Tammy Bixler-Zalesinsky

Bixler-Zalesinsky 18

Professor Schreiter

Instructional Collaboration 5501

16 September 2007

Assignment 5: Scope and Sequence

Elementary: Grade 1

Information Literacy Skills Curriculum Benchmarks
(Ohio Department of Education) / Problem Solving Skill
(as discussed in Learning Unit for Information Problem Solving) / Information Problem Solving
Model Step
(Research Cycle Model)
Locate the school library media center and recognize library staff members by name. / Location of Information / Gathering
Discuss the roles of the library media center staff members and compare them to classroom teachers. (The librarian helps me find books and information.) / Location of Information / Gathering
Understand that the library media center has materials that everyone may use. / Location of Information / Gathering
Participate in library media center activities (e.g., story time, readers theatre). / None (However, students may begin to see the need for information or know of the location of information based on these activities.) / None (Students may begin questioning from these activities or use them as a basis for knowing where to gather information at a later time.)
Know that the public library has books and materials that students may use and borrow. / Location of Information / Gathering
Browse areas of the library media center with assistance from library media staff and classroom teachers (e.g., easy books, story area, listening centers, and computer lab). / Location of Information / Gathering
Look at easy books and select books to checkout. / Location of Information / Gathering
Know how to checkout books. / Location of Information / Gathering
Know when to return books and where to put them. / Location of Information (Student realizes that materials must be returned for others to use.) / Gathering (Student understands that materials must be available for others to gather the information.)
Discuss proper care of library books and materials. / None (There could be a bit of the Location of Information step in that students realize that without proper care, the information in the book will no longer be located in t he library.) / None
Know that books are placed in order on the bookshelves. / Location of Information / Gathering
Know that some books are true and others are make-believe / Evaluation and Organization of Information / Sifting and Sorting
Use the library catalog to find books, with teacher or librarian assistance. / Information Literacy Skills (librarian is assisting in the catalog search)
Location of Information (Finding the book on the shelf) / Planning (searching of the catalog)
Gathering (locating the book on the shelf)
Listen to stories, look at books and read for pleasure. / None (Students may later use this information to solve a problem.) / None (Perhaps students could be synthesizing information that they hear, books they look at, or read for pleasure.)
Ask questions to help understand information found in reading material. / Evaluation and Organization of Information / Sorting and Sifting
Participate in literary-enrichment activities (e.g., story time, puppet theatre, draw and tell stories). / None / None
Know that authors write books and illustrators draw pictures in books. / Evaluation and Organization of Information (This lays the foundation for students to later evaluate the author of the work.) / Sorting and Sifting (This begins the pathway for students to understand who they are evaluating.)
Talk about the difference between factual information and fiction
(e.g., what is real and what is pretend or make-believe). / Evaluation and Organization of Information (This gives students the background to evaluate resources as far as their factual content later in life.) / Sorting and Sifting
Decide what information is needed (e.g., brainstorm needs by deciding what you already know, what you need to know, and what you want to learn). / Need for Information / Questioning (what you want to learn)
Planning (what you need to know)
Find information about the topic by using library materials. / Information Literacy Skills (finding)
Use of Information (using) / Planning (finding)
Gathering (found materials)
Synthesizing (using the materials)
Use the information and communicate findings orally, visually or in writing / Use of Information (using)
Evaluation of Process/Product (communicating what you used in an effective format) / Synthesizing (using the information)
Reporting (communicating the information)
Use library computers, software and multimedia materials with assistance. / Information Literacy Skills (It is assumed students are using these devices to find information to solve a problem.)
Location of Information (Students know where to locate the information in learning this skill.) / Planning (Students prepare to learn how to search)
Gathering (The results of searching yield materials students can use to solve problems.)
Know that information about library resources is stored in the online public access catalog.
List types of information available on the Internet (e.g., school Web site, local information, animals, maps). / Location of Information / Gathering
Use teacher- or librarian-selected Web sites to find information or learn new things. / Location of Information / Gathering
Use browser buttons (forward/backward, home, and favorites) / None (However, this would be essential skill to learn in order to develop Information Literacy Skills.) / None (Students will later benefit in the Planning and Gathering stages when they already know how to use the browser to find and locate information.
Ask and answer questions about why people communicate through media (e.g., recognize the reason for the message). / Need for Information / Questioning
Recognize familiar information in messages communicated through media (e.g., use context clues and graphic symbols that help to understand the purpose, function and important idea in media communications). / Evaluation and Organization of Information / Sorting and Sifting
Recognize printed text, symbols, shapes and other graphics used in media communications. / Precursory skill to :
Evaluation and Organization of Information and
Use of Information / Precursory skill to :
Sorting and Sifting
And
Evaluating
Identify a variety of sounds, voice tones and facial expressions used to convey emotion. / Precursory skill to :
Evaluation and Organization of Information and
Use of Information / Precursory skill to :
Sorting and Sifting
And
Evaluating
Explain how clothing and costume are used to convey factual and fictional information. / Precursory skill to :
Evaluation and Organization of Information and
Use of Information / Precursory skill to :
Sorting and Sifting
And
Evaluating

