1

LIBRARY MEDIA

GRADES K-12

COMPONENTS OF CURRICULUM

1.Introduction/Overview/Philosophy

Contemporary theory promotes students as active and engaged information users, building knowledge through interaction with information and experience. Distance is no longer an obstacle to the transmission and exchange of information. Vast, available stores of information have transformed the ways that students seek and gain knowledge. Schools have an obligation to expose students to a variety of literary experiences, which will enable them to develop into lifelong readers. Lifelong readers, who come to appreciate the value of literacy and connect knowledge to their own needs, are true lifelong learners.

Library media specialists have always possessed expertise about information and sensitivity to a wide range of audience needs that have contributed to student achievement. The library media specialist is the keystone of the library media program, poised to work collaboratively with teachers, administrators, and others to facilitate students’ entry into the communication age.

As teacher, instructional partner, information specialist, and program administrator, the library media specialist’s vision for a student-centered library media program is based on collaboration, leadership, and technology.

Mission/Goals:

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
  • By providing instruction to foster competence and stimulate interest in reading, viewing, and using information and ideas
  • By working with other educators to design learning strategies to meet the needs of individual students.

---Information Power: Guidelines for School

Library Media Programs (1988) p. 1

The goals of today’s library media program point to the development of a community of learners that is centered on the student and sustained by a creative, energetic library media program. These goals are as follows:

1. To provide intellectual access to information through learning activities that are integrated into the curriculum and that help all students achieve information literacy by developing effective cognitive strategies for selecting, retrieving, analyzing, evaluating, synthesizing, creating, and communicating information in all formats and in all content areas of the curriculum

2. To provide a physical access to information through

a. a carefully selected and systematically organized local collection of diverse learning resources that represent a wide range of subjects, levels of difficulty, and formats;

b. a systematic procedure for acquiring information and materials from outside the library media center and the school through such mechanisms as electronic networks, interlibrary loan, and cooperative agreements with other information agencies; and instruction in using a range of equipment for accessing local and remote information in any format

3. To provide learning experiences that encourage students and others to become discriminating consumers and skilled creators of information through comprehensive instruction related to the full range of communications media and technology

4. To provide leadership, collaboration, and assistance to teachers and others in applying principles of instructional design to the use of instructional and information technology for learning

5. To provide resources and activities that contribute to lifelong learning while accommodating a wide range of differences in teaching and learning styles, methods, interests, and capacities

6. To provide a program that functions as the information center of the school, both through offering a locus for integrated and interdisciplinary learning activities within the school and through offering access to a full range of information for learning beyond this locus

7. To provide resources and activities for learning that represent a diversity of experiences, opinions, and social and cultural perspectives and to support the concept that intellectual freedom and access to information are prerequisite to effective and responsible citizenship in a democracy.

---Information Power: Building Partnerships

for Learning (1998) p. 6-7

2.Objectives

To offer a curriculum that is centered on information literacy, independent learning, and social responsibility—the information literacy standards advocated by the American Association of School Librarians (AASL), and reiterated in the Goals 2000: Educate America Act, passed by Congress in 1996.

This curriculum, designed for grades K through 12, addresses the New Jersey Core Curriculum Content Standards and the Cross-Content Workplace Readiness Standards. The instruction integrates these state standards with the Information Literacy Standards for Student Learning, as prepared by the AASL and the Association for Educational Communications and Technology (AECT).

The Nine Information Literacy Standards for Student Learning:

Information Literacy

Standard 1: The student who is information literate accesses information efficiently and effectively.

Standard 2:The student who is information literate evaluates information critically and competently.

Standard 3:The student who is information literate uses information accurately and creatively.

Independent Learning

Standard 4: The student who is an independent learner is information literate and pursues information related to personal interests.

Standard 5:The student who is an independent learner is information literate and appreciates literature and other creative expressions of information.

Standard 6: The student who is an independent learner is information literate and strives for excellence in information seeking and knowledge generation.

Social Responsibility

Standard 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.

