District Overview:
Informational literacy is an essential part of the education for students in The Brandywine Heights Area School District. The American Association of School Librarians’ standards for the 21st Century learner are imbedded the District’s Library program. The Library program uses components from The Model Library Curriculum for Pennsylvania School Library Programs to design and plan instruction. The curricular framework reinforces opportunities to partner with teachers to support students’ academic growth in achieving standards across all core subject areas. As students explore ideas, they will apply their learning independently to:
  • Read and evaluate text in all formats for learning, personal and aesthetic growth, and enjoyment.
  • Research, analyze, synthesize, and evaluate information as critical consumers to draw conclusions and make informed decisions.
  • Create, apply, and share knowledge ethically and effectively in a variety of media formats to communicate a coherent message.
In an age where the presentation of information is changing, it is increasingly important to teach skills necessary to locate, use, synthesize, apply, evaluate and share information. Therefore, these skills are within the Information Literacy curriculum grades 4 -12 and the Library Skills curriculum grades K - 3 as students gain increasing expertise through their school years.
Grade 11 Description:
The goal of the Information Literacy curriculum is to provide the students with the skills they will need in a 21st century world.
Integrated into the eleventh grade curriculum will be the high school information literacy curriculum.
From the PA Model Curriculum:
  • Effective readers use appropriate strategies to construct meaning.
  • Critical thinkers actively and skillfully interpret, analyze, evaluate and synthesize information.
  • Active listeners make meaning from what they hear by questioning, reflecting, responding, and evaluating.
  • Effective speakers prepare and communicate messages to address the audience and purpose.
  • Effective research requires the use of varied resources to gain or expand knowledge.
  • Audience and purpose influence a writer’s choice of organizational pattern, language, and literary techniques.
  • Responsible citizens use information ethically and productively in a global society.

Units:
  • Science
  • ELA
  • Social Studies
  • Business/Fine Arts/ Practical Arts

Subject: Library – Information Literacy / Grade:11 / Suggested Timeline: interdisciplinary throughout the school year
UnitTitle: Science (Chemistry/Advanced Physical Science / AP Environmental/ Anatomy & Physiology)
Unit Overview/Essential Understanding: In this unit, students will be able to participate in the research process related to topics provided by the course instructor.
Unit Essential Questions:
  • How do readers know what to believe in what they read, hear, and view?
  • How do task, purpose, and audience influence how speakers craft and deliver a message?
  • How do speakers employ language and utilize resources to effectively communicate a message?
  • How do responsible citizens use information ethically?

Unit Objectives:
  • Students will be able to access, identify and evaluate resources.
  • Students will be able to analyze texts for information based upon purposes and arguments: credibility, relevance, bias, accuracy and currency.
  • Students will be able to evaluate texts for information based upon purposes and arguments: credibility, relevance, bias, accuracy and currency.
  • Students will be able to provide a bibliography or list of works cited, using standard bibliographic citation format.

Focus Standards Addressed in this Unit:
Information Literacy:
  • AASL standards for the 21st century learner
1. Inquire, think critically, and gain knowledge
2. Draw conclusions, make informed decisions, apply knowledge to new situations, and create new knowledge
3. Share knowledge and participate ethically and productively as members of our democratic society
Reading & Writing in Science:
  • 3.5 Reading Informational Text - Students read, understand, and respond to informational text – with emphasis on comprehension, making connections among ideas and between texts with focus on textual evidence
  • 3.6 Writing - Students write for different purposes and audiences; students write clear and focused text to convey a well-defined perspective and appropriate content

