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Kansas Model Curricular Standards for
Library Media and Technology
June 13, 2007
www.ksde.org 120 SW 10th Avenue Topeka, Kansas 66612-1182 785-296-3201 785-296-7933 fax 785-296-6338 TTY
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Table of Contents
Kansas Library Media Writing Committee..................................................................... ........3
Preface.................................................................................................................................4
Purpose................................................................................................................................4
Information Power Standards................................................................................................7
Comparison Chart of National and Kansas Standards....................................................... ...7
KSDE Guidelines for 8th Grade Technology Literacy Assessment.........................................9
Standard 1 Benchmarks and Indicators.............................................................................10
Standard 2 Benchmarks and Indicators.............................................................................80
Standard 3 Benchmarks and Indicators.............................................................................108
Standard 4 Benchmarks and Indicators.............................................................................164
Standard 5 Benchmarks and Indicators.............................................................................192
Standard 6 Benchmarks and Indicators.............................................................................234
Standard 7 Benchmarks and Indicators.............................................................................262
Standard 8 Benchmarks and Indicators........................................................................... ..290
Standard 9 Benchmarks and Indicators.............................................................................318
Standard 10 Benchmarks and Indicators............................................................................346
Standard 11 Benchmarks and Indicators............................................................................360
Standard 12 Benchmarks and Indicators............................................................................402
Standard 13 Benchmarks and Indicators............................................................................430
Standard 14 Benchmarks and Indicators............................................................................458
Standard 15 Benchmarks and Indicators............................................................................500
Appendix A: Glossary......................................................................................................... ..542
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Library Media and Technology Standards Writing Committee
Dr. Mirah Dow, ChairEmporia State University
School of Library and Information Management
Jane MareschUSD 305 Salina
Carol Fax, Co-chairEmporia State UniversitySchool of Library and Information Management
Robie MartinUSD 503 Parsons
Beverley BullerUSD 373 Newton
Angie PriceUSD 363 Holcomb
Leslie CampbellUSD 497 Lawrence
Linda RobertsUSD 246 Northeast
Nina Flax
USD 421 Lyndon
Sheri Roberts
USD 259 Wichita
Janet FowlerUSD 259 Wichita
Rita SevartFriends University
Craig GerdesUSD 512 Shawnee Mission
Teri SnethenUSD 229 Blue Valley
Marcia HermanUSD 383 Manhattan-Ogden
Richard L. SoashUSD 268 Cheney
Jackie LakinKansas State Department of Education
Harry WilliamsNewton Public Library
Betsy LoseyFort Hays State University
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PREFACE
MISSION STATEMENTThe mission of the Kansas School Library Media and Technology Program is for all students in
Kansas to develop the skills, knowledge, and judgment to become efficient and effective lifelonglearners.
PURPOSEThe Kansas Library Media and Technology Standards meet the needs of Kansas' school libraries,administrators, and library media specialists, teachers, parents, and students by:
1. Dividing into specific developmental stages the national information literacy standards as noted
in the book Information Power: Building Partnerships for Learning (1998). Remove underlineand put book in italics.
2. Providing guidelines for the development and the expectations for school library mediaprograms; including aligned and integrated curriculum and instruction, diverse and appropriate
materials selection, and quality customer service.
3. Providing guidelines for the development and the expectations for technology and computerapplications programs, including aligned and integrated curriculum and instruction, experienceswith diverse and appropriate applications and technologies, and development of real worldskills.
This document demonstrates how the library media specialist plays a role that:
advocates a student-centered approach to reading, listening, and viewing thatemanates from individual interests and abilities;
expands student knowledge and skills for accessing information from diverse resourcesthat are required of successful individuals in the world wide economy;
encourages student growth to the fullest of his/her ability to extract and constructmeaning from information; and
encourages the integration of technology into the curriculum as a tool to improvingstudent learning and motivation.
Information Power: Building Partnerships for Learning remove underline and put name of book initalics (1998), with its delineation of the national information literacy standards, was the guidingsource in the development of this document. The national information literacy standards are thebasis for the school library media curriculum and the identification of the supporting materialsnecessary in school media centers for students to become lifelong learners who can access anduse information efficiently and effectively.
"From Information Power: Building Partnerships for Learning by American Association of School
Librarians and Association for Educational Communications and Technology. Copyright 1998American Library Association and Association for Educational Communications and Technology.Reprinted by permission of the American Library Association.
International Society for Technology in Education (ISTE) National Educational TechnologyStandards for Students (NET*S) is another guiding document used in the development of LibraryMedia & Technology Standards. ISTE is the professional education organization responsible forrecommending guidelines for accreditation to the National Council for Accreditation of TeacherEducation (NCATE), the official body for accrediting teacher preparation programs. NET*S
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guidelines include standards for technology literacy which served as the foundation for thetechnology standards.
The Partnership for 21st Century Skills served as a source for additional concepts for this document.The Partnership for 21st Century Skills is a leading advocacy organization focused on infusing 21stcentury skills into education. The partnership brings together the business community, educationleaders, and policymakers to create a vision for 21st century education that provides a learningenvironment that allows students to graduate from our schools with the skills needed to be effectivecitizens, workers, and leaders in the 21st century.
Since its beginning in 2002, the partnership has introduced a set of comprehensive tools to helpeducation stakeholders integrate 21st century skills into learning. The partnership defines six keyelements of 21st Century Learning. They are:
emphasize core subjects,
emphasize learning skills,
use 21st century tools to develop learning skills,
teach and learn in a 21st century context, and
use 21st century assessments that measure 21st century skills.
Organization of the DocumentThis document presents standards, benchmarks, and indicators. They are defined as:
Standard: A standard is a general statement of what a student should know and be ableto do in academic subjects. For the purpose of this document, standards are defined forinformation literacy, independent learning, and social responsibility. Other Kansascurricular standards have been correlated with the national literacy standards.
Benchmark: A benchmark is a specific statement of what a student should know at aspecific time. For the purpose of this document, benchmarks are written for pre-K though12.
Indicator: An indicator is a specific statement of knowledge or skills, which a studentdemonstrates in order to meet a benchmark. For the purpose of this document, indicatorsare written for pre-k, kindergarten, first, second, third, fourth, fifth, sixth, seventh, eighth,ninth, tenth, eleventh, and twelfth grade students. These grade levels provide for easieralignment to Library Media & Technology Standards with other Kansas standards andassessments. In addition, if a skill is mentioned in an indicator at one level, it is assumedto be a part of all indicators thereafter.
Kansas library media specialists, administrators, teachers, parents, and students will need to beprovided with the human and material resources necessary to implement and sustain exemplaryprograms for all students in Kansas.
If you are a studentyou will find the skills and abilities needed to become a proficient consumerand producer of information in a variety of sources and formats.
If you are a parentyou will find the expectations for your child so that when he/she becomes anadult, he/she will be a proficient consumer and producer of needed information.
If you are a library media specialistyou will find guidance in developing an exemplary librarymedia program that produces knowledgeable consumers of information and lifelong learners.
If you are a school technologist. . .you will find ideas on how to integrate various technologiesinto the learning environment to help students communicate, solve problems, and make decisions.
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If you are a teacheryou will find links that provide a working instructional partnership with youand your library media specialist across the curriculum.
If you are an administratoryou will find the guidelines for supporting and evaluating an
exemplary library media program that benefits the entire learning community.
Frequently Asked Questions
Q: Are the Kansas Library Media & the Kansas Technology Standards designed for use by theschool library media specialist/teacher librarian or school technologist?
A: The standards are for use in the library media & technology curriculum. However, thesestandards can be used by the library media specialist/teacher librarian and schooltechnologist as a collaborative tool to work with teachers on integrated assignments orprojects.