Standard 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.

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.

---Information Power: Building Partnerships

for Learning (1998) p. 8-9

For The Nine Information Literacy Standards for Student Learning and the New Jersey Core Curriculum Content Standards April 1999, See Appendix 1. (Note: Sections of the NJCCCS are amended annually and the most current version should be referenced for changes in numbering of indicators/standards)

  1. Proficiency Levels

Through classroom teacher collaboration and interdisciplinary activities, library

media specialists support the information literacy goals, objectives, and strategies that follow.

Checklist of Information Literacy Goals, Objectives, and Strategies:

Key:

I=Instruct

R=Review/Reinforce

E=Expand

FOSTERING THE RESEARCH PROCESS
GOAL/Objective/Strategies
1. ACCESS INFORMATION EFFICIENTLY AND EFFECTIVELY
1.1 Recognizes need for information / K / 1 to 4 / 5 to 8 / 9 to 12
Problem-solving / I / R / E
Assignments involve personal interests / I / R / E
Class / small group discussion / I / R / E
Guiding questions / I / R / E
Cooperative groups / I / R / E
Brainstorming sessions
1.2 Recognizes accurate & comprehensive information is basis for intelligent decision making / K / 1 to 4 / 5 to 8 / 9 to 12
Discuss article reviews / I / R
Discuss book reviews / I / R
Evaluate print resources / I / R
Evaluate non-print resources / I / R
Evaluate Internet resources / I / R
Authority / I / R / E
Copyright date / I / R / E
Compare / contrast resources
1.3 Formulates questions based on information needs / K / 1 to 4 / 5 to 8 / 9 to 12
Guiding questions / I / I / R, E
Narrow topic / I / I / R, E
Broaden topic / I / I / R, E
Key word development / I / I / R, E
Follow inquiry process / I / I / R, E
GOAL/Objective/Strategies
1.4 Identifies variety of potential sources of information / K / 1 to 4 / 5 to 8 / 9 to 12
Print
Reference sources / I / R / E
Periodical articles / I / R / E
Newspapers / I / R / E
Telephone book / I / R / E
Non-fiction books / I / R / E
Nonprint
Cable and television programming / I / R / E
Videotapes / I / R / E
Photographs / I / R / E
Field trips / I / R / E
Computer related
Online Databases / I / R / E
CD-ROMs / I / R / E
Internet / I / R / E
1.5 Develops / uses successful strategies for locating information / K / 1 to 4 / 5 to 8 / 9 to 12
Search strategies / I / R / R, E
Key-word search development / I / I / R, E
Call number knowledge / I / R / E
Table of contents / I / R / E
Indexes / I / R / E
Bibliographies / I / I, R / R, E
Electronic Catalog / I, R / R, E
Internet / I / I / R, E
Search engines / I / I, R, E
Boolean operators / I / I, R, E
Links / I / R / E
GOAL/Objective/Strategies
2. EVALUATES INFORMATION CRITICALLY AND COMPLETELY
2.1 Determines accuracy, relevance and comprehensiveness / K / 1 to 4 / 5 to 8 / 9 to 12
Book reviews / I / R, E
Comparison/contrast of sources / I / R, E
2.2 Distinguishes among facts, point of view, and opinion / K / 1 to 4 / 5 to 8 / 9 to 12
Comparison / contrast of sources / I / R, E
Authority of publishers / I / R, E