Important Standards Addressed in this Unit:
Information Literacy:
  • 1.1.4 - Find, evaluate, and select appropriate sources to answer questions
  • 1.1.5 - Evaluate information found in selected sources on the basis of accuracy, validity, and appropriateness for needs, importance, and social and cultural context
  • 1.1.6 - Read, view, and listen for information presented in any format (e.g., textual, visual, media, digital) in order to make inferences and gather meaning
  • 1.2.1 - Display initiative and engagement by posing questions and investigating the answers beyond the collection of superficial facts
  • 1.2.4 - Maintain a critical stance by questioning the validity and accuracy of all information
  • 1.2.5 - Demonstrate adaptability by changing the inquiry focus, questions, resources, or strategies when necessary to achieve success
  • 1.3.2 - Seek divergent perspectives during information gathering and assessment
  • 1.3.3 - Follow ethical and legal guidelines in gathering and using information
  • 2.1.1 - Continue an inquiry based research process by applying critical thinking skills (analysis, synthesis, evaluation, organization) to information and knowledge in order to construct new understandings, draw conclusions, and create new knowledge
  • 2.2.1 - Demonstrate flexibility in the use of resources by adapting information strategies to each specific resource and by seeking additional resources when clear conclusions cannot be drawn
  • 2.2.2 - Use both divergent and convergent thinking to formulate alternative conclusions and test them against the evidence
  • 2.2.3 - Employ a critical stance in drawing conclusions by demonstrating that the pattern of evidence leads to a decision or conclusion
  • 3.1.4 - Use technology and other information tools to organize and display knowledge and understanding in ways that others can view, use, and assess
  • 3.2.2 - Show social responsibility by participating actively with others in learning situations and by contributing questions and ideas during group discussions
  • 3.2.3 - Demonstrate teamwork by working productively with others
Reading and writing in Science:
  • CC3.5.11-12.A - Cite specific textual evidence to support analysis of science and technical texts, attending to important distinctions the author makes and to any gaps or inconsistencies in the account
  • CC3.5.11-12.G -Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., quantitative data, video, multimedia) in order to address a question or solve a problem
  • CC3.5.11-12.H - Evaluate the hypotheses, data, analysis, and conclusions in a science or technical text, verifying the data when possible and corroborating or challenging conclusions with other sources of information
  • CC3.5.11-12.I - Synthesize information from a range of sources (e.g., texts, experiments, simulations) into a coherent understanding of a process, phenomenon, or concept, resolving conflicting information when possible
  • CC3.6.11-12.F - Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation
  • CC3.6.11-12.G- Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of the specific task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any one source and following a standard format for citation
ELA:
  • CC1.2.11-12.D- Evaluate how an author’s point of view or purpose shapes the content and style of a text
  • CC1.2.11-12.H- Analyze seminal texts based upon reasoning, premises, purposes, and arguments
  • CC1.4.11-12.G -Write arguments to support claims in an analysis of substantive topics

Misconceptions:
  • Finding scientific information is easy on the internet.
  • Finding valid scientific information is easy.

Information Literacy Concepts:
  • Select informational textsliterary nonfiction
  • Drawing evidence from primary & secondary sources
  • Evaluating sources
  • Integrate diverse media
  • Evaluating arguments
  • Research Process
  • Synthesizing information
  • Developing research question(s) & topic
  • Producing and publishing with technology
  • Using information ethically & responsibly
/ Competencies/Skills
  • Independently, locate and select literary non-fiction and informational texts on grade level
  • Independently, use various print and digital reference sources
  • Draw evidence from primary & secondary sources
  • Identify alternate or opposing claims
  • Evaluate sources for credibility, relevance, currency, accuracy and bias
  • Use variety of sources and points of view to avoid excessive bias
  • Acknowledge controversy by incorporating opposing or differing viewpoints when presenting argument
  • Synthesize information found in multiple sources
  • Analyze texts for information based upon purposes and arguments: credibility, relevance, bias, accuracy and currency
  • Select information from informational texts that support analysis, reflection & research
  • Synthesize information found in multiple sources and in experiments, simulations, video or multimedia sources with information found in text
  • Use and cite specific textual evidence in secondary sources
  • As part of research process:
  • Compare several points of view about same issue, evaluating strengths and weaknesses of arguments
  • Formulate personal opinion about topic or issue
  • Access print sources using features of OPAC and within source itself
  • Use search functions of database to access digitally stored sources
  • Evaluate variety of sources and formats, including print and Internet web sites, according to their authorship, objectivity, scholarship and timelines
  • Verify information by checking facts in alternate sources
  • Use ongoing feedback and technology to produce, publish and update individual or shared writing products ethically
  • Present relationships between information and ideas
  • Use variety of sources and points of view to avoid excessive bias
  • Acknowledge controversy by incorporating opposing or differing viewpoints when presenting written argument
/ Description of Activities:
  • Current events
  • Human body system research
  • Scientific career exploration
  • Chemistry research project