Q: Have state assessments been developed to accompany the Kansas Library Media & theKansas Technology Standards?
A: No. State assessments have not been designed to assess the 8th grade technologystandards. However, a locally designed and administered 8th grade technologyassessment is to be conducted at the district and/or school level and reported to KSDEannually. All 8th grade students including special education students are to be reported.Overall, the Library Media & Technology Standards are seen as a support for the curricularareas being assessed in core areas on the Kansas assessment.
Q: Are these standards mandatory?
A: No. They are to be used as a guide to determine what students should know and be ableto do at appropriate grade levels including the area of 8th grade technology literacy. Theyprovide support for the library media specialist/teacher librarian and school technologist
who are involved in developing the library media and technology program.
Q: Can the technology literacy assessment only be administered at the 8th grade?
A: Assessment information can be gathered over a period of years. For example, data can becollected in a portfolio during grades four, five, six, seven, and eight. The final results willbe reported to Kansas State Department of Education (KSDE) at the end of the 8th gradeyear.
Q: Can special education students at the 8th grade who take the Kansas Assessment ofModified Measures (KAMM) meet the requirement for the technology assessment?
A: KAMM should count for those students who take this alternate assessment at 8th grade.
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Comparison of Information Power Standards and Kansas Library Media & TechnologyStandards
Information Power Standards in the area of Information Literacy are the foundation for the KansasLibrary Media Standards. These information literacy standards are also incorporated into 21st
century skills indicators. For this document, standards used in information power are changed tobenchmarks.
Information Power Standards and IndicatorsInformation Literacy
Standard 1: The student who is information literate accesses information efficiently and effectively.Indicator 1. Recognizes the need for informationIndicator 2. Recognizes that accurate and comprehensive information is the basis for intelligent decision makingIndicator 3. Formulates questions based on information needsIndicator 4. Identifies a variety of potential sources of informationIndicator 5. Develops and uses successful strategies for locating information follow throughout
Standard 2: The student who is information literate evaluates information critically and competentlyIndicator 1. Determines accuracy, relevance, and comprehensivenessIndicator 2. Distinguishes among fact, point of view, and opinionIndicator 3. Identifies inaccurate and misleading informationIndicator 4. Selects information appropriate to the problem or question at hand
Standard 3: The student who is information literate uses information accurately and creatively
Indicator 1. Organizes information for practical applicationIndicator 2. Integrates new information into ones own knowledgeIndicator 3. Applies information to critical thinking and problem solvingIndicator 4. Produces and communicates information and ideas in appropriate formats
Independent Learning StandardsStandard 4: The student who is an independent learner is information literate and pursues information related to personal
interests.Indicator 1. Seeks information related to various dimensions of personal well-being, such as career interests, community
involvement, health matters, and recreational pursuitsIndicator 2. Designs, develops, and evaluates information products and solutions related to personal interests
Standard 5: The student who is an independent learner is information literate and appreciates literature and other creativeexpressions of information.
Indicator 1. Is a competent and self-motivated readerIndicator 2. Derives meaning from information presented creatively in a variety of formatsIndicator 3. Develops creative products in a variety of formats
Standard 6: The student who is an independent learner is information literate and strives for excellence in information seekingand knowledge generation
Indicator 1. Assesses the quality of the process and products of personal information seekingIndicator 2. Devises strategies for revising, improving, and updating work
Social Responsibility StandardsStandard 7: The student who contributes positively to the learning community and to society is information literate and
recognizes the importance of information to a democratic societyIndicator 1. Seeks information from diverse sources, contexts, disciplines, and culturesIndicator 2. Respects the principle of equitable access to information
Standard 8: The student who contributes positively to the learning community and to society is information literate and practicesethical behavior in regard to information and information technology
Indicator 1. Respects the principles of intellectual freedomIndicator 2. Respects intellectual property rightsIndicator 3. Uses information technology responsibly
Standard 9: The student who contributes positively to the learning community and to society is information literate andparticipates effectively in groups and to pursue and generate information.
Indicator 1. Shares knowledge and information with othersIndicator 2. Respects others ideas and backgrounds and acknowledges their contributionsIndicator 3. Collaborates with others, both in person and through technologies, to identify information problems and to seek their
solutionsIndicator 4. Collaborates with others, both in person and through technologies, to design, develop, and evaluate information
products and solutions
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NET*S for students are used as the framework for the technology literacy section of the LibraryMedia & Technology Standards. The technology foundation standards for students are divided intosix broad categories. These categories are called standards in the technology literacy section of thelibrary media and technology standards document, and the bulleted items become benchmarks.They are described below:
1 Basic operations and concepts (Standard 10)
students demonstrate a sound understanding of the nature and operation of technologysystem. (Benchmark 1);
students are proficient in the use of technology (Benchmark 2).
2 Social, ethical, and human issues (Standard 11)
students understand the ethical, cultural, and societal issues related to technology(Benchmark 1);
students practice responsible use of technology systems, information, and software(Benchmark 2); and
students develop positive attitudes toward technology uses that support lifelong learning,collaboration, personal pursuits, and productivity (Benchmark 3).
3 Technology productivity tools (Standard 12)
students use technology tools to enhance learning, increase productivity, and promotecreativity (Benchmark 1); and
students use productivity tools to collaborate in constructing technology-enhanced models,prepare publications, and produce other creative works (Benchmark 3).
4 Technology communications tools (Standard 13)
students use telecommunications to collaborate, publish, and interact with peers, experts,and other audiences (Benchmark 1); and
students use a variety of media and formats to communicate information and ideaseffectively to multiple audiences (Benchmark 2).
5 Technology research tools (Standard 14)
students use technology to locate, evaluate, and collect information from a variety ofsources (Benchmark 1);
students use technology tools to process data and report results (Benchmark 2); and
students evaluate and select new information resources and technological innovationsbased on the appropriateness for specific tasks (Benchmark 3).
6 Technology problem-solving and decision-making tools (Standard 15)
students use technology resources for solving problems and making informed decisions(Benchmarks 1-3); and
students employ technology in the development of strategies for solving problems in the
real world (Benchmark 4).
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Guidelines for the 8th Grade Technology Literacy Assessment
Enhancing Education Through TechnologyNCLB, Title II, D Goal 2-ATo assist every student in crossing the digital divide by ensuring that every student istechnologically literate by the time the student finishes the eighth grade, regardless of the studentsrace, ethnicity, gender, family income, geographic location, or disability.
DefinitionTechnology literacy is the ability of individuals to responsibly use appropriate technology tools to:access, manage, integrate, and evaluate information; construct new knowledge; and communicatewith others to improve learning and acquire lifelong knowledge and skills.
--Office of Educational Technology
A technology literate student is deemed to be proficient in the following areas: basic operations andconcepts, ethical, social and human issues, technology productivity, technology communication,technology research and technology as a problem-solving and decision-making tool.
-- National Educational Technology Standards(NET*S for Students)
Recommended Curriculum
KSDE developed state technology standards in 2006 based primarily on the NET*S for studentswhich can be accessed here. It is recommended that LEAs use this document as the primaryresource and adapt it for developing benchmarks, indicators, and instructional activities at eachgrade at the local district level.
Assessment MethodsThe type of assessment used is determined at the local level. The assessment may be:
knowledge based (test),
grades in a required 8th grade course ,
performance based (checklist/rubric),
e-portfolio based ,
project based, or
combination of any of the above.
These assessment strategies can be used with each standard individually or clustered where it isappropriate. They can be done in content areas or they can be done as a stand-alone effort.
