Library
Media Curriculum
The
Grosse Pointe
Public
School System
the
The mission of the library media program is to ensure that
students and staff are effective users of ideas and information.
This mission is accomplished by:
· Providing intellectual and
physical access to materials in all formats,
· Providing instruction to
foster competence and stimulate interest in reading, viewing and using
information and ideas,
· Collaborating with other
educators to design learning strategies to meet the needs of individual
students,
· Inspiring
appreciation and enjoyment of reading.
-Adapted from Information Power: Guidelines
for School Library Media Programs (1988) as presented in Information
Literacy Standards for Student Learning (1988)
The committee began its work in November of 1999. The first
step was to review curricula from other districts. Next, we invited Dr. Carol
Doll, a professor from the Library Science program at
Curricular Area: Information Literacy
Standard: The student who is information
literate accesses information efficiently and effectively.
|
Concepts and Skills: The student |
Benchmarks: The student |
Examples where library may support
classroom curriculum and instruction |
Evaluative Criteria |
Example Activities for Direct
Instruction |
|
Recognizes the need for information. |
· Understands
that one idea connects to other ideas as well as other issues that may be
involved in the main issue. CS · Clearly
states an information question. CS |
· Language Arts
Curriculum: Gr. 1 II B 5 Gr. 4 II A 2 Gr. 5 II A 6 · Social
Studies Curriculum: Inquiry |
Basic: Gives examples of situations in which additional
information (beyond one’s own knowledge) is needed to resolve an information
problem or question. Proficient: When faced with an information problem or
question, determines whether additional information (beyond one’s own
knowledge) is needed to resolve it. Exemplary: Assesses whether a range of information
problems or questions can be resolved based on one’s own knowledge or whether
additional information is required. |
|
|
Recognizes that accurate and
comprehensive information is the basis for intelligent decision making. |
· Understands
that there is information on more than one side of an issue and remains open
to other perspectives. CS · Judges the
completeness of the information before making a decision. CS |
· Language Arts
Curriculum: Gr. 4 II B 4 Gr. 5 II B 3 · Social
Studies Curriculum: Inquiry |
Basic: Selects examples of accurate and inaccurate information
and of complete and incomplete information for decision making. Proficient: Explains the differences between accurate
and inaccurate information for decision making. Exemplary: Judges the quality of decisions in terms of the accuracy
and completeness of the information on which they were based. |
|
|
Formulates questions based on information
needs. |
· Formulates a
research question or thesis statement. CS · Uses
alternate keywords to expand or refine a search. Gr. 4-5 DI · Changes and
refines the question(s) as the research proceeds by developing essential
questions that go beyond simple fact-finding and that promote thoughtful
interpretation, synthesis, and presentation of newly found knowledge. CS |
· Language Arts
Curriculum: Gr. 3 II B 5 Gr. 4 II A 2 Gr. 5 II B 1 · Social Studies Curriculum: Inquiry |
Basic: States at least one broad question that will help in
finding needed information. Proficient: States both broad and specific questions
that will help in finding needed information. Exemplary: Revises, adds, and deletes questions as
information needs change |
. · Fifth grade students researching weather
topics for science brainstorm, in groups, different ways to search for their
topic. |
|
Identifies a variety of potential sources
of information. |
· Uses the
online catalog as a general index to the library media center. Gr. 3-4 DI · Identifies
encyclopedias, almanacs,
ztlases, indexes, etc. in both print
and non-print forms. Gr. 5 DI · Uses
databases and Internet resources. Gr. 5 DI · Uses the
online catalog to
access materials in libraries using
advanced searching techniques. Gr. 6-8 DI · Uses
strategies for locating a variety of formats to satisfy information needs,
including print, non-print, and electronic, as well as human resources of
varying points of view and depths of coverage. CS · Differentiates
between primary and secondary sources. CS |
· Language Arts
Curriculum: Gr. 3 II B 5 Gr. 4 II A 6 Gr. 5 II B 5 Gr. 8 II A 3 Gr. 9 II A 2 · Language Arts
Curriculum: Gr. 5 I A 5 · Social
Studies Curriculum: Inquiry · Technology
Curriculum: Grades 4&5
|
Basic: Lists several sources of information and explains the kind
of information found in each. Proficient: Brainstorms a range of sources of
information that will meet an information need. Exemplary: Uses
a full range of information sources to meet differing information needs. |
· Third grade students find non-fiction
books about planets using the ibrary’s
on-line catalog. |
|
Develops and uses successful strategies
for locating information. |
· Identifies
distinct areas of the library media center and what materials are contained
in the collections: reference, nonfiction, biography, etc. Gr. 1-2 DI · Uses the
table of contents and index to locate information. Gr. 2 DI · Uses the
system of organization for non-fiction materials to locate a book. Gr. 4-5
DI · Identifies
characteristics of a source (tables of abbreviations, map keys, special
indexes, etc.) to determine how best to use it. Gr. 5 DI · Uses an
almanac and atlas as a source of information. Gr. 6-8 DI · Uses an
online periodical service to access an article and identify the citation. Gr.