Primary / secondary sources / I / R, E
2.3 Identifies inaccurate & misleading information / K / 1 to 4 / 5 to 8 / 9 to 12
Authority of publishers / I / R, E
Compare / contrast sources / I / R, E
Internet / I / I, R / R, E
Copyright dates / I, R / R, E / E
2.4 Selects information appropriate to the problem or question at hand / K / 1 to 4 / 5 to 8 / 9 to 12
Guiding questions / I / R / E
Follow inquiry process / I / R / E
Rough drafts/ editing / I / R / E
Additional information / I / R / E
Graphic organizers
GOAL/Objective/Strategies
3. USES INFORMATION EFFECTIVELY & CREATIVELY
3.1 Organizes information for practical application / K / 1 to 4 / 5 to 8 / 9 to 12
Graphic organizers / I / R / E
Note cards / web pages / I / R / E
Assignment timeline / I / R / E
3.2 Integrates new information into one's own knowledge / K / 1 to 4 / 5 to 8 / 9 to 12
Generates original products in variety of formats / I / R / E
Portfolios / I / R / E
Fictional diaries / I / I / R / E
Plays / I / I / R / E
Stories / I / I / R / E
News reports / I / R / E
Multimedia presentations / I / R / E
Reports / I / R / E
Poetry / I / I / R / E
3.3 Applies information in critical thinking and problem solving / K / 1 to 4 / 5 to 8 / 9 to 12
Uses knowledge across subject areas / I / R / E
Real world assignments / I / R / E
Problem-solving curriculum / I / R / E
Relevant research / I / R / E
Data collection / I / R / E
Observations / I / R / E
Conclusions / I / R / E
Analyze data / I / R / E
3.4 Produces and communicates information & ideas in appropriate formats / K / 1 to 4 / 5 to 8 / 9 to 12
Portfolios / I / R / E
Videos / I / E
Written reports / I / R / E
Multimedia presentations / I / E
Posters / I / R / E
Collages / I / R / E
Overheads / I / R / E
Skits / I / R / E
Musical presentations / I / I / R / E
Visual Art displays (paintings, sculpture, etc.) / I / I / R / E
Speeches / I / R / E
FOSTERING INDEPENDENT LEARNING
GOAL/Objective/Strategies
4. PURSUES INFORMATION RELATED TO PERSONAL INTERESTS
4.1 Seeks information related to various dimensions of personal well-being, such as career interests, community involvement, health matters & recreational pursuits / K / 1 to 4 / 5 to 8 / 9 to 12
Accesses other libraries / I / R, E
Silent sustained reading / I / R / E
Drop Everything And Read (DEAR) / I / I / R
Book clubs / I / I / R
Community members / resources / I / R / E
Mentor / Intern program / I / R / E
Career research / I / R / E
School-to-work activities / I / R / E
GOAL/Objective/Strategies
5. APPRECIATES AND ENJOYS LITERATURE & OTHER CREATIVE EXPRESSIONS OF INFORMATION
5.1 Competent and self-motivated reader / K / 1 to 4 / 5 to 8 / 9 to 12
Flexible scheduling / I / R / E / E
Sustained silent reading / I / R / E
Drop Everything and Read (DEAR) / I / I / R
Booktalks / I / I / R / E
Guest Reader Day / I / R / E / E
Use of novels to introduce / enhance units / I / R / E
Motivational reading programs / I / I / R
5.2 Derives meaning from information presented in a variety of formats / K / 1 to 4 / 5 to 8 / 9 to 12
Books / I / I / R / E
Magazine articles / I / R / E
Newspapers / I / R / E
