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1 |
Information Literacy |
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The student who is information literate accesses information efficiently and effectively |
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1.1 |
Recognizes the need for information
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1.1.1
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By the end of Upper Elementary, the student determines need for additional information
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1.2 |
Recognizes that accurate and comprehensive information is the basis for intelligent decision making
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1.2.1
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By the end of Upper Elementary, the student expands identification and use of parts of a book including appendix, bibliography, glossary, copyright date, publisher, title page, table of contents and index, preface; expands skills to include 'see' and 'see also' cross references and print and electronic indexes; constructs bibliography with full citation
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1.3 |
Formulates questions based on information needs
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1.3.1
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By the end of Upper Elementary, the student refines questions as information needs change
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1.4 |
Indentifies a variety of potential sources of information
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1.4.1
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By the end of Upper Elementary, the student selects the most appropriate reference source of information, e.g., children's periodicals, online databases, almanacs, thesauruses, primary sources, unabridged dictionaries, newspapers, television and/or radio programs
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1.5 |
Develops and uses successful strategies for locating information
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1.5.1
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By the end of Upper Elementary, the student locates nonfiction materials to demonstrate a basic understanding of Dewey Decimal classification; interacts with media of various types and lengths, e.g, magazines, other indexing tools, dictionary for pronunciations, foreign language dictionaries, junior thesaurus; uses the call number to locate materials on the shelves; reviews and extends
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2 |
Information Literacy |
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The student who is information literate evaluates information critically and competently |
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2.1 |
Determines the accuracy, relevance, and comprehensiveness
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2.1.1
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By the end of Upper Elementary, the student seeks multiple sources to verify accuracy of information, e.g, current and appropriate according to copyright date, authority, bais
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2.2 |
Distinguishes among fact, point of view, and opinion
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2.2.1
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By the end of Upper Elementary, the student explains how facts, opinions, and point of views are different from one another
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2.3 |
Identifies inaccurate and misleading information
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2.3.1
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By the end of Upper Elementary, the student identifies sources that demonstrate misleading information, e.g., copyright date, authority, bias
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3 |
Information Literacy |
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The student who is information literate uses information accurately and creatively |
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3.1 |
Organizes information for practical application
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3.1.1
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By the end of Upper Elementary, the student independently ogranizes information, e.g, outlining, bibliographies
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3.2 |
Integrates new information into one's own knowledge
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3.2.2
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By the end of Upper Elementary, the student combines information on a given topic from more than one source and more than one format
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3.3 |
Applies information to critical thinking and problem solving
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3.3.1
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By the end of Upper Elementary, the student follow steps of basic problem solving model with minimal guidance
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3.4 |
Produces and communicates information and ideas in appropriate formats
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3.4.1
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By the end of Upper Elementary, the student chooses the most appropriate format for presenting information, e.g., considers audience, length, type of information
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4 |
Independent Learning |
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The student who is an independent learner is information literate and pursues information related to personal interests |
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4.1 |
Seeks information related to various dimensions of personal well being, such as career interests, community involvment, health matters, and recreational pursuits
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4.1.1
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By the end of Upper Elementary, the student generally seeks information related to personal interest and well-being
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5 |
Independent Learning |
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The student who is an independent learner is information literate and appreciates literature and other creative expressions of information |
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5.1 |
Is a competent and self motivated reader
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5.1.1
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By the end of Upper Elementary, the student identifies characteristics of realistic ficiton, fantasy, science fiction, legends, fables and informational text representing a variety of cultures and time periods; analyzes elements of a story including theme and plot; communicates reaction to books read, e.g., book talks, reviews, dicussions and recommendations; reads award winners and/or honor books
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5.2 |
Derives measning from information presented creatively in a variety of formats
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5.2.1
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By the end of Upper Elementary, the student compares and contrasts information using various formats; interprets meaning of visual and/or aural messages
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5.3 |
Develops creative products in a variety of formats
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5.3.1
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By the end of Upper Elementary, the student applies knowledge from visual and/or aural messages in new context and products, e.g., maps dioramas, models and computer-generated posters
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6 |
Independent Learning |
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The student who is an independent learner is information literate and strives for excellence in information seeking and knowledge generation |
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6.1 |
Assesses the quality of the process and products of personal information seeking formats
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6.1.1
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By the end of Upper Elementary, the student implements the problem solving model to create a quality product, e.g., drafting/editing, revising
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6.2 |
Devises strategies for revising, improving, and updating self-generating knowledge
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6.2.1
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By the end of Upper Elementary, the student explains basic strategies for revising, improving, and updating work e.g., peer editing
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7 |
Social Responsibility |
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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 |
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7.1 |
Seeks information from diverse sources, contexts, disciplines, and cultures
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7.1.1
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By the end of Upper Elementary, the student accesses several information resources, e.g., public library, television/radio station, museum, newspaper office; compares and contrasts different cultures
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7.2 |
Respects the principle of equitable access to information
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7.2.1
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By the end of Upper Elementary, the student understands the concept of reserve system and shared access to limited resources
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8 |
Social Responsibility |
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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 |
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8.1 |
Respects the principles of intellectual freedom
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8.1.1
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By the end of Upper Elementary, the student defines or gives examples of intellectual freedom, e.g., freedom of speech, right to self-select certain topics/titles, movie ratings
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8.2 |
Respects the intellectual property rights
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8.2.1
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By the end of Upper Elementary, the student defines plagiarism and states the full citation of information uses for research
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8.3 |
Uses information technology responsibly
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8.3.1
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By the end of Upper Elementary, the student understands school guidelines for equipment use and uses equipment independently
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9 |
Social Responsibility |
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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 |
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9.1 |
Shares knowledge and information with others
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9.1.1
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By the end of Upper Elementary, the student discusses ideas with others in the group, listens well, and changes ideas when appropriate
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9.2 |
Respects others' ideas and backgrounds and acknowledges their contributions
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9.2.1
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By the end of Upper Elementary, the student responds respectfully to the points of view and ideas of others and acknowledges the contributions of each
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9.3 |
Collaborates with others, both in person and through technologies, to identify information problems and to seek their solutions
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9.3.1
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By the end of Upper Elementary, the student reviews
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9.4 |
Collaborates with others, both in person and through technologies, to design, develop, and evaluate information products and solutions
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9.4.1
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By the end of Upper Elementary, the student creates a simple, group information product with minimal guidance
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