|
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 Pre-K - Kindergarten, the student states the problem or need for information
|
|
|
|
|
1.2 |
Recognizes that accurate and comprehensive information is the basis for intelligent decision making
|
|
|
1.2.1
|
By the end of Pre-K - Kindergarten, the student identifies the cover and spine of a book; identifies the concept of classification as it applies to locating accurate information, e.g., fiction vs. nonfiction subject areas (dogs, farming); develops the concept of giving credit to an information source
|
|
|
|
|
1.3 |
Formulates questions based on information needs
|
|
|
1.3.1
|
By the end of Pre-K - Kindergarten, the student formulates broad questions with prompting
|
|
|
|
|
1.4 |
Indentifies a variety of potential sources of information
|
|
|
1.4.1
|
By the end fo Pre-K - Kindergarten, the student recognies information appropriate to task, e.g., fiction, nonfiction
|
|
|
|
|
1.5 |
Develops and uses successful strategies for locating information
|
|
|
1.5.1
|
By the end of Pre-K - Kindergarten, the student locates the library media center with minimal supervision; listens to media of various types and lengths to gain information; recognizes and matches spine label to shelf location by the first letter; uses a teacher-directed problem solving strategy to locate information
|
|
|
|
|
|
|
|
|
|
2 |
Information Literacy |
|
The student who is information literate evaluates information critically and competently |
|
|
|
|
2.2 |
Distinguishes among fact, point of view, and opinion
|
|
|
2.2.1
|
By the end of Pre-K - Kindergarten, the student determines point of view, e.g, who is telling the story
|
|
|
|
|
|
|
|
|
|
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 Pre-K - Kindergarten, the student, after listening to, or viewing a selection, identifies ways of organizing information, e.g., graphic organizers with teacher guidance
|
|
|
|
|
3.2 |
Integrates new information into one's own knowledge
|
|
|
3.2.1
|
By the end of Pre-K - Kindergarten, the student draws conclusions from open ended selections
|
|
|
|
|
3.3 |
Applies information to critical thinking and problem solving
|
|
|
3.3.1
|
By the end of Pre-K - Kindergarten, the student recognizes steps in basic problem solving model with teacher guidance
|
|
|
|
|
3.4 |
Produces and communicates information and ideas in appropriate formats
|
|
|
3.4.1
|
by the end of Pre-K - Kindergarten, the student identifies various formats to share information, e.g., pictures, puppets, skits, videos
|
|
|
|
|
|
|
|
|
|
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 Pre-K - Kindergarten, the student occasionally seeks information related to personal interest, e.g., pets, hobbies, toys, favorite authors
|
|
|
|
|
|
|
|
|
|
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 Pre-K - Kindergarten, the student participates in and responds to oral language development experiences, e.g., nursery rhymes, finger plays, wordless picture books, poetry, stories tha rhyme, alphabet books, counting books, and concept books; identifies emotional reactions of story characters; shares library books with classmates and parents
|
|
|
|
|
5.2 |
Derives measning from information presented creatively in a variety of formats
|
|
|
5.2.1
|
By the end of Pre-K - Kindergarten, the student recognizes that different formats exist, e.g., video, CD-ROM, film, DVD, Internet, television, radio, art, theatre, concerts, field trips, photographs; understands the visual and/or aural message, e.g., retelling, pointing, matching, naming
|
|
|
|
|
5.3 |
Develops creative products in a variety of formats
|
|
|
5.3.1
|
By the end of Pre-K - Kindergarten, the student interprets a visual and/or aural message in a different format, e.g., dramatizes simple stories, uses posters, murals, and puppets
|
|
|
|
|
|
|
|
|
|
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 Pre-K - Kindergarten, the student retraces steps in a basic problem solving model with teacher prompts
|
|
|
|
|
|
|
|
|
|
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 Pre-K - Kindergarten, the student participates in library programs; participates in activities that represent a variety of cultures
|
|
|
|
|
7.2 |
Respects the principle of equitable access to information
|
|
|
7.2.1
|
By the end of Pre-K - Kindergarten, the student accompanies adult/parent to a library to check out materials
|
|
|
|
|
|
|
|
|
|
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 Pre-K - Kindergarten, the student discusses the role of ownership, e.g., author, illustrator, producer
|
|
|
|
|
8.3 |
Uses information technology responsibly
|
|
|
8.3.1
|
By the end of Pre-K - Kindergarten, the student uses equipment with guidance, for purposes intended
|
|
|
|
|
|
|
|
|
|
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 Pre-K - Kindergarten, the student shares information with others, e.g., show and tell
|
|
|
|
|
9.2 |
Respects others' ideas and backgrounds and acknowledges their contributions
|
|
|
9.2.1
|
By the end of Pre-K - Kindergarten, the student respects the ideas of others by listening, waiting for one's turn and using appropriate body language
|
|
|
|
|
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 Pre-K - Kindergarten, the student expresses own ideas appropriately, both individually and in a group setting
|
|
|
|
|
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 Pre-K - Kindergarten, the student creates a simple information product with guidance
|
|
|
|
|
|
|
|
|
|