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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 Middle School, the student reviews and extends
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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 Middle School, the student reviews and extends; uses footnotes and bibliographies for information and documentation
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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 Middle School, the student develops essential questions that go beyond fact-finding
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1.4 |
Identifies a variety of potential sources of information
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1.4.1
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By the end of Middle School, the student independently uses information sources and the accompanying technology, e.g., interlibrary loan, world wide web searches, government agencies, geographical dictionary
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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 Middle School, the student broadens location skills to include information found outside the library, e.g., virtual libraries, subject experts, field trips, museums; interacts with media of various types and lengths to gain information, e.g. indexes; including quotations and poetry, geographical dictionaries, historical atlases, constructs and electronic search, e.g. Boolean search, knowledge of search engines; 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 accuracy, relevance, and comprehensiveness
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2.1.1
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By the end of Middle School, the student compares and contrasts multiple sources to verify accuracy of information
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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 Middle School, the student determines how different points of view can influence the facts and opinions present in controversial issues
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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 Middle School, the student compares and contrasts sources to demonstrate misleading by slanting or by omission; identifies sources that protect against misleading information; demonstrates how misleading, slanting or omitting information can result in faulty conclusions
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2.4 |
Selects information appropriate to the problem or question at hand
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2.4.1
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The student broadens location skills to include information found outside the library,e.g., virtual libraries, subject experts, field trips, museums; interacts with media of various types and lengths to gain information, e.g., indexes; includes quotations and poetry, geographical dictionaries, historical atlases, constructs and electronic search, e.g., Boolean search, knowledge of search engines, reviews and extends.
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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 Middle School, the student organizes an information product, e.g., report, poster, display, electronic presentation, annotation
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3.2 |
Integrates new information into one's own knowledge
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3.2.1
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By the end of Middle School, the student synthesizes information on given topics from more than one source and more than one format to create new meanings, e.g., books, videos, audios
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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 Middle School, the student independently applies problem solving model with emphasis on rubrics
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3.4 |
Produces and communicates information and ideas in appropriate formats** **Students should be expanding their range of format as they work through the levels. School resources may influence range
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3.4.1
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By the end of Middle School, the student chooses the best format to present information and justifies the choice
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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 begin, such as career interest, community involvement, health matters, and recreational pursuits
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4.1.1
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By the end of Middle School, the student explores a range of sources 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 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 Middle School, the student identifies characteristics of autobiography, drama, short stories and mythology representing a variety of cultures and time periods; evaluates strengths and weaknesses of the literature read; reads self-selected material from outside the school, e.g., world wide web, public library, friend, home; reviews and extends
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5.2 |
Derives meaning from information presented creatively in a variety of formats
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5.2.1
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By the end of Middle School, the student analyzes and explains information presented in various formats; recognizes the relationships of parts and the whole in 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 Middle School, 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. Discussed under Standard 3, Benchmark 3 for the process
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6.1.1
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By the end of Middle School, the student analyzes the product for clarification, reorganization, and elimination of extraneous information
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6.2 |
Devises strategies for revising, improving, and updating self-generating knowledge (see glossary)
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6.2.1
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By the end of Middle School, the student selects and applies appropriate strategies for revising, improving and updating work e.g., proofreading
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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 |
Respects the principle of equitable access to information
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7.1.1
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By the end of Middle School, the student uses information resources efficiently so that they are available for others to use
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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 Middle School, the student participates in discussion about the First Amendment rights, responsibilities and intellectual freedom
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8.2 |
Respects intellectual property rights
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8.2.1
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By the end of Middle School, the student analyzes sources and/or products to determine the steps necessary to respect intellectual property rights, e.g., creation of research paper, development of a multimedia product
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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 Middle School, 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 learning 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 Middle School, the student seeks, communicates actively, and integrates information within a group to create a common product
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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 Middle School, the student encourages consideration of ideas and information from all group members
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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 Middle School, the student participates actively in discussions with others, in person and remotely through technologies, to analyze information problems and to suggest solutions
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9.4 |
Collaborates with others, both in person and through technologies, to design, develop, and evaluate information products and solutions. Discussed in Standard 9, Benchmark 3
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9.4.1
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By the end of Middle School, the student creates and evaluates a group product that communicates complex information and ideas
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