LEAs must be able to provide to KSDE the percentage of 8th grade students at the technologyliteracy proficiency level at the completion of each school year.Documentation describing the assessment method used will also be required.
1. Percentage of 8th grade students at the technology literacy proficiency level.2. Describe what assessment method was used, why it was chosen, when it was given, and
how it was administered.
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Information Literacy Pre-Kindergarten
Standard 1: The student who is information literate accesses information efficiently and effectively.
Benchmark 1: The student recognizes the need for information.
Pre-Kindergarten Knowledge Base Indicators Instructional Examples
The student
states the problem or need for information.
The LMS/teacher librarian has the student
go to the school library media center, meet the library staffmembers, and participate in library activities.
NOTES:The LMS/teacher librarian encourages the public librarian to work with young patrons to meet this indicator when they visit the library withparents, family members, or with a daycare provider.
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Information Literacy Kindergarten
Standard 1: The student who is information literate accesses information efficiently and effectively.
Benchmark 1: The student recognizes the need for information.
Kindergarten Knowledge Base Indicators Instructional Examples
The student
states the problem or need for information.
The LMS/teacher librarian has the student
locate the school library media center, recognize library staffmembers, and participate in library activities.
NOTES:Students are encouraged to use the location and recognition skills they learned in the school library as they visit the public library.
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Information Literacy First Grade
Standard 1: The student who is information literate accesses information efficiently and effectively.
Benchmark 1: The student recognizes the need for information.
First Grade Knowledge Base Indicators Instructional Examples
The student
locates information appropriate to problems or needs.
The LMS/teacher librarian has the student
recognize that the school library media center has a variety ofbooks and materials that may be used and borrowed, andunderstands the importance of proper care of these materials.
NOTES:Students are encouraged to compare the resources available between the school library media center and the public library.
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Information Literacy Second Grade
Standard 1: The student who is information literate accesses information efficiently and effectively.
Benchmark 1: The student recognizes the need for information.
Second Grade Knowledge Base Indicators Instructional Examples
The student
locates information appropriate to problems or needs.
The LMS/teacher librarian has the student
understand that library books and materials are housed inspecific areas of the library media center.
NOTES:Students are encouraged to compare and contrast the differences of how books and materials are housed in the school library media center ascompared to the public library.
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Information Literacy Third Grade
Standard 1: The student who is information literate accesses information efficiently and effectively.
Benchmark 1: The student recognizes the need for information.
Third Grade Knowledge Base Indicators Instructional Examples
The student
determines the need for additional information.
The LMS/teacher librarian has the student
access the library media center facility, and ask for assistancein locating resources whenever an academic or personalinformation need arises.
NOTES:Students are encouraged to access information at the public library and when possible, meet with a reference librarian.
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Information Literacy Fourth Grade
Standard 1: The student who is information literate accesses information efficiently and effectively.
Benchmark 1: The student recognizes the need for information.
Fourth Grade Knowledge Base Indicators Instructional Examples
The student
determines the need for additional information.
The LMS/teacher librarian has the student
utilize the library media center facility, staff, and resourceswhenever an academic or personal information need arisesthrough exposure to a variety of problem-based scenarios.
NOTES:An example of problem-based scenarios may include issues related to social studies state standards topics.
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Information Literacy Fifth Grade
Standard 1: The student who is information literate accesses information efficiently and effectively.
Benchmark 1: The student recognizes the need for information.
Fifth Grade Knowledge Base Indicators Instructional Examples
The student
determines the need for additional information.
The LMS/teacher librarian has the student
utilize the library media center facility, staff, and resourceswhenever an academic or personal information need arisesthrough exposure to a variety of problem-based scenarios.
NOTES:An example of problem-based scenarios may include issues related to fifth grade content area topics (reading, math, science).
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Information Literacy Sixth Grade
Standard 1: The student who is information literate accesses information efficiently and effectively.
Benchmark 1: The student recognizes the need for information.
Sixth Grade Knowledge Base Indicators Instructional Examples
The student
reviews and extends skills in stating the problem or need forinformation, locating information appropriate to problems orneeds, and determining need for additional information.
The LMS/teacher librarian has the student
apply a research process and/or an information problem-solving model to decide what information is needed, findsources, use information, and check sources.
NOTES:Teach a problem-solving model such as The Handy 5, Big 6, and I Search.
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Information Literacy Seventh Grade
Standard 1: The student who is information literate accesses information efficiently and effectively.
Benchmark 1: The student recognizes the need for information.
Seventh Grade Knowledge Base Indicators Instructional Examples
The student
reviews and extends skills in stating the problem or need forinformation, locating information appropriate to problems orneeds, and determining need for additional information.
The LMS/teacher librarian has the student
apply a research process and/or an information problem-solving model to decide what information is needed, findsources, use information, and check sources.
NOTES:Teach a problem-solving model such as The Handy 5, Big 6, and I Search.
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Information Literacy Eighth Grade
Standard 1: The student who is information literate accesses information efficiently and effectively.
Benchmark 1: The student recognizes the need for information.
Eighth Grade Knowledge Base Indicators Instructional Examples
The student
reviews and extends skills in stating the problem or need forinformation, locating information appropriate to problems orneeds, and determining need for additional information.
The LMS/teacher librarian has the student
apply a research process and/or an information problem-solving model to decide what information is needed, findsources, use information, and check sources.
NOTES:Teach a problem-solving model such as The Handy 5, Big 6, and I Search.
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Information Literacy Ninth Grade
Standard 1: The student who is information literate accesses information efficiently and effectively.
Benchmark 1: The student recognizes the need for information.
Ninth Grade Knowledge Base Indicators Instructional Examples
The student
reviews and extends skills in stating the problem or need forinformation, locating information appropriate to problems orneeds, and determining need for additional information.
The LMS/teacher librarian has the student
apply a research process and/or an information problem-solving model to decide what information is needed, findsources, use information, and check sources.
NOTES:Teach a problem-solving model such as The Handy 5, Big 6, and I Search.
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Information Literacy Tenth Grade
Standard 1: The student who is information literate accesses information efficiently and effectively.
Benchmark 1: The student recognizes the need for information.
Tenth Grade Knowledge Base Indicators Instructional Examples
The student
reviews and extends skills in stating the problem or need forinformation, locating information appropriate to problems orneeds, and determining need for additional information.
The LMS/teacher librarian has the student
apply a research process and/or an information problem-solving model to decide what information is needed, findsources, use information, and check sources.
NOTES:Teach a problem-solving model such as The Handy 5, Big 6, and I Search.
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Information Literacy Eleventh Grade
Standard 1: The student who is information literate accesses information efficiently and effectively.
Benchmark 1: The student recognizes the need for information.
Eleventh Grade Knowledge Base Indicators Instructional Examples
The student
reviews and extends skills in stating the problem or need forinformation, locating information appropriate to problems orneeds, and determining need for additional information.
The LMS/teacher librarian has the student
apply a research process and/or an information problem-solving model to decide what information is needed, findsources, use information, and check sources.
NOTES:Teach a problem-solving model such as The Handy 5, Big 6, and I Search.
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Information Literacy Twelfth Grade
Standard 1: The student who is information literate accesses information efficiently and effectively.
Benchmark 1: The student recognizes the need for information.
Twelfth Grade Knowledge Base Indicators Instructional Examples
The student
reviews and extends skills in stating the problem or need forinformation, locating information appropriate to problems orneeds, and determining need for additional information.
The LMS/teacher librarian has the student
apply a research process and/or an information problem-solving model to decide what information is needed, findsources, use information, and check sources.
NOTES:Teach a problem-solving model such as The Handy 5, Big 6, and I Search.