6-8 DI · Broadens
or narrows a search as needed using keywords Gr. 6-8 DI · Broadens or
narrows a search using boolean operators. Gr.
9-12 DI · Uses World
Wide Web search engines and search directories. Gr. 6-8 DI · Uses the
World Wide Web to conduct an advance search on a topic. Gr. 9-12 DI · Accesses a
magazine article using a magazine index. Gr. 9-12 DI · Accesses a
newspaper article Gr. 9-12 DI |
· Social
Studies Curriculum: |
Basic: Lists some ideas for how to identify and find needed
information. Proficient: Explains and applies a plan to access
needed information. Exemplary: Formulates and revises plans for
accessing information for a range of needs and situations. |
· Second
graders go on a “Scavenger Hunt” in the library to locate different
collections. · Social Studies, Grade 4: Students locate non-fiction
materials on |
DI = Direct Instruction by library media
specialist
CS = Benchmarks related to other curricula
where library media specialist may provide classroom support
No grade level indicated = K-12 strand
Curricular Area: Information Literacy
Content Standard: The student who is
information literate evaluates information critically and competently
|
Concepts and Skills: The student |
Benchmark: The student |
Examples where library may support
classroom curriculum and instruction |
Evaluative Criteria |
Example Activities |
|
Determines accuracy, relevance, and
comprehensiveness. |
· Identifies
the authority and currency of both print and non-print sources to determine
their relevance. Gr. 4-5 DI · Identifies the authority and currency of
World Wide Web sites. Gr. 6-8 DI · Identifies
the authority, comprehensiveness, accuracy and currency of World Wide Web
sites. Gr. 9-12 DI · Realizes there will be conflicting
statements in different sources. CS |
· Science
Curriculum: Grade 4 · Social
Studies Curriculum: Inquiry |
Basic: Defines or gives examples of the terms “accuracy,”
“relevance,” and “comprehensiveness”. Proficient: Compares and
contrasts sources related to a topic to determine which are more accurate,
relevant, and comprehensive. Exemplary: Judges the accuracy, relevance, and
completeness or sources and information in relation to a range of topics and
information problems. |
· While
researching information for a class assignment, students will be instructed
on criteria used to evaluate the content of a web site and then apply the
criteria to the web sites used. |
|
Distinguishes among fact, point of view,
and opinion. |
· Recognizes
that a topic may be presented from different points of view. CS · Knows when
facts must be used, when opinions can be used, and how the validity of
opinions can be verified. CS · Determines how different points of
view can influence the facts and opinions presented in
controversial issues. CS |
· Language Arts
Curriculum: Gr. 4 II A 4 Gr. 5 II A 3 · Social
Studies Curriculum: Inquiry |
Basic: Recognizes fact, opinion, and point of view in various
information sources and products. Proficient: Explains how fact, opinion, and point of
view are different from one another. Exemplary: Assembles facts,
opinions, and point of view as appropriate in one’s own work. |
|
|
Identifies inaccurate and misleading
information. |
· Differentiates
between misinterpreted or misstated facts and inaccuracies that are based on
opinion. CS · Identifies
inaccuracies caused by leaving out or slanting information. CS · Determines
inaccuracies by gathering and comparing information from a wide range of
sources. CS |
· Language Arts
Curriculum: Gr. 6 II A 4 Gr. 7 II A 5 Gr. 8 II A 4 Gr. 9 II A 5 · Social
Studies Curriculum: |
Basic: Recognizes inaccurate or misleading information in
information sources and products. Proficient: Explains why inaccurate and misleading
information can lead to faulty conclusions. Exemplary: Judges and supports judgements
of the degree of inaccuracy, bias, or misleading information in information
sources and products. |
|
|
Selects information appropriates to the
problem or question at hand. |
· Determines
which reference source to use when given an information problem or question. Gr.
