| OUTCOME 1 |
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| Outcome 1 focuses
on the location and use of print, electronic and multimedia resources.
To use information effectively and efficiently, students must
formulate compelling questions, develop information-seeking strategies,
read, comprehend and synthesize information in order to communicate
new meaning and deeper knowledge. |
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Locate and use information resources, equipment and other technologies
effectively and efficiently.
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INDICATORS |
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- Describe the physical arrangement of the media center.
- Define the need for personal or curricular information.
- Form questions based on identified information needs.
- Use a wide range of information sources.
- Apply information-seeking strategies.
- Acquire information from varied sources through reading,
listening and viewing.
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Connection to National Standards:
Information Literacy Standards for Student
Learning (AASL and AECT, c1998)
| Standard 1: |
The student who is information literate accesses
information efficiently and effectively. |
- Recognizes the need for information.
- Recognizes that accurate and comprehensive information is
the basis for intelligent decision making.
- Formulates questions based on information needs.
- Identifies a variety of potential sources of information.
- Develops and uses successful strategies for locating information.
Outcomes
in Action: Best Practices and Research
Our goal is to develop a database of exemplary practices from
library media specialists in Maryland. Please email your models
and instructional planning templates to Tish
Stafford or Della
Curtis. Submit in Microsoft Office or compatible format.
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| OUTCOME 2 |
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| Outcome 2 focuses on the
effective review, evaluation and selection of information resources
for an identified information need. Through examination of established
criteria, the most appropriate resources can be obtained. |
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Review, evaluate and select media.
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INDICATORS |
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- Develop criteria for the evaluation of information sources.
- Determine accuracy, relevance and comprehensiveness.
- Distinguish among fact, point of view and opinion.
- Identify inaccurate and misleading information.
- Select information appropriate to the identified problem.
- Assess the quality of the process and products of personal
information seeking.
- Devise strategies for revising, improving and updating self-generated
knowledge.
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Connection to National Standards:
Information Literacy Standards for Student
Learning (AASL and AECT, c1998)
| Standard 2: |
The student who is information literate evaluates
information critically and competently. |
- Determines accuracy, relevance, and comprehensiveness.
- Distinguishes among fact, point of view, and opinion.
- Identifies inaccurate and misleading information.
- Selects information appropriate to the problem or question
at hand.
| Standard 6: |
The student who is an independent learner
is information literate and strives for excellence in information
seeking and knowledge generation. |
- Assess the quality of the process and products of personal
information seeking.
- Devise strategies for revising, improving and updating self-generated
knowledge.
Outcomes
in Action: Best Practices and Research
Our goal is to develop a database of exemplary practices from
library media specialists in Maryland. Please email your models
and instructional planning templates to Tish
Stafford or Della
Curtis. Submit in Microsoft Office or compatible format. |
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| OUTCOME
3 |
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| Outcome 3 focuses
on the effective use of reading, research and critical thinking
skills in order to organize information to solve problems. Library
media specialists and classroom teachers collaborate in the design
of authentic research tasks. |
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Learn and apply reading, research and critical
thinking skills to organize, and synthesize information in order
to communicate new understanding.
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INDICATORS |
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- Integrate new information into one's own knowledge.
- Apply information in critical thinking and problem solving.
- Apply an information problem solving process model to structure
effective research. [See examples below and appendix.]
Big
Six
- Task Definition
- Information Seeking Strategies
- Location and Access
- Use of Information
- Synthesis
- Evaluation
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I-Search
- Becoming Immersed in the Theme
and Posing the I-search Questions
- Designing a Search Plan
- Gathering and Integrating Information
- Producing and Disseminating
Reports and Projects
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Research
Cycle
- Question
- Plan
- Gather
- Sort, Sift and Analyze
- Synthesize
- Evaluate
- Report
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Connection to National Standards:
IInformation Literacy Standards for Student
Learning (AASL and AECT, c1998)
| Standard 3: |
The student who is information literate uses
information accurately and creatively. |
- Organizes information for practical application.
- Integrates new information into one's own knowledge.
- Applies information in critical thinking and problem solving.
- Produces and communicates information and ideas in appropriate
formats.
| Standard 9: |
The student who contributes positively to
the learning community and to society is information literate
and participates effectively in groups to pursue and generate
information. |
- Shares knowledge and information with others.
- Respects others' ideas and backgrounds and acknowledges their
contributions.
- Collaborates with others, both in person and through technologies,
to identify information problems and to seek solutions.