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Judi started here
Information Literacy Pre-Kindergarten
Standard 1: The student who is information literate accesses information efficiently and effectively.
Benchmark 2: The student recognizes that accurate and comprehensive information is the basis for intelligentdecision-making.
Pre-Kindergarten Knowledge Base Indicators Instructional Examples
The student
1. identifies the cover and spine of a book.
2. identifies the concept of classification as it appeals to locatingaccurate information (e.g., fiction vs. nonfiction subject areas, [dogs,farming]).
3. develops the concept of giving credit to an information source.
The LMS/teacher librarian has the student
1. identify the cover and spine of a book.
2. with assistance, identify the concept of classification (e.g.,fiction vs. nonfiction areas)
3. with assistance, become aware of the concept of givingcredit to an information source.
NOTES:Parents, family members, and daycare providers are encouraged to have students identify parts of the book, create an awareness betweenfiction and nonfiction, and noticing the author and/or illustrators name(s).
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Information Literacy Kindergarten
Standard 1: The student who is information literate accesses information efficiently and effectively.
Benchmark 2: The student recognizes that accurate and comprehensive information is the basis for intelligentdecision-making.
Kindergarten Knowledge Base Indicators Instructional Examples
The student
1. identifies the cover and spine of a book.
2. identifies the concept of classification as it appeals to locatingaccurate information (e.g., fiction vs. nonfiction subject areas [dogs,farming]).
3. develops the concept of giving credit to an information source.
The LMS/teacher librarian has the student
1. identify the cover and spine of a book.
2. with guidance, identify the concept of classification (e.g., fictionvs. nonfiction areas).
3. with guidance, become aware of the concept of giving credit toan information source.
NOTES:
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Information Literacy First Grade
Standard 1: The student who is information literate accesses information efficiently and effectively.
Benchmark 2: The student recognizes that accurate and comprehensive information is the basis for intelligentdecision-making.
First Grade Knowledge Base Indicators Instructional Examples
The student
1. identifies and uses parts of a book to gather information forclassroom assignments (e.g., title page, glossary, index).
2. understands and uses subject headings/descriptors, authorsname, and titles and key words when using the automated catalog.
3. constructs a simple bibliography (works used) with author/title.
The LMS/teacher librarian has the student
1. identify parts of a book to gather information for classroomassignments (e.g., title page, glossary, index).
2. understand subject headings, authors names, and titles and keywords.
3. construct, with teacher assistance, a simple bibliography (worksused) with author/title.
NOTES:A simple bibliography, with teacher assistance, is to teach the importance of citing sources.
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Information Literacy Second Grade
Standard 1: The student who is information literate accesses information efficiently and effectively.
Benchmark 2: The student recognizes that accurate and comprehensive information is the basis for intelligentdecision-making.
Second Grade Knowledge Base Indicators Instructional Examples
The student
1. identifies and uses parts of a book to gather information forclassroom assignments (e.g., title page, glossary, index).
2. understands and uses subject headings/descriptors, authorsname, and titles and key words when using the automated catalog.
3. constructs a simple bibliography (works used) with author/title.
The LMS/teacher librarian has the student
1. identify parts of a book to gather information for classroomassignments (e.g., title page, glossary, and index).
2. understand subject headings, authors names, titles, and keywords.
3. construct a simple bibliography (works used) with author/title.
NOTES: Progress toward student independence in citing sources is emphasized.
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Information Literacy Third Grade
Standard 1: The student who is information literate accesses information efficiently and effectively.
Benchmark 2: The student recognizes that accurate and comprehensive information is the basis for intelligentdecision-making.
Third Grade Knowledge Base Indicators Instructional Examples
The student
1. expands identification and use of the parts of a book, includingthe appendix, bibliography, glossary, copyright date, publisher, titlepage, table of contents, index, and preface.
2. expands skills to include see and see also cross referencesand print/electronic indexes.
3. constructs a bibliography with full citation.
The LMS/teacher librarian has the student
1. expand identification and use of the parts of a book, includingappendix, bibliography, glossary, copyright date, publisher, title page,table of contents, index, and preface.
2. expand skills to include see and see also cross references andprint/electronic indexes.
3. construct, with teacher assistance, a bibliography (works used)with citation.
NOTES:Progress toward student independence in citing sources is emphasized.
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Information Literacy Fourth Grade
Standard 1: The student who is information literate accesses information efficiently and effectively.
Benchmark 2: The student recognizes that accurate and comprehensive information is the basis for intelligentdecision-making.
Fourth Grade Knowledge Base Indicators Instructional Examples
The student
1. expands identification and use of the parts of a book, includingthe appendix, bibliography, glossary, copyright date, publisher, titlepage, table of contents, index, and preface.
2. expands skills to include see and see also cross referencesand print/electronic indexes.
3. constructs a bibliography with full citation.
The LMS/teacher librarian has the student
1. expand identification and use of the parts of a book, includingappendix, bibliography, glossary, copyright date, publisher, title page,table of contents, index, and preface.
2. expand skills to include see and see also cross references andprint/electronic indexes.
3. construct, with teacher assistance, a bibliography (works used)with citation.
NOTES:Progress toward student independence in citing sources is emphasized.
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Information Literacy Fifth Grade
Standard 1: The student who is information literate accesses information efficiently and effectively.
Benchmark 2: The student recognizes that accurate and comprehensive information is the basis for intelligentdecision-making.
Third Grade Knowledge Base Indicators Instructional Examples
The student
1. expands identification and use of the parts of a book, includingthe appendix, bibliography, glossary, copyright date, publisher, titlepage, table of contents, index, and preface.
2. expands skills to include see and see also cross referencesand print/electronic indexes.
3. constructs a bibliography with full citation.
The LMS/teacher librarian has the student
1. expand identification and use of the parts of a book, includingappendix, bibliography, glossary, copyright date, publisher, title page,table of contents, index, and preface.
2. expand skills to include see and see also cross references andprint/electronic indexes.
3. construct a bibliography (works used) with citation.
NOTES:
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Information Literacy Sixth Grade
Standard 1: The student who is information literate accesses information efficiently and effectively.
Benchmark 2: The student recognizes that accurate and comprehensive information is the basis for intelligentdecision-making.
Sixth Grade Knowledge Base Indicators Instructional Examples
The student
uses appropriate editorial style for referencing documentation.
The LMS/teacher librarian has the student
1. independently use the parts of the book.
2. independently use see and see also cross reference.
3. with guidance, extend their use of print and electronic indexes.
4. with guidance, extend their use of bibliographies and footnotes toa larger variety of sources.
NOTES:The emphasis is on the process of correctly citing original sources.
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Information Literacy Seventh Grade
Standard 1: The student who is information literate accesses information efficiently and effectively.
Benchmark 2: The student recognizes that accurate and comprehensive information is the basis for intelligentdecision-making.
Seventh Grade Knowledge Base Indicators Instructional Examples
The student
uses appropriate editorial style for referencing documentation.
The LMS/teacher librarian has the student
1. independently use the parts of the book
2. independently use see and see also cross reference.
3. independently extend their use of print and electronic indexes.
4. independently use bibliographies and footnotes.
NOTES:
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Information Literacy Eighth Grade
Standard 1: The student who is information literate accesses information efficiently and effectively.
Benchmark 2: The student recognizes that accurate and comprehensive information is the basis for intelligentdecision-making.
Eighth Grade Knowledge Base Indicators Instructional Examples
The student
uses appropriate editorial style for referencing documentation.
The LMS/teacher librarian has the student
1. independently use the parts of the book
2. independently use see and see also cross reference.
3. independently extend their use of print and electronic indexes.