3-5 DI · Interprets
charts, tables, and graphs. CS · Selects the
main ideas and supporting details that accurately and comprehensively
to meet their specific information needs. CS · Uses
librarian to revise topics and search strategies as he/she uncovers
information that may not fit with previous knowledge or that offers a new
direction on that topic. CS |
· Language Arts
Curriculum: Gr. 2 II A 9
Gr. 8 II A 3 · Language Arts
Curriculum: Gr. 1 II B 3
Gr. 9 II A 2 · Social
Studies Curriculum: Public
Discourse |
Basic: Recognizes information that is applicable to a specific
information problem or question. Proficient: Analyzes information from
a variety of sources to determine its applicability to a specific information
problem or question. Exemplary: Integrates accurate, relevant, and
comprehensive information to resolve an information problem or question |
· Fifth grade
students decide whether to use an almanac or an encyclopedia to solve their
information questions. |
DI = Direct Instruction by library media
specialist
CS = Benchmarks related to other curricula
where library media specialist may provide classroom support
No grade level indicated = K-12 strand
Curricular Area: Information Literacy
Content Standard: The student who is
information literate uses information accurately and creatively.
|
Concepts and Skills: The student |
Benchmark: The student |
Examples where library may support
classroom curriculum and instruction |
Evaluative Criteria |
Example Activities |
|
Organizes information for practical
application. |
used for various library collections. Gr.
2-4, 6, 9 DI · Understands the intended audience, the demands of the
presentation format, and the essential ideas in the topic or issue being
presented. CS |
· Language Arts
Curriculum:\ Gr. 1-9 IV A 1 |
Basic: Describes several ways to organize information—for
example, chronologically, topically, and hierarchically. Proficient: Organizes
information in different ways according to the information problem. Exemplary: Organizes an information product that
presents different types of information in the most effective ways. |
· Library
Orientation at grades 6 and 9. |
|
Integrates new information into one’s own
knowledge. |
· Draws
conclusions by developing new ideas based on the information gathered and
connecting new ideas with prior knowledge. CS |
· Language Arts
Curriculum: Gr. 2 I A 8 · Language Arts
Curriculum: Gr. 5 I A 8 |
Basic: Recognizes and understands new information and ideas. Proficient: Draws conclusions by combining what is
already known about a topic with new information. Exemplary: Integrates one’s own previous knowledge
with information from a variety of sources to create new meaning. |
|
|
Applies information in critical thinking
and problem solving. |
· State
possible solutions based on information gathered. CS · Demonstrates
knowledge of a variety of strategies for problem- solving. CS · |
Social Studies Curriculum: Public
Discourse |
Basic: Identifies information that meets a particular information
need. Proficient: Uses information from a variety of
sources to resolve an information problem or question. Exemplary: Devises creative approaches to using
information to resolve information problems or questions. |
|
|
Produces and communicates information and
ideas in appropriate formats. |
· Provides
information using applicable and appropriate information in the library media
center to prepare and present information. CS · Selects the
format that most closely matches the needs of the intended audience. CS
· Matches the
format to the nature and complexity of ideas being presented. CS |
· Language Arts
Curriculum: Gr. K-9 IV · Technology
Curriculum: Gr. 3-4
Desktop Publishing or Multimedia |
Basic: Names a variety of different formats for presenting
different kinds of information. Proficient: Chooses an appropriate
format for presenting information bases on the information itself, the
audience, and the nature of the information problem or question. Exemplary:
Chooses the most appropriate format for presenting information and
justifies that choice. |
|
DI = Direct Instruction by library media
specialist
CS = Benchmarks related to other curricula
where library media specialist may provide classroom support
No grade level indicated = K-12 strand
Curricular Area: Independent Learning
Content Standard: The student who is an
independent learner pursues information related to personal interests.
