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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 High 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 High School, the student reviews and extends; constructs appropriate bibliographic citations for research papers
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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 High School, the student revises questions as information needs change
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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 High School, the student recognizes alternative systems for organizing and accessing information, e.g., archives, government sources, and world wide web
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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 High School, the student locates information sources independently; interacts with media of various types and lengths to gain information, e.g. a periodical index in a variety of formats, government documents, sources of career information, online databases, interlibrary loan, or other media; refines electronic searches; 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 High School, the student judges accuracy and completeness of source(s) in relation to informational needs
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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 High School, the student assembles facts, opinions, and points of view as appropriate to the purpose of one's own work
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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 High School, the student judges and supports judgment of the degree of misleading information
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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 locates information sources independently;interacts with media of various types and lengths to gain information,e.g., a periodical index in a variety of formats, government documents, sources of career information, online databases, interlibrary loan, or other media; refines electronic searches; 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 High School, the student reviews and extends skills presented in the previous developmental level
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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 High School the student reviews and extends skills presented in the previous developmental level
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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 High School, the student independently applies problem solving model with emphasis on process evaluation
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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 High School, the student refines both selection of format and production skills
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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 High School, the student reviews and extends
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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 High School, the student identifies characteristics of essays representing a variety of cultures and time periods; recognizes use of more complex literary devices, such as tone, irony, mood, satire, symbolism, allusion, dialogue, diction, characters point of view, archetype, and analogy; reads self-selected material from outside the school, e.g. Interlibrary Loan (ILL), college library, bookstore; recognizes award winning authors/books and best sellers
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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 High School, the student evaluates strengths and weaknesses of the content of various formats; relates information and ideas from visual and/or aural messages to personal experiences
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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 High School, the student integrates knowledge from visual and/or aural messages to create new message, e.g., multimedia presentation and reports
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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 High School, the student evaluates the information-seeking process at each stage as it occurs and makes adjustments as necessary to improve both the process and product
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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 High School, the student recognizes gaps in one's own knowledge with minimal guidance and selects and applies appropriate strategies for filling them, e.g., peer review, focus groups, reaction panels, comparisons with models and trial and revision strategies
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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 High School, the student actively supports and/or creates strategies for ensuring equitable access to information 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 High School, the student will be able to discuss/debase both sides of an issue to show how access to information supports intellectual freedom and First Amendment Rights
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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 High School, the student cites sources properly, makes copies and incorporates texts and images only with appropriate copyright clearance, etc., when creating information products in order to avoid plagiarism
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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 High School, the student demonstrates proper use of electronic information, including network protocol, user privacy, and computer etiquette
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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 High School, the student helps groups move to consensus after substantive conversation and sharing among all members of the group
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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 High School, the student helps to organize and integrate the contributions of all the members of the group into information products
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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 High School, the student participates actively in discussion with others, in person and remotely through technologies, to devise solutions to informational problems that integrates group members' information and ideas
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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 High School, the student creates and evaluates complex information products that integrate information in a variety of formats
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