4. independently use bibliographies and footnotes.
NOTES:The emphasis is on achieving independence in using appropriate editorial style.
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Information Literacy Ninth Grade
Standard 1: The student who is information literate accesses information efficiently and effectively.
Benchmark 2: The student recognizes that accurate and comprehensive information is the basis for intelligentdecision-making.
Ninth Grade Knowledge Base Indicators Instructional Examples
The student
constructs appropriate bibliographic citations for researchpapers.
The LMS/teacher librarian has the student
view and use examples of school/department suggested stylesheet for documentation.
NOTES:
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Information Literacy Tenth Grade
Standard 1: The student who is information literate accesses information efficiently and effectively.
Benchmark 2: The student recognizes that accurate and comprehensive information is the basis for intelligentdecision-making.
Tenth Grade Knowledge Base Indicators Instructional Examples
The student
constructs appropriate bibliographic citations for researchpapers.
The LMS/teacher librarian has the student
view and use examples of school/department suggested stylesheet for documentation.
NOTES:
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Information Literacy Eleventh Grade
Standard 1: The student who is information literate accesses information efficiently and effectively.
Benchmark 2: The student recognizes that accurate and comprehensive information is the basis for intelligentdecision-making.
Eleventh Grade Knowledge Base Indicators Instructional Examples
The student
constructs appropriate bibliographic citations for researchpapers.
The LMS/teacher librarian has the student
review and compare various documenting styles.
NOTES:The LMS/Teacher librarian provides bibliographic instruction in preparation for post-secondary skills.
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Information Literacy Twelfth Grade
Standard 1: The student who is information literate accesses information efficiently and effectively.
Benchmark 2: The student recognizes that accurate and comprehensive information is the basis for intelligentdecision making.
Twelfth Grade Knowledge Base Indicators Instructional Examples
The student
constructs appropriate bibliographic citations for researchpapers.
The LMS/teacher librarian has the student
review and compare various documenting styles.
NOTES:The LMS/Teacher librarian provides bibliographic instruction in preparation for post-secondary skills.
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Information Literacy Pre-Kindergarten
Standard 1: The student who is information literate accesses information efficiently and effectively.
Benchmark 3: The student formulates questions based on information needs.
Pre-Kindergarten Knowledge Base Indicators Instructional Examples
The student
formulates broad questions with prompting.
The LMS/teacher librarian has the student
listen as the teacher models a broad question (e.g., wherewould you find a story book?).
NOTES:
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Information Literacy Kindergarten
Standard 1: The student who is information literate accesses information efficiently and effectively.
Benchmark 3: The student formulates questions based on information needs.
Pre-Kindergarten Knowledge Base Indicators Instructional Examples
The student
formulates broad questions with prompting.
The LMS/teacher librarian has the student
listen as the teacher models a broad question (e.g. wherewould you find a story book?).
NOTES:
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Information Literacy First Grade
Standard 1: The student who is information literate accesses information efficiently and effectively.
Benchmark 3: The student formulates questions based on information needs.
First Grade Knowledge Base Indicators Instructional Examples
The student
formulates broad questions with prompting.
The LMS/teacher librarian has the student
listen as the teacher models a broad question (e.g., wherewould you find a story book?) followed by a specific question(e.g., where would you find a book by Eric Carle?)).
NOTES:
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Information Literacy Second Grade
Standard 1: The student who is information literate accesses information efficiently and effectively.
Benchmark 3: The student formulates questions based on information needs.
Second Grade Knowledge Base Indicators Instructional Examples
The student
formulates broad questions with prompting.
The LMS/teacher librarian has the student
respond to the teachers broad question with a morespecific question of his/her own.
NOTES:
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Information Literacy Third Grade
Standard 1: The student who is information literate accesses information efficiently and effectively.
Benchmark 3: The student formulates questions based on information needs.
Third Grade Knowledge Base Indicators Instructional Examples
The student
refines questions as information needs change.
The LMS/teacher librarian has the student
listen as the teacher develops a list of guiding questionsabout a given topic.
NOTES:
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Information Literacy Fourth Grade
Standard 1: The student who is information literate accesses information efficiently and effectively.
Benchmark 3: The student formulates questions based on information needs.
Fourth Grade Knowledge Base Indicators Instructional Examples
The student
refines questions as information needs change.
The LMS/teacher librarian has the student
with assistance, develop a list of guiding questions about agiven topic.
NOTES:
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Information Literacy Fifth Grade
Standard 1: The student who is information literate accesses information efficiently and effectively.
Benchmark 3: The student formulates questions based on information needs.
Fifth Grade Knowledge Base Indicators Instructional Examples
The student
refines questions as information needs change.
The LMS/teacher librarian has the student
independently develop a list of guiding questions about a giventopic.
NOTES:
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Information Literacy Sixth Grade
Standard 1: The student who is information literate accesses information efficiently and effectively.
Benchmark 3: The student formulates questions based on information needs.
Sixth Grade Knowledge Base Indicators Instructional Examples
The student
develops essential questions that go beyond fact finding.
The LMS/teacher librarian has the student
with guidance, formulate two or three essential questionsrelevant to a topical assignment (e.g., what effects did theancient Aztecs have on todays society?).
NOTES:
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Information Literacy Seventh Grade
Standard 1: The student who is information literate accesses information efficiently and effectively.
Benchmark 3: The student formulates questions based on information needs.
Seventh Grade Knowledge Base Indicators Instructional Examples
The student
develops essential questions that go beyond fact finding.
The LMS/teacher librarian has the student
with assistance, formulate two or three essential questionsrelevant to a topical assignment (e.g., what are the effects of anatural disaster on a nations economy?).
NOTES:
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Information Literacy Eighth Grade
Standard 1: The student who is information literate accesses information efficiently and effectively.
Benchmark 3: The student formulates questions based on information needs.
Eighth Grade Knowledge Base Indicators Instructional Examples
The student
develops essential questions that go beyond fact finding.
The LMS/teacher librarian has the student
independently formulate two or three essential questionsrelevant to a topical assignment (e.g., what impact do shiftingpopulation demographics have on health care resources?).
NOTES:
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Information Literacy Ninth Grade
Standard 1: The student who is information literate accesses information efficiently and effectively.
Benchmark 3: The student formulates questions based on information needs.
Ninth Grade Knowledge Base Indicators Instructional Examples
The student
revises questions as information needs change.
The LMS/teacher librarian has the student
begin with an initial set of core questions and, with guidance,revise to reflect new or different information.
NOTES:
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Information Literacy Tenth Grade
Standard 1: The student who is information literate accesses information efficiently and effectively.
Benchmark 3: The student formulates questions based on information needs.
Tenth Grade Knowledge Base Indicators Instructional Examples
The student
revises questions as information needs change.
The LMS/teacher librarian has the student
begin with an initial set of core questions and, with assistance,revise to reflect new or different information.
NOTES:
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Information Literacy Eleventh Grade
Standard 1: The student who is information literate accesses information efficiently and effectively.
Benchmark 3: The student formulates questions based on information needs.
Eleventh Grade Knowledge Base Indicators Instructional Examples
The student
revises questions as information needs change.
The LMS/teacher librarian has the student
begin with an initial set of core questions and independentlyrevise to reflect new or different information.
NOTES:
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Information Literacy Twelfth Grade
Standard 1: The student who is information literate accesses information efficiently and effectively.
Benchmark 3: The student formulates questions based on information needs.
Twelfth Grade Knowledge Base Indicators Instructional Examples
The student
revises questions as information needs change.
The LMS/teacher librarian has the student
begin with an initial set of core questions and independentlyrevise to reflect new or different information.