|
Concepts and Skills: The student |
Benchmarks: The student |
Examples where library may support
classroom curriculum and instruction |
Evaluative Criteria |
Example Activities |
|
Seeks information related to various
dimensions of personal well being such as career interests, community
involvement, health matters, and recreational pursuits. |
· Uses the same
criteria and strategies to locate and use information on personal topics as
he/she uses for academic topics. CS · Tests his/her
understanding of information literacy strategies by using them for real-life
purposes. CS |
· Language Arts
Curriculum: Gr. 6 IV A 1 Gr. 7 IV A 1 Gr. 7 IV B 2 Gr. 8 IV A 1 Gr. 9-12,
Elective Independent Studies |
Basic: Occasionally seeks information about aspects of personal
interest or well being. Proficient: Generally goes beyond one’s own
knowledge to seek information on aspects of personal interest or well being. Exemplary:
Explores a range of sources to find information on aspects of personal
interest or well being. |
|
|
Designs, develops, and evaluates
information products and solutions related to personal interests. |
· Applies
information problem-solving skills to decisions being made in his/her
personal life. CS · Responds to
feedback when reflecting on how he/she can make changes in products and
solutions. CS |
· Language Arts
Curriculum: Gr. K-8 I E · Michigan Health Model: Gr. 5 |
Basic: Organizes and presents basic information related to topics
of personal interest. Proficient: Creates information products and
solutions related to topics of personal interest. Exemplary: Judges
the quality of one’s own information products and solutions related to topics
of personal interest. |
|
DI = Direct Instruction by library media
specialist
CS = Benchmarks related to other curricula
where library media specialist may provide classroom support
No grade level indicated = K-12 strand
Curricular Area: Independent Learning
Content Standard: The student who is an
independent learner is information literate and appreciates literature and other
creative expressions of information.
|
Concepts and Skills: The student |
Benchmarks: The student |
Examples where library may support
classroom curriculum and instruction |
Evaluative Criteria |
Example Activities |
|
Is a competent and selfmotivated
reader. |
· Determines if
material is fiction or non-fiction. Gr. K-1 DI · Uses the
system of organization for fiction materials to locate a book. Gr. K-2 DI · Identifies
genres of fiction. Gr. 5 DI · Seeks a
variety of information resources in different formats for information and
personal enjoyment. CS |
· Language Arts
Curriculum: Gr. K I A 3 Gr. 1 I A 2 Gr. 2 I A 2 Gr. 3 I A 2 Gr. 4 I A 2 Gr. 5 I A 2 Gr. 6 I A 2 Gr. 7 I A 2 Gr. 8 I A 2 Gr. 9 I A 2 |
Basic: Explains and discusses various examples of fiction. Proficient: Chooses fiction and other
kinds of literature to read and analyzes literary plots, themes, and
characters. Exemplary: Reads avidly and evaluates the strengths and
weaknesses of the literature read. |
· Second grade
students choose a fiction book for independent reading. |
|
.Develops creative products in a variety
of formats. |
· Uses desktop
publishing software to create a variety of publications. CS · Identifies
and uses media that match the purpose of his/her communication to communicate
ideas and emotions most effectively. CS |
· Technology
Curriculum: Grades 4&5 · Technology
Curriculum: Grades 6&7 |
Basic: Expresses information and ideas creatively in simple
formats. Proficient: Expresses information and ideas
creatively in information products that combine several formats. Exemplary:
Expresses information and ideas creatively in unique products that
integrate information in a variety of formats. |
|
DI = Direct Instruction by library media
specialist
CS = Benchmarks related to other curricula
where library media specialist may provide classroom support
No grade level indicated = K-12 strand
Curricular Area: Independent Learning
Content Standard: The student who is an
independent learner strives for excellence in information seeking and
knowledge generation.
|
Concepts and Skills: The student |
Benchmarks: The student |
Examples where library may support
classroom curriculum and instruction |
Evaluative Criteria |
Example Activities |
|
Assesses the quality of the process and
products of personal information seeking. |
· Reflects on
his/her own work and revises it based on feedback from others. CS · Revises
his/her information seeking strategies when appropriate. CS · Sets his/her
own criteria and check the quality of his/her own work. CS |