Respects the principle of equitable access to information
|
|
|
7.2.1
|
By the end of Lower Elementary, the student checks out materials without assitance and returns materials on time
|
|
|
|
|
|
|
|
|
|
8 |
Social Responsibility |
|
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 |
|
|
|
|
8.2 |
Respects the intellectual property rights
|
|
|
8.2.1
|
By the end of Lower Elementary, the student recognizes the importance of expressing information in the student's own words
|
|
|
|
|
8.3 |
Uses information technology responsibly
|
|
|
8.3.1
|
By the end of Lower Elementary, the student uses equipment, with minimal guidance, for purposes intended and leaves it in good working order
|
|
|
|
|
|
|
|
|
|
9 |
Social Responsibility |
|
The student who contributes positively to the learnin community and to society is information literate and participates effectively in groups to pursue and generate information |
|
|
|
|
9.1 |
Shares knowledge and information with others
|
|
|
9.1.1
|
By the end of Lower Elementary, the student shares information that will contribute to the success of the group, e.g., through collaborative activities, cooperative gourps, pair-share
|
|
|
|
|
9.2 |
Respects others' ideas and backgrounds and acknowledges their contributions
|
|
|
9.2.1
|
By the end of Lower Elementary, the student describes others' ideas accurately and completely
|
|
|
|
|
9.3 |
Collaborates with others, both in person and through technologies, to identify information problems and to seek their solutions
|
|
|
9.3.1
|
By the end of Lower Elementary, the student expresses own ideas appropriately, individually and in a group setting to solve an information problem
|
|
|
|
|
9.4 |
Collaborates with others, both in person and through technologies, to design, develop, and evaluate information products and solutions
|
|
|
9.4.1
|
By the end of Lower Elementary, the student creates a simple, group information product with guidance
|
|
|
|
|
|
|
|
|
|