NOTES:
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Information Literacy Pre-Kindergarten
Standard 1: The student who is information literate accesses information efficiently and effectively.
Benchmark 4: The student identifies a variety of potential sources of information.
Pre-Kindergarten Knowledge Base Indicators Instructional Examples
The student
recognizes information appropriate to task (e.g., fiction, non-fiction).
The LMS/teacher librarian has the student
identify visual cues that guide them through the library.
NOTES:Visual cues are likely to vary from library to library.
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Information Literacy Kindergarten
Standard 1: The student who is information literate accesses information efficiently and effectively.
Benchmark 4: The student identifies a variety of potential sources of information.
Kindergarten Knowledge Base Indicators Instructional Examples
The student
recognizes information appropriate to task (e.g., fiction, non-fiction).
The LMS/teacher librarian has the student
recognize the difference between fiction and nonfiction, realand make-believe.
NOTES:
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Information Literacy First Grade
Standard 1: The student who is information literate accesses information efficiently and effectively.
Benchmark 4: The student identifies a variety of potential sources of information.
First Grade Knowledge Base Indicators Instructional Examples
The student
identifies simple reference sources (e.g., pre-encyclopedias,dictionaries, atlases, book marked world wide web, and localexperts).
The LMS/teacher librarian has the student
identify a variety of simple reference sources provided by theLMS/teacher librarian.
NOTES:
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Information Literacy Second Grade
Standard 1: The student who is information literate accesses information efficiently and effectively.
Benchmark 4: The student identifies a variety of potential sources of information.
Second Grade Knowledge Base Indicators Instructional Examples
The student
identifies simple reference sources (e.g., pre-encyclopedias,dictionaries, atlases, book marked world wide web, and localexperts).
The LMS/teacher librarian has the student
1. introduce and practice the use of guide words in encyclopediasand dictionaries.
2. use last name to look up people in reference books.
NOTES:
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Information Literacy Third Grade
Standard 1: The student who is information literate accesses information efficiently and effectively.
Benchmark 4: The student identifies a variety of potential sources of information.
Third Grade Knowledge Base Indicators Instructional Examples
The student
selects the most appropriate reference sources of information(e.g., childrens periodicals, online databases, almanacs,thesauruses, primary sources, unabridged dictionaries,newspapers, television, and/or radio programs).
The LMS/teacher librarian has the student
with guidance, select the source that provides the bestinformation to answer questions posed by the LMS/teacherlibrarian.
NOTES:
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Information Literacy Fourth Grade
Standard 1: The student who is information literate accesses information efficiently and effectively.
Benchmark 4: The student identifies a variety of potential sources of information.
Fourth Grade Knowledge Base Indicators Instructional Examples
The student
selects the most appropriate reference sources of information(e.g., childrens periodicals, online databases, almanacs,thesauruses, primary sources, unabridged dictionaries,newspapers, television, and/or radio programs).
The LMS/teacher librarian has the student
with assistance, select the source that provides the bestinformation to answer questions posed by the LMS/teacherlibrarian.
NOTES:
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Information Literacy Sixth Grade
Standard 1: The student who is information literate accesses information efficiently and effectively.
Benchmark 4: The student identifies a variety of potential sources of information.
Sixth Grade Knowledge Base Indicators Instructional Examples
The student
independently uses information sources and theaccompanying technology (e.g., interlibrary loan, world wideweb searches, government agencies, and geographicaldictionary).
The LMS/teacher librarian has the student
1. explore online tutorials.
2. use a variety of library material formats as part of the researchprocess (e.g., print, nonprint, electronic, video, and audio).
3. understand that public library items may be placed on hold,reserved or ordered to meet information needs.
NOTES:
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Information Literacy Seventh Grade
Standard 1: The student who is information literate accesses information efficiently and effectively.
Benchmark 4: The student identifies a variety of potential sources of information.
Seventh Grade Knowledge Base Indicators Instructional Examples
The student
independently uses information sources and theaccompanying technology (e.g., interlibrary loan, world wideweb searches, government agencies, and geographicaldictionary).
The LMS/teacher librarian has the student
1. discuss search strategies and information retrieval methods withthe LMS/teacher librarian as needed.
2. understand there are many types of libraries that serve a varietyof purposes (e.g., school, public, academic, and government).
NOTES:
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Information Literacy Eighth Grade
Standard 1: The student who is information literate accesses information efficiently and effectively.
Benchmark 4: The student identifies a variety of potential sources of information.
Eighth Grade Knowledge Base Indicators Instructional Examples
The student
independently uses information sources and theaccompanying technology (e.g., interlibrary loan, world wideweb searches, government agencies, and geographicaldictionary).
The LMS/teacher librarian has the student
1. identify an information need.
2. select appropriate library material based on information, formatand communication need.
3. create an appropriate response utilizing the selected material(e.g., an interview, a report, a blog article).
NOTES:
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Information Literacy Ninth Grade
Standard 1: The student who is information literate accesses information efficiently and effectively.
Benchmark 4: The student identifies a variety of potential sources of information.
Ninth Grade Knowledge Base Indicators Instructional Examples
The student
recognizes alternative systems for organizing and accessinginformation (e.g., archives, government sources, digitalcollections, and electronic databases, paper and electronic
journals).
The LMS/teacher librarian has the student
1. understand that there are local and regional archival collectionsof various types.
2. understand that there are various kinds of resources available inpaper and electronic formats.
3. access government libraries and information services (e.g., Kan-Ed and university digital collections).
4. locate resources using title, subject, author, keyword andadvanced searches in the library catalog or with appropriate onlineresources (e.g., Boolean operators or limiters, copyright year, ormaterial type).
NOTES:
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Information Literacy Tenth Grade
Standard 1: The student who is information literate accesses information efficiently and effectively.
Benchmark 4: The student identifies a variety of potential sources of information.
Tenth Grade Knowledge Base Indicators Instructional Examples
The student
recognizes alternative systems for organizing and accessinginformation (e.g., archives, government sources, digitalcollections, and electronic databases, paper and electronic
journals).
The LMS/teacher librarian has the student
based on informed choices, select sources of informationappropriate to the information need (e.g., academic journals vs.popular periodicals).
NOTES:
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Information Literacy Eleventh Grade
Standard 1: The student who is information literate accesses information efficiently and effectively.
Benchmark 4: The student identifies a variety of potential sources of information.
Eleventh Grade Knowledge Base Indicators Instructional Examples
The student
recognizes alternative systems for organizing and accessinginformation (e.g., archives, government sources, digitalcollections, and electronic databases, paper and electronic
journals).
The LMS/teacher librarian has the student
1. understand the importance of diverse information and access toinformation in a democratic society.
2. identify a topic and share multiple perspectives.
NOTES:
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Information Literacy Twelfth Grade
Standard 1: The student who is information literate accesses information efficiently and effectively.
Benchmark 4: The student identifies a variety of potential sources of information.
Twelfth Grade Knowledge Base Indicators Instructional Examples
The student
recognizes alternative systems for organizing and accessinginformation (e.g., archives, government sources, digitalcollections, and electronic databases, paper and electronic
journals).
The LMS/teacher librarian has the student
1. understand that there are multiple classification schemes fororganizing content in the library.
2. view the Dewey Decimal system.
3. view the Library of Congress system for organizing information.
4. understand that there are specific content-based classificationsystems (e.g., music, mathematics, and law).
NOTES:
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Information Literacy Pre-Kindergarten
Standard 1: The student who is information literate accesses information efficiently and effectively.
Benchmark 5: The student develops and uses successful strategies for locating information.
Pre-Kindergarten Knowledge Base Indicators Instructional Examples
The student
1. locates the library media center with minimal supervision.