Telephone directory / I / R / E
Diaries / I / R / E
Maps / I / I / R / E
Other original documents / I / R / E
Video / I / I / R / E
Multimedia presentations / I / E
CD-ROM / I / R / E
Internet / I / R / E
Play / Skit / I / I / R / E
GOAL/Objective/Strategies
6. STRIVES FOR EXCELLENCE IN INFORMATION SEEKING AND KNOWLEDGE GENERATION
6.1 Assesses quality of process and product of own information seeking / K / 1 to 4 / 5 to 8 / 9 to 12
Follows inquiry process / I / I / R, E
Meets product requirements, as assigned / I / I / R, E
Seeks feedback / I / I / R, E
Revisions / I / I / R, E
6.2 Devises strategies for revising, improving, & updating self-generated knowledge / K / 1 to 4 / 5 to 8 / 9 to 12
Rough drafts / editing / I / R / E
Broaden / narrow topic / I / I / R, E
Controversial subjects / changing opinions / I / R, E
Outdated vs.I current information / I / I / E
Current events / I / I / R / E
FOSTERING RESPONSIBLE AND ETHICAL BEHAVIOR
GOAL/Objective/Strategies
7. RECOGNIZES IMPORTANCE OF INFORMATION TO A DEMOCRATIC SOCIETY
7.1 Seeks information from diverse sources, contexts, disciplines, & cultures / K / 1 to 4 / 5 to 8 / 9 to 12
Print / I / I / R / E
Non-print / I / I / R / E
GOAL/Objective/Strategies
8. PRACTICES ETHICAL BEHAVIOR IN REGARD TO INFORMATION AND INFORMATION TECHNOLOGY
8.1 Respects principles of Intellectual Freedom / K / 1 to 4 / 5 to 8 / 9 to 12
Students select own books and resources / I / I / R / E
Book/media selection policies / I / I / R / E
8.2 Respects Intellectual Property Rights / K / 1 to 4 / 5 to 8 / 9 to 12
Copyright laws / I / R / E
Plagiarism / I / R / E
Paraphrase / I / R / E
Quotations / I / R / E
Bibliographies / I / R / E
8.3 Uses information technology responsibly / K / 1 to 4 / 5 to 8 / 9 to 12
Acceptable Use Policy / I / R, E
Email etiquette / I / R, E
Copyright laws / I / R, E
Bibliographies / I / I / R, E
Proper computer use and care / I / I / R. E
FOSTERING GROUP PARTICIPATION
GOAL/Objective/Strategies
9. PARTICIPATES EFFECTIVELY IN GROUPS TO PURSUE AND GENERATE INFORMATION
9.1 Shares knowledge and information with others / K / 1 to 4 / 5 to 8 / 9 to 12
Cooperative groups / I / I / R / E
Email / I / R, E
Web pages / I / I / R, E
Cooperative comprehensive searches / I / R / E
Interschool collaborative projects / I / R / E
9.2 Respects others' ideas and backgrounds & acknowledges their contributions / K / 1 to 4 / 5 to 8 / 9 to 12
Cooperative groups / I / I / R / E
Class/ small group discussions / I / I / R / E
Multicultural emphasis / I / I / R / E
9.3 Collaborates with others, both in person & through technologies, to identify information problems & to seek their solutions / K / 1 to 4 / 5 to 8 / 9 to 12
Problem-solving curriculum & activities / I / R / E
Cooperative groups / I / I / R / E
Email projects / I / E
Internet projects / I / R / E
9.4 Collaborates with others, both in person & through technologies, to design, develop, and evaluate information products and solutions / K / 1 to 4 / 5 to 8 / 9 to 12
Cooperative groups / I / R / E
Internet projects / I / R / E
Creative products / I / R / E
Community involvement / I / R / E