Assessments:
  • Bibliographies
  • Works Cited
  • Rubrics

Interdisciplinary Connections:
  • Multi-media presentations
  • Reading nonfiction
  • Writing arguments
/ Additional Resources:
  • Library web site -
  • Video Recording Studio
  • MLA Citation Generator (Noodletools)
  • Note Card /Outline Generator (Noodletools)
  • Databases:
-Gale Products
-Electronic Encyclopedia
-EBSCOhost web
-PA Power Library- Access PA
  • Destiny online Card Catalog -

Subject:Library – Information Literacy / Grade:11 / Suggested Timeline: interdisciplinary throughout the school year
Unit Title: ELA (English, Honors English, Read 180, Creative writing, Introduction to Theater)
Unit Overview/Essential Understanding: In this unit, students will be able to participate in the research process related to topics provided by the course instructor. In addition, students will be able to locate and select literary fiction based on their interests.
Unit Essential Questions:
  • How does a reader’s purpose influence how text should be read?
  • How do responsible citizens use information ethically?
  • How do I summarize relevant information for my topic?
  • How do I properly document various sources used in research in MLA style & why is that important?

Unit Objectives:
  • Students will independently, select grade-level-appropriate literary fiction in a variety of genres.
  • Students properly document various sources used in research in MLA style.
  • Students will be able to locate & access sources.
  • Students will summarize relevant information.

Focus Standards Addressed in this Unit:
Information Literacy:
  • AASL standards for the 21st century learner
1. Inquire, think critically, and gain knowledge
2. Draw conclusions, make informed decisions, apply knowledge to new situations, and create new knowledge
4. Pursue personal and aesthetic growth
ELA:
  • CC1.2 Reading Informational Text - Students read, understand, and respond to informational text—with an emphasis on comprehension, vocabulary acquisition, and making connections among ideas and between texts with focus on textual evidence
  • CC1.3 Reading Literature - Students read and respond to works of literature—with an emphasis on comprehension, vocabulary acquisition, and making connections among ideas and between texts with a focus on textual evidence
  • CC1.4 Writing - Students write for different purposes and audiences; students write clear and focused text to convey a well-defined perspective and appropriate content

Important Standards Addressed in this Unit:
Information Literacy:
  • 1.1.6 - Read, view, and listen for information presented in any format (e.g., textual, visual, media, digital) in order to make inferences and gather meaning
  • 1.3.3 - Follow ethical and legal guidelines in gathering and using information
  • 2.1.1 - Continue an inquiry based research process by applying critical thinking skills (analysis, synthesis, evaluation, organization) to information and knowledge in order to construct new understandings, draw conclusions, and create new knowledge
  • 2.1.2 - Organize knowledge so that it is useful
  • 4.1.1 - Read, view, and listen for pleasure and personal growth
  • 4.4.1 - Identify own areas of interest
ELA:
  • CC1.2.11-12.D - Evaluate how an author’s point of view or purpose shapes the content and style of a text
  • CC1.2.11-12.G - Integrate and evaluate multiple sources of information presented in different media or formats (e.g., visually, quantitatively) as well as in words in order to address a question or solve a problem
  • CC1.2.11-12.H - Analyze seminal texts based upon reasoning, premises, purposes, and arguments
  • CC1.2.11-12.L - Read and comprehend literary nonfiction and informational text on grade level, reading independently and proficiently
  • CC1.3.11-12.K - Read and comprehend literary fiction on grade level, reading independently and proficiently
  • CC1.4.11-12.S - Draw evidence from literary or informational texts to support analysis, reflection, and research, applying grade-level reading standards for literature and literary nonfiction
  • CC1.4.11-12.V - Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation
  • CC1.4.11-12.W - Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of the task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any one source and following a standard format for citation
  • CC1.5.11-12.C - Integrate multiple sources of information presented in diverse formats and media (e.g., visually, quantitative, orally) in order to make informed decisions and solve problems, evaluating the credibility and accuracy of each source and noting any discrepancies among the data
  • CC1.5.11-12.F - Make strategic use of digital media in presentations to add interest and enhance understanding of findings, reasoning, and evidence

Misconceptions:
  • All types of fiction are the same.
  • Web sites have the best information.

Concepts/Content:
  • Determining author’s point of view (perspective)
  • Evaluating diverse media
  • Evaluating arguments
  • Select informational texts, & literary nonfiction
  • Selecting literary fiction
  • Research Process:
  • Developing research topic and question(s)
  • Accessing, identifying and evaluating resources
  • Synthesizing information
  • Note-taking strategies
  • Effective inquiry
  • Evaluating sources
  • Evaluating, analyzing & integrating information
  • Preparing multimedia presentations
  • Using information ethically & responsibly
/ Competencies/Skills:
  • Evaluate author’s credentials and background to determine point of view or purpose
  • Evaluate information found in multiple sources and mediums to address a question or solve a problem
  • Analyze texts for information based upon purposes and arguments for credibility, relevance, bias, accuracy and currency
  • Independently, select grade-level-appropriate literary fiction in a variety of genres
  • Apply strategies to create meaning from literary fiction; read self-selected literary fiction presented in any format to gain meaning by questioning, reflecting, responding and evaluating
  • Independently, locate and select literary non-fiction and informational texts on grade level
  • Independently, use various print and digital reference sources
  • Synthesize information found in multiple sources
  • Identify alternate or opposing claims
  • Evaluate sources for credibility, relevance, currency, accuracy and bias
  • Use variety of sources and points of view to avoid excessive bias
  • Analyze texts for information based upon purposes and arguments: credibility, relevance, bias, accuracy and currency
  • Acknowledge controversy by incorporating opposing or differing viewpoints when presenting argument
  • Use summaries, paraphrases and quotations
  • Within text, document use of information and ideas of others by using standard bibliographic citation format
  • Provide bibliography or list of works cited, using standard MLA bibliographic citation format
  • As part of research process:
  1. Use search functions of database to access digitally stored sources
  2. Narrow or broaden search by identifying relevant key words and subject headings and using search limiters
  3. Evaluate variety of sources and formats, including print and Internet web sites, according to their authorship, objectivity, scholarship and timeliness
  4. Verify information by checking facts in alternate sources
  5. Use summaries, paraphrases and quotations
  6. Compare several points of view about same issue, evaluating strengths and weaknesses of arguments
  7. Formulate personal opinion about topic or issue
  8. Identify any discrepancies among data presented in different formats, whether within single source or among multiple sources
  9. Use evaluation tools to determine data most likely to be accurate
  10. Use a variety of sources and pints of view to avoid excessive bias
  • Use ongoing feedback and technology to produce, publish and update individual or shared writing products ethically
  • Present relationships between information and ideas
  • Conduct short as well as more sustained research projects
/ Description of Activities:
  • Fiction book selection
  • Analyzing historical fiction
  • Analyzing literary criticism
  • Book report projects
  • Position research papers
  • Literary analysis papers

Assessments:
  • Rubrics
  • Bibliography

Interdisciplinary Connections:
  • Science:
-Reading & writing non-fiction
-Science fiction genre
  • Social Studies:
-Historical fiction genre