2. listens to media of various types and lengths to gain information.
3. recognizes and matches spine label to shelf.
The LMS/teacher librarian has the student
come to the library to check out books.
NOTES:
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Information Literacy Kindergarten
Standard 1: The student who is information literate accesses information efficiently and effectively.
Benchmark 5: The student develops and uses successful strategies for locating information.
Kindergarten Knowledge Base Indicators Instructional Examples
The student
1. locates the library media center independently and identifiessections (e.g., fiction and nonfiction reference).
2. interacts with media of various types and lengths to gaininformation (e.g., pictures, captions, text, icons, and CD-ROM).
3. recognizes the call number and alphabetizes to the first letterwith teacher guidance.
4. uses a teacher-directed problem solving strategy to locateinformation (e.g., The Handy 5, Big Six, and Little Three [seeglossary for citation]).
The LMS/teacher librarian has the student
locate books by the first letter on an authors last name.
NOTES:
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Information Literacy First Grade
Standard 1: The student who is information literate accesses information efficiently and effectively.
Benchmark 5: The student develops and uses successful strategies for locating information.
First Grade Knowledge Base Indicators Instructional Examples
The student
1. locates the library media center independently and identifiessections (e.g., fiction and nonfiction reference).
2. interacts with media of various types and lengths to gaininformation (e.g., pictures, captions, text, icons, and CD-ROM).
3. recognizes the call number and alphabetizes to the second letterwith teacher guidance.
4. uses a problem solving strategy to locate information (e.g., TheHandy 5, Big Six, and Little Three [see glossary for citation]).
The LMS/teacher librarian has the student
identify a book by the first two letters of an authors last name.
NOTES:
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Information Literacy Second Grade
Standard 1: The student who is information literate accesses information efficiently and effectively.
Benchmark 5: The student develops and uses successful strategies for locating information.
Second Grade Knowledge Base Indicators Instructional Examples
The student
1. locates the library media center independently and identifiessections (e.g., fiction and nonfiction reference).
2. interacts with media of various types and lengths to gaininformation (e.g., pictures, captions, text, icons, and CD-ROM).
3. recognizes the call number and alphabetizes to the second letterwith teacher guidance.
4. uses a problem solving strategy to locate information (e.g., TheHandy 5, Big Six, and Little Three [see glossary for citation]).
The LMS/teacher librarian has the student
alphabetize words, using packets of word pairs.
NOTES:
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Information Literacy Third Grade
Standard 1: The student who is information literate accesses information efficiently and effectively.
Benchmark 5: The student develops and uses successful strategies for locating information.
Third Grade Knowledge Base Indicators Instructional Examples
The student
1. locates nonfiction materials to demonstrate a basicunderstanding of the Dewey Decimal classification.
2. interacts with media of various types and lengths (e.g.,magazines, other indexing tools, dictionary for pronunciations,foreign language dictionaries, and junior thesauruses).
3. uses the call number to locate materials on the shelves.
4. reviews and extends.
The LMS/teacher librarian has the student
do a walking tour of non-fiction to introduce ten categories inthe Dewey Decimal System.
NOTES:
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Information Literacy Fourth Grade
Standard 1: The student who is information literate accesses information efficiently and effectively.
Benchmark 5: The student develops and uses successful strategies for locating information.
Fourth Grade Knowledge Base Indicators Instructional Examples
The student
1. locates nonfiction materials to demonstrate a basicunderstanding of the Dewey Decimal classification.
2. interacts with media of various types and lengths (e.g.,magazines, other indexing tools, dictionary for pronunciations,foreign language dictionaries, and junior thesauruses).
3. uses the call number to locate materials on the shelves.
The LMS/teacher librarian has the student
1. participate in a book-locating game/activity.
2. use the thesaurus to enhance voice in a six-trait writingassignment.
3. participate in a scavenger hunt to locate various media types inthe library.
NOTES:
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Information Literacy Fifth Grade
Standard 1: The student who is information literate accesses information efficiently and effectively.
Benchmark 5: The student develops and uses successful strategies for locating information.
Fifth Grade Knowledge Base Indicators Instructional Examples
The student
1. locates nonfiction materials to demonstrate a basicunderstanding of the Dewey Decimal classification.
2. interacts with media of various types and lengths (e.g.,magazines, other indexing tools, dictionary for pronunciations,foreign language dictionaries, and junior thesauruses).
3. uses the call number to locate materials on the shelves.
The LMS/teacher librarian has the student
use Dewey classification categories to organize a group ofmaterials by title.
NOTES:
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Information Literacy Sixth Grade
Standard 1: The student who is information literate accesses information efficiently and effectively.
Benchmark 5: The student develops and uses successful strategies for locating information.
Sixth Grade Knowledge Base Indicators Instructional Examples
The student
1. locates information found outside of the library (e.g., virtuallibraries, subject experts, field trips, and museums).
2. interacts with media of various types and lengths (e.g., indexes,including quotations and poetry, geographical dictionaries, andhistorical atlases).
3. conducts an electronic search.
The LMS/teacher librarian has the student
1. practice downloading digital images from a teacher-approved site(e.g., Kansas Historical Society).
2. conduct a teacher-directed electronic search.
NOTES:
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Information Literacy Seventh Grade
Standard 1: The student who is information literate accesses information efficiently and effectively.
Benchmark 5: The student develops and uses successful strategies for locating information.
Seventh Grade Knowledge Base Indicators Instructional Examples
The student
1. locates information found outside of the library (e.g., virtuallibraries, subject experts, field trips, and museums).
2. interacts with media of various types and lengths (e.g., indexes,including quotations and poetry, geographical dictionaries, andhistorical atlases).
3. conducts an electronic search (e.g., key word, title, author,subject).
The LMS/teacher librarian has the student
identify local off-campus sources of information relative to aspecific topic.
NOTES:
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Information Literacy Eighth Grade
Standard 1: The student who is information literate accesses information efficiently and effectively.
Benchmark 5: The student develops and uses successful strategies for locating information.
Eighth Grade Knowledge Base Indicators Instructional Examples
The student
1. locates information found outside of the library (e.g., virtuallibraries, subject experts, field trips, and museums).
2. interacts with media of various types and lengths (e.g., indexes,including quotations and poetry, geographical dictionaries, andhistorical atlases).
3. conducts an electronic search.
The LMS/teacher librarian has the student
participate in a curriculum based web quest.
NOTES:
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Information Literacy Ninth Grade
Standard 1: The student who is information literate accesses information efficiently and effectively.
Benchmark 5: The student develops and uses successful strategies for locating information.
Ninth Grade Knowledge Base Indicators Instructional Examples
The student
1. locates information sources independently.
2. interacts with media of various types and lengths (e.g., periodicalindex in a variety of formats, government documents, sources ofcareer information, online databases, interlibrary loan, or othermedia).
3. refines electronic searches.
The LMS/teacher librarian has the student
critically review two or more web sites according to a list ofcriteria.
NOTES:
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Information Literacy Tenth Grade
Standard 1: The student who is information literate accesses information efficiently and effectively.
Benchmark 5: The student develops and uses successful strategies for locating information.
Tenth Grade Knowledge Base Indicators Instructional Examples
The student
1. locates information sources independently.
2. interacts with media of various types and lengths (e.g., periodicalindex in a variety of formats, government documents, sources ofcareer information, online databases, interlibrary loan, or othermedia).
3. refines electronic searches.
The LMS/teacher librarian has the student
do a group project to identify and locate useful information onmajor issues of an era.
NOTES:
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Information Literacy Eleventh Grade
Standard 1: The student who is information literate accesses information efficiently and effectively.