For Articulation/Scope & Sequence/Time Frame, See Appendix 2.

4.Suggested Activities

The Educational Media Association of New Jersey's Library Media Program provides sample goals, objectives, and activities, which demonstrate the infusion of library resources and information skills into all curriculum areas, as advocated by Information Power.

As in New Jersey's Core Curriculum Content Standards, the Library Media Center Instructional Goals provide an opportunity for cooperative learning. Since the importance of a print rich environment is restated in each of the subject areas, a correlation has been made linking the wealth of literature and nonfiction print available in the library media center with all content areas. No one classroom can possibly contain a wealth of literature to promote voluntary reading amongst students, the value of which remains unquestioned. Stephen Krashen's report, The Power of Reading, provides a powerful argument that

  • voluntary reading is the best predictor of reading comprehension, vocabulary growth, spelling ability, grammar usage and writing style,
  • access to school media centers results in more voluntary reading by students,
  • the presence of a school library media specialist makes a discernible difference in the amount of reading done,
  • larger school library media collections and extended hours tend to increase both circulation and the amount read.

No one classroom can possibly contain all the current resources needed to teach the students in that classroom. A thorough education can only be achieved through the informed and competent use of multiple tools and sound information management strategies.

The standards and goals that follow have multiple choices of words which, when selected, are further explained through a stated objective with a correlating sample activity. Each generic standard is supported by examples of implementation objectives within specific curriculum areas and activities. These may be adapted, extracted, implemented, shared, or included, as the need arises. Notes at the bottom offer sample alternatives of topics, resources, and activities for use with particular grade levels.

Standard/Goal One:

Given K - 12 instruction by the library media specialist, the student will be able to locate, select, and retrieve a variety of printed materials for reading.

Example Objective:
The student will demonstrate an appreciation of reading as a major source of information.
Sample Activity:
Given instruction by the library media specialist on the variety of nonfiction books available, the student will select an appropriate pet care book.
Example Objective:
The student will demonstrate the ability to recognize unique features of materials in special collections.
Sample Activity:
Given instruction by the library media specialist on the vertical file, the student will select materials on current NASA developments.
Example Objective:
The student will choose reading as a regular leisure-time activity.
Sample Activity:
Given instruction by the library media specialist, the student will select books and magazines which are age and interest appropriate
Sample Activity:
Given instruction by the library media specialist, the student will participate in an optional reading program requiring "X" minutes of non-curricular related reading per day.

Sample:

TOPICS / RESOURCES / ACTIVITIES
Animals / Journals / Reading Programs
Dinosaurs / Magazines / Open Circulation
Fairy Tales / Newspapers / Field Trips
Great Disasters / Books, Fiction / School-wide Motivations
Historical Fiction / Books, Nonfiction
Pets
Science Fiction
Science Topics

Standard/Goal Two:

Given K - 12 instructions by the library media specialist, the student will be able to develop strategies for effective information retrieval.

Example Objective:
The student will demonstrate the ability to develop specific search strategies in order to locate information.
Sample Activity:
Given instruction by the library media specialist on periodical index searching, the student will develop a key word / descriptor list in order to locate information concerning the controversy surrounding some rap groups.
Example Objective:
The student will demonstrate the ability to develop a working strategy for gathering information on a chosen topic from multiple resources.
Sample Activity:
Given instruction by the library media specialist on developing a pathfinder, the student will develop a list of specific descriptors and resources to be used as part of the research process.
Example Objective:
The student will demonstrate the ability to develop a working bibliography of articles while preparing a research paper.
Sample Activity:
Given instruction by the library media specialist on the proper format for citations of multimedia resources, the student will identify information necessary for citing articles about current world political turmoil while preparing a research paper.

Sample:

TOPICS / RESOURCES / ACTIVITIES
Animals / Computerized catalog / Webbing
Architecture / CD-ROMs / Mapping
Countries/States / Encyclopedia / Locating information
Community helpers / Children's Magazine Guide / Using multiple sources
Careers / Newspapers / Creating modified citations
Science topics / Picture dictionary
Regions
Weather
Ecology
Environmental concerns
Endangered Species

Standard/Goal Three:

Given K - 12 instructions by the library media specialist, the student will be able to locate, select, and retrieve information.

Example Objective:
The student will demonstrate the ability to locate biographical information.
Sample Activity:
Given instruction by the library media specialist on the library's biographical and nonfiction reference resources, the student will locate biographical information about a mathematician.
Example Objective:
The student will demonstrate the ability to retrieve information about world cultures.
Sample Activity:
Given instruction by the library media specialist on subject classification of nonfiction materials, the student will locate and retrieve related information on the Chinese New Year celebration.
Example Objective:
The student will demonstrate the ability to retrieve historical information.
Sample Activity:
Given instruction by the library media specialist on subject classification on nonfiction materials, the student will locate and retrieve related information about the development of a specific sport.
Example Objective:
The student will demonstrate the ability to select an appropriate book.
Sample Activity:
Given instruction by the library media specialist on searching for historical fiction on a card / computerized catalog, the student will select an appropriate book.

Sample: