LIBRARY
Primary
Course Syllabus
This syllabus was created to present students and parents with a statement of library information objectives at the primary level as well as pacing and assessment components. Since students are regularly scheduled to the library information center in the primary library program, the objectives are typically taught in an incremental and sequential manner. While the Pennsylvania Department of Education has not written state library information standards, this work was developed in recognition of the nine national information literacy standard as presented below:
INFORMATION LITERACY STANDARDS FOR STUDENT LEARNING
Information Literacy
1. The student who is information literate accesses information efficiently and effectively.
2. The student who is information literate evaluates information critically and competently.
3. The student who is information literate uses information accurately and creatively.
Independent Learning
4. The student who is an independent learner is information literate and pursues information related to
personal interests.
5. The student who is an independent learner is information literate and appreciates literature and other
creative expressions of information.
6. The student who is an independent learner is information literate and strives for excellence in information
seeking and knowledge generation.
Social Responsibility
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 society.
8. The student who contributes positively to the learning community and to society is information literate and
practices ethical behavior in regard to information and information technology.
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.
American Library Association. Information Power: Building Partnerships for Learning. Chicago: ALA,
1998.
STUDENT REQUIREMENTS
All students engaging in library research will:
§ attend library periods in compliance with the District’s attendance policy.
§ arrive prepared with all necessary materials.
§ spend time on task during the period.
§ return materials to the proper places immediately before the end of the period.
§ ready any equipment for the next user.
Note: All other student requirements are embedded within the Content Performance Benchmarks.
Content Focus / Library Information Performance BenchmarksLibrary Fundamentals / The student will:
§ locate the library.
§ enter the library quietly; go directly to the assigned place; listen and follow directions; speak in a low voice.
§ demonstrate appropriate individual and group behavior.
§ identify the librarian by name as it appears on the librarian’s identification tag, large sign in the library, and/or an engraved desk sign.
§ turn the pages of the book from the top, right-hand corners using the thumb and index fingers.
§ practice proper book care by having clean hands, turning the pages carefully, keeping food away from the book, placing the book gently on surfaces, avoiding the use of writing tools on the pages, storing the book at home away from younger siblings and pets, and protecting the book from inclement weather.
§ locate the areas of the library: story area, picture book collection, easy-to-read book collection, paperbacks books, magazines, fiction, non-fiction, reference collection, main seating area, computer area, circulation desk, book return area, and OPAC (Online Public Access Catalog).
§ Identify and define the following terms: books (hardback, paperback), covers (plastic and dust cover), jacket, spine, spine label, title, title page, table of contents, author, illustrator, barcode, charge card, date due slip, book pocket, end pages (decorative, informative, thematic), newspaper, and magazine.
§ access the “Visual OPAC” to obtain information related to books in the library.
§ recognize that books are in a specific order on the shelves in the library.
§ differentiate between fiction and non-fiction, noting that fiction books are arranged by letters and that non-fiction books are arranged by numbers and then letters.
§ define the Dewey Decimal Classification (DDC) system.
§ demonstrate the correct use of a shelf place marker.
§ locate a fiction book by the author’s last name.
§ locate a title page and name the author, title, and illustrator of a book.
§ locate the copyright date of a book.
§ locate a non-fiction book by the call number.
§ locate, define, and interpret information from a table of contents.
§ find and define an index in a non-fiction book.
§ return the book to the correct location using a shelf place marker.
§ place the book right side up with the spine at the outer edge of the shelf.
§ demonstrate library circulation procedures.
§ define and locate the date the book(s) is due back to the library.
§ recognize the need to use a book mark as a placeholder in a book
§ return books in acceptable condition and on or before date due.
§ identify the following media equipment: cassette, cassette recorder, video cassette, video cassette recorder, digital video disc, digital video disc player, digital camera, overhead projector, model, realia, and other available technology.
§ demonstrate knowledge of emergency safety precautions and evacuation procedures.
Literature Appreciation / § access the library’s print-rich environment regularly in order to develop a life-long desire to read.
§ find information and select reading choices given a library information center environment that is well maintained, well organized, and promotes reading through dynamic bulletin boards, book displays, author visits, book week celebrations, ample directional and shelf-section signs, and recognition of student reading achievement.
§ identify books to read given book talks on a consistent basis by the librarian.
§ participate in book discussions, responses, recitations, retellings, and any other applicable speaking activities.
§ investigate various genres of literature: (e.g., myths, folktales, fairy tales, poetry, plays, and biographies).
§ describe the setting of a story.
§ follow the story line involving several characters.
§ identify the cause of a given event.
§ define the meaning of words in context.
§ predict probable future outcomes.
§ recall the events of a story in correct sequence using complete sentences.
§ distinguish between fact and fantasy in literary context.
§ investigate the following careers associated with books: author, illustrator, editor, publisher, book seller, and librarian/library information specialist.
§ analyze and critique illustrations and relate the findings to the meaning of the book.