Benchmark 5: The student develops and uses successful strategies for locating information.
Eleventh Grade Knowledge Base Indicators Instructional Examples
The student
1. locates information sources independently.
2. interacts with media of various types and lengths (e. g.,periodical index in a variety of formats, government documents,sources of career information, online databases, interlibrary loan, orother media).
3. refines electronic searches.
The LMS/teacher librarian has the student
1. introduce an interest inventory pertaining to college choices orcareer fields.
2. use electronic government documents to obtain income taxforms.
NOTES:
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Information Literacy Twelfth Grade
Standard 1: The student who is information literate accesses information efficiently and effectively.
Benchmark 5: The student develops and uses successful strategies for locating information.
Twelfth Grade Knowledge Base Indicators Instructional Examples
The student
1. locates information sources independently.
2. interacts with media of various types and lengths (e.g., periodicalindex in a variety of formats, government documents, sources ofcareer information, online databases, interlibrary loan, or othermedia).
3. refines electronic searches.
The LMS/teacher librarian has the student
create a portfolio of narrative video clips, newspaper articles,etc. on a particular current event.
NOTES:
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Information Literacy Pre-Kindergarten
Standard 2: The student who is information literate evaluates information critically and competently.
Benchmark 1: The student determines accuracy, relevance, and comprehensiveness.
Pre-Kindergarten Knowledge Base Indicators Instructional Examples
The student
with assistance, defines and gives examples of accurateinformation.
The LMS/teacher librarian has the student
1. identify themselves by name.
2. identify the schools name.
3. identify other personnel (e.g., the LMS/Teacher librarianprincipal, teacher).
NOTES:Information resources could be photographs.
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Information Literacy Kindergarten
Standard 2: The student who is information literate evaluates information critically and competently.
Benchmark 1: The student determines accuracy, relevance, and comprehensiveness.
Kindergarten Knowledge Base Indicators Instructional Examples
The student
with assistance, defines and gives examples of accurateinformation.
The LMS/teacher librarian has the student
brainstorm as a group what sources of information are in theirlives (e.g., television, newspaper, magazine, books, andelectronic information).
NOTES:
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Information Literacy First Grade
Standard 2: The student who is information literate evaluates information critically and competently.
Benchmark 1: The student determines accuracy, relevance, and comprehensiveness.
First Grade Knowledge Base Indicators Instructional Examples
The student
with assistance, defines and gives examples of accurateinformation.
The LMS/teacher librarian has the student
1. in a group, examine several resources in various formats andcompare, discuss, evaluate, and choose the best resources for aspecific topic or learning activity. Repeat activity several times usingother resources and topics.
2. create two different party invitations, one containing accurate
location, date and time and the other with inaccurate information(e.g., moons, mars, on Jan. 43rd. Discuss which is accurateinformation).*
*The above information was adopted from Public Schools of NorthCarolina NC Standard Course of Study
NOTES:
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Information Literacy Second Grade
Standard 2: The student who is information literate evaluates information critically and competently.
Benchmark 1: The student determines accuracy, relevance, and comprehensiveness.
Second Grade Knowledge Base Indicators Instructional Examples
The student
defines and gives examples of accurate information.
The LMS/teacher librarian has the student
1. brainstorm with the LMS examples from various sources withstudents whether they reflect fact or opinion.
2. discuss which types of sources give the most accurate
information (e.g., does a web page written by a 5th grader giveaccurate information about how to drive a car?).*
*The above information was adopted from Pittsburg, Kansas SchoolsLM Standards
NOTES:
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Information Literacy Third Grade
Standard 2: The student who is information literate evaluates information critically and competently.
Benchmark 1: The student determines accuracy, relevance, and comprehensiveness.
Third Grade Knowledge Base Indicators Instructional Examples
The student
seeks multiple sources to verify accuracy of information (e.g.,current and appropriate, according to copyright date).
The LMS/teacher librarian has the student
1. work with LMS/Teacher librarian to locate resources in librarycirculation and identify copyright date.
2. learn to look for copyright dates in books that contain informationthat may change over time, such as books about space ortechnology.
3. examine some outdated sources, such as atlases where names
of countries have changed.*
*The above information was adopted from Pittsburg, Kansas SchoolsLM Standards
NOTES:
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Information Literacy Fourth Grade
Standard 2: The student who is information literate evaluates information critically and competently.
Benchmark 1: The student determines accuracy, relevance, and comprehensiveness.
Fourth Grade Knowledge Base Indicators Instructional Examples
The student
seeks multiple sources to verify accuracy of information, (e.g.,current and appropriate, according to copyright date andauthority).
The LMS/teacher librarian has the student
1. use several different sources for a research project, comparinginformation found in various sources.
2. discuss how to best determine the accuracy of materials, such as
checking copyright date, authority of author, and research-base ofmaterial.*
*The above information was adopted from Pittsburg, Kansas SchoolsLM Standards
NOTES:
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Information Literacy Fifth Grade
Standard 2: The student who is information literate evaluates information critically and competently.
Benchmark 1: The student determines accuracy, relevance, and comprehensiveness.
Fifth Grade Knowledge Base Indicators Instructional Examples
The student
seeks multiple sources to verify accuracy of information (e.g.,current and appropriate, according to copyright date andauthority, bias).
The LMS/teacher librarian has the student
1. use several different sources for a research project, comparinginformation found in various sources.
2. discuss how to best determine the accuracy of materials, such aschecking copyright date, authority of author, and research-base ofmaterial.
*Adopted from Pittsburg, Kansas Schools LM Standards
3. introduce the concept of bias, showing examples of an authors pointof view (e.g., newspaper coverage showing more about boys sportsthan girls sports).
NOTES:
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Information Literacy Sixth Grade
Standard 2: The student who is information literate evaluates information critically and competently.
Benchmark 1: The student determines accuracy, relevance, and comprehensiveness.
Sixth Grade Knowledge Base Indicators Instructional Examples
The student
compares and contrasts two sources to verify accuracy andrelevance of information.
The LMS/teacher librarian has the student
1. use several different sources for a research project, comparinginformation found in various sources, current and appropriateaccording to copyright date, authority, and bias.
2. compare materials written by two opposing view points, such as,
a book funded by the National Rifle Association and one written bycouncil advocating more gun control.*
*The above information was adopted from Pittsburg, Kansas SchoolsLM Standards
NOTES:
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Information Literacy Seventh Grade
Standard 2: The student who is information literate evaluates information critically and competently.
Benchmark 1: The student determines accuracy, relevance, and comprehensiveness.
Seventh Grade Knowledge Base Indicators Instructional Examples
The student
compares and contrasts multiple sources and formats withassistance to verify accuracy and relevance of information.
The LMS/teacher librarian has the student
1. use several different sources for a research project, comparinginformation found in various sources, current and appropriateaccording to copyright date, authority, and bias.
2. discuss about how to best determine the accuracy of materials,
such as checking copyright date, authority of author, and research-base of material.*
*The above information was adopted from Pittsburg, Kansas SchoolsLM Standards
NOTES:
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Information Literacy Eighth Grade
Standard 2: The student who is information literate evaluates information critically and competently.
Benchmark 1: The student determines accuracy, relevance, and comprehensiveness.
Eighth Grade Knowledge Base Indicators Instructional Examples
The student
compares and contrasts multiple sources and formats withassistance to verify accuracy and relevance of information.
The LMS/teacher librarian has the student
1. use several different sources for a research project, comparinginformation found in various sources, current and appropriateaccording to copyright date, authority, and bias.
2. discuss about how to best determine the accuracy of materials,such as checking copyright date, authority of author, and research-base of material.
NOTES:
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