- Collaborates with other, both in personal and through technologies,
to design, develop, and evaluate information products and solutions.
Outcomes
in Action: Best Practices and Research
Our goal is to develop a database of exemplary practices from
library media specialists in Maryland. Please email your models
and instructional planning templates to Tish
Stafford or Della
Curtis. Submit in Microsoft Office or compatible format.
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| OUTCOME 4 |
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Outcome 4 establishes the purpose for reading, listening,
and viewing:
- To read for information
- To perform a task
- To engage in a literary experience
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Comprehend content in various types of media.
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INDICATORS |
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- Seeks information from diverse sources, contexts, disciplines,
and cultures.
- Derives meaning from information presented creatively in
a variety of formats.
- Processes and evaluates content from a variety of sources
by applying comprehension skills.
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Connection to National Standards:
Information Literacy Standards for Student
Learning (AASL and AECT, c1998)
| Standard 2: |
The student who is information literate evaluates
information critically and competently. |
- Determines accuracy, relevance, and comprehensiveness.
- Distinguishes among fact, point of view, and opinion.
- Identifies inaccurate and misleading information.
- Selects information appropriate to the problem or question
at hand.
| Standard 3: |
The student who is information literate uses
information accurately and creatively. |
- Organizes information for practical application.
- Integrates new information into one's own knowledge.
- Applies information in critical thinking and problem solving.
- Produces and communicates information and ideas in appropriate
formats.
Outcomes
in Action: Best Practices and Research
Our goal is to develop a database of exemplary practices from
library media specialists in Maryland. Please email your models
and instructional planning templates to Tish
Stafford or Della
Curtis. Submit in Microsoft Office or compatible format.
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| OUTCOME 6 |
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| Outcome 6 focuses
on: the appreciation of literature as a reflection of, and an
influence on human experience; the pursuit of reading for pleasure
and enrichment; and, the value of books and other media as sources
of information and recreation. |
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Demonstrate an appreciation of literature
and other creative expressions as sources of information and
recreation.
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INDICATORS |
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- Recognize authors, illustrators, publishers, and producers
of literature as reflectors of the human experience.
- Recognize that literature reflects, examines, and influences
the human experience.
- Develop time to read a variety of materials on a regular
basis.
- Select from a variety of literary forms, genres,and themes.
- Seek information related to various dimensions of personal
well-being, such as career interests, community involvement,
health matters, and recreational pursuits.
- Obtain books and media for personal use.
- Use library media centers, public, and other libraries regularly
for reading materials.
- Share and promote books and media as sources of information
and recreation.
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Connection to National Standards:
Information Literacy Standards for Student
Learning (AASL and AECT, c1998)
| Standard 4: |
The student who is an independent learner
is information literate and pursues information. |
- Seeks information related to various dimensions of personal
well-being, such as career interests, community involvement,
health matters, and recreational pursuits.
| Standard 5: |
The student who is an independent learner
is information literate and appreciates literature and other
creative exspressions of information. |
- Is a competent and self-motivated reader.
- Derives meaning from information presented creatively in
a variety of formats.
Outcomes
in Action: Best Practices and Research
Our goal is to develop a database of exemplary practices from
library media specialists in Maryland. Please email your models
and instructional planning templates to Tish
Stafford or Della
Curtis. Submit in Microsoft Office or compatible format.
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| OUTCOME 7 |
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| Outcome 7 focuses
on the production of media. The processes used to produce different
media are explored and criteria are developed to determine the
appropriate medium for a particular purpose. |
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Create materials in various formats.
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INDICATORS |
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- Demonstrate knowledge of the process used in developing various
type of media.
- Discriminate among the various type of media to produce the
appropriate medium for a particular purpose.
- Design, develop, and evaluate information products and solutions.
- Produce and communicate information and ideas in appropriate
formats.
- Share knowledge and information with others.
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Connection to National Standards:
Information Literacy Standards for Student
Learning (AASL and AECT, c1998)
| Standard 3: |
The student who is information
literate uses information accurately and creatively. |
- Produces and communicates information and ideas in appropriate
formats.
| Standard 4: |
The student who is an independent
learner is information literate and pursues information. |
- 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
creative exspressions of information. |
- Develops creative products in as variety of formats.
Outcomes
in Action: Best Practices and Research
Our goal is to develop a database of exemplary practices from
library media specialists in Maryland. Please email your models
and instructional planning templates to Tish
Stafford or Della
Curtis. Submit in Microsoft Office or compatible format.
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