§ recognize poetry as a form of literature.
§ recite chorally various types of poetry selections throughout the school year.
§ identify picture books having mathematical computations (as correlated to the mathematics curriculum).
§ recognize the Randolph Caldecott Medal and Honor books, and compare the illustrations to those in other works by the same authors/illustrators.
§ dramatize literary selections using shadow-play, pantomime, puppetry, and imitative dialogue.
§ differentiate reference books from among the collection.
§ recognize the dictionary as a reference tool.
§ identify the encyclopedia as a reference tool.
§ recognize a variety of works both traditional and contemporary that are a part of our literary heritage for this intended audience.
§ demonstrate knowledge of other cultures through exploring literature that celebrates special events, holidays, art works, and heritage.
Information and Technology (with help) / § follow the rules and procedures for using technology in the library or the computer lab.
§ ask the librarian for assistance when technology problems arise.
§ refrain from accessing and altering another person’s files or folders.
§ demonstrate an understanding of the Pittsburgh Public Schools’ Acceptable Use of the Internet policy by practicing its dictates daily.
§ practice proper keyboarding posture at the computer by having eyes level with the screen; shoulders down with arms relaxed; elbows level with the keyboard; lower back and feet supported; fingers curved; and wrists slightly raised.
§ demonstrate developmentally appropriate keyboard techniques; left hand for left side keys and right hand for right side keys; recognize and locate alphabetic and numeric keys.
§ demonstrate the appropriate use of special keys: (e.g., shift, arrow, spacebar, backspace, enter, esc, and tab).
§ identify the computer monitor/screen.
§ identify the CPU (Central Processing Unit).
§ identify the keyboard.
§ identify the mouse pad.
§ identify the mouse.
§ identify and distinguish among a floppy disc, CD, and DVD.
§ demonstrate the correct use of the mouse.
§ identify the cursor.
§ identify an icon.
§ open a program.
§ double click with the mouse to activate a program.
§ maximize and minimize a screen.
§ identify and distinguish between a folder and a file.
§ demonstrate the appropriate procedures for opening, closing, and saving files,
using menu options and commands.
§ identify the hour glass/busy symbol.
§ close a program.
§ access librarian- selected Internet sites.
§ practice responsible use of networked computers.
§ practice using the network printers.
§ practice using the appropriate shutdown protocol.
§ demonstrate knowledge of copyright laws and policies with regard to
ownership and use of electronic information.
§ demonstrate proper care of hardware, media, and the library/lab environment.
§ access a variety of media and technology resources for directed and
independent learning activities across the curriculum: (e.g., digital camera, scanner,
software, Internet sites, and databases).
§ discern the most appropriate online resources to support learning and research.
Research and Presentation
(with help) / § follow a research process model to complete an assignment; (e.g., The Super Three™ or I-Search).
§ ask questions based on information needs.
§ communicate with peers to share ideas about the research topic.
§ find print resources such as picture books, easy-to-read books, magazines, and reference tools to help find answers to questions.
§ examine electronic site(s) that the library information specialist has located on the topic.
§ develop a creative product to present the research such as puppetry, modeling, constructing, songs, finger plays, or dramatizations, etc.
§ follow copyright laws and policies with regard to ownership and the use of print and electronic information.
§ describe the research process model taken to complete the assignment.
§ compare the product to a teacher-created rubric for the assessment of the project.
CONTENT PACING GUIDE
The Library Fundamentals are taught, practiced, and reinforced throughout the school year. The objectives found in Literature Appreciation are a weekly part of the library program all year as well. The Information and Technology component is taught sequentially or as needed based on integrated assignments generated with content-area teachers. The last component Research and Presentation represents the culmination skills at the end of research projects that may occur periodically throughout the primary grades.
STUDENT ASSESSMENT
Library information specialists do not assign grades at the primary school level. They do provide content-area teachers with assessment information in terms of individual student progress and project quality in the research process as the teacher and library information specialists execute the integrated work.
Students may be evaluated by (but not limited to) the following forms of assessments:
Portfolios Dioramas
Rubrics and Criteria Book Talks
Library Specialist/Teacher Observation Prototypes
Journals Videos
Individual Presentations Performances
Group Presentations Student Self-Evaluations
Multimedia Presentations Interview and Conferencing
Brochures Teacher-Developed Tests
Displays Standardized Tests
Posters Exhibitions
LIBRARY INFORMATION SPECIALISTS RESOURCES
Duncan, Donna and Laura Lockhart. I-Search, You Search, We All Learn to Research. New York: Neal Schuman
Publishers, Inc., 2000.
Eisenberg, Michael B. and Robert E. Berkowitz. Teaching Information & Technology Skills: The Big6™ in Elementary
Schools. Worthington, Ohio: Linworth Publishing Company, 1999.
McKenzie, Jamie. Beyond Technology: Questioning, Research, and the Information Literate School. Bellingham,
Washington: FNO Press, 2000.
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