High School: Grade 12

Information Literacy Skills Curriculum Benchmarks
(Ohio Department of Education) / Problem Solving Skill
(as discussed in Learning Unit for Information Problem Solving) / Information Problem Solving
Model Step
(Research Cycle Model)
Access the library facility in person and remotely when needed. / Location of Information
Need for Information (“when needed”) / Gathering
Questioning (“when needed”)
Locate resources using a title, subject, or author, keyword and advanced searches in the library catalog (e.g., Boolean operators and/or limiters such as copyright or material type). / Information Literacy Skills (searching process)
Location of information (“locating”) / Planning (searching process)
Gathering (“locating”)
Identify authors and their literary works. / Evaluation and Organization of Information (Assumed that this was part of a problem solving situation where the author would need to be identified in determining authenticity or reliability; however, if it is just pleasure reading, this would not necessarily apply.) / Sorting and Sifting (reasons stated to the left apply)
Read a variety of award-winning material for educational and personal enjoyment. / None (May be a precursor to problem solving) / None (May lead to questioning)
Observe intellectual property rights and copyright restrictions. / Use of Information (Know what restrictions are placed on the use of this information.)
Evaluation of Process/Product (ensure that credit is given in the final product) / Evaluating (Be sure that proper credit is given)
Reporting (The final product should not contain anything that exceeds these restrictions.)
Respect the principles of intellectual freedom and intellectual property rights. / Use of Information (Know what restrictions are placed on the use of this information.)
Evaluation of Process/Product (ensure that credit is given in the final product) / Sifting and Sorting (Be sure that the information can be used for the intended purpose of the final product.)
Evaluating (Be sure that proper credit is given.)
Reporting (The final product should not contain anything that exceeds these restrictions.)
Continue to use the public library after graduation and throughout life for information and personal needs. / Need for Information (This starts the entire process of needing information.) / Questioning (It is the first step in needing to use a library for solving a problem.)
Use a variety of libraries for academic achievement and lifelong learning after graduation (e.g., university libraries, career/work-related libraries and public libraries). / Location of Information / Gathering
Evaluate information collected to answer both personal and curricular needs to determine its accuracy, authority, objectivity, currency and coverage. / Evaluation and Organization of Information / Sorting and Sifting
Acknowledge intellectual property in using information sources / Use information
Evaluation of Process/Product (Final product should have acknowledgement) / Evaluating (Be sure final product cites any sources used.)
Reporting (Final product does not infringe on copyrights.)
Determine and apply an evaluative process to all information sources chosen for a project. / Evaluation and Organization of Information / Sorting and Sifting
Derive a personally developed research model to conduct independent research. / All Steps / All Steps
Refine the information question to focus the research process, modifying the question as necessary to broaden or narrow the inquiry. / Need for Information / Questioning
Critique information sources to determine if different points of view are included. / Evaluation and Organization of Information / Sorting and Sifting
Integrate multiple information sources in the research process. / Information Literacy Skills / Planning
Create a product to communicate information, representing a personal point of view based on findings. / Use of Information / Reporting
Adhere to copyright and intellectual property laws and guidelines when creating new products (e.g., standard bibliographic format, permissions to use information created by others). / Use of Information (Acknowledgement is given.)
Evaluation of Process/Product (Self-evaluate that all work is credited.) / Evaluating (Where did this information come from?)
Reporting (Final product must credit all sources.)
Archive final product in an accessible format for future use. / Evaluation of Process or Product (stored for later evaluation / Reporting
Synthesize search results retrieved from a variety of Internet resources to create an information product for a targeted audience. / Evaluation and Organization of Information / Synthesizing
Incorporate defined field searching by initiating a search string identifying the desired field of information to be retrieved (e.g., search author or title). / Information Literacy Skills / Planning
Critique research retrieved through the Internet for authority, accuracy, objectivity, currency, coverage and relevancy. / Evaluation and Organization of Information / Sorting and Sifting
Research information from electronic archives (e.g., listserv archives, Web log sites). / Information Literacy Skills / Planning
Use a variety of technology resources for curriculum and personal information needs (e.g., streaming video, CD/DVD, subscription database). / Location of Information / Gathering
Evaluate technology resources and determine strengths and weaknesses for curricular or personal needs. / Information Literacy Skills / Planning (Decide which tools would be best to use.)
Select appropriate tool, online resource or Web. / Information Literacy Skills / Planning
Incorporate defined field searching by initiating a search string identifying the desired field of information to be retrieved (e.g., search author or title). / Information Literacy Skill / Planning (creating a searching stragegy)
Create a stand-alone system for tracking Internet resources for personal and academic needs (e.g., postsecondary institutions of interest). / Use of Information (Final product is a stand-alone piece of information.) / Reporting (Final product allows students to use the information.)
Examine and evaluate information communicated, delivered and received by society as a whole / Evaluation and Organization of Information / Sifting and Sorting
Synthesizing (The impact on society as a whole can only be achieved after sifting and sorting has taken place.)
Analyze and critique social, economic, political, aesthetic and ethical functions and purposes embedded in media communications. / Evaluation and Organization of Information / Sifting and Sorting
Employ as appropriate Universal Design principles for construction of media communications, messages and products that address social, economic, political, aesthetic and ethical issues. / All steps are required in order to achieve this; however, the focus here is on the end product being useful.
Evaluation of Process or Product / Reporting (Again, all steps would be required to achieve this end result.)
Employ and practice legal and ethical responsibilities involved in the construction and delivery of media communications and information that address social, economic, political, aesthetic and ethical issues. / This would be applied to all steps in the process. / All steps would require this guiding principle, but the effect is most pronounced on the Evaluating and Reporting steps.
Analyze the influences of media communications on society as a whole and in the shaping of governmental, social and cultural norms. / Evaluation and Organization of Information / Sorting and Sifting
Critique media communications for complexities and discrepancies, accuracy, relevancy and credibility. / Evaluation and Organization of Information / Sorting and Sifting

Works Cited

Byerly, Greg, and Carolyn S. Brodie. "Information Literacy Skills Models: Defining the Choices." Learning and Libraries in an Information Age. Ed. Barbara K. Stripling. Englewood, CO: Libraries Unlimited, 1999. 54-82.

Ohio Dept. of Education. "Alignment of Benchmarks and Indicators by Grade Bands." Ohio Guidelines for Effective School Library Media Programs. Columbus: State of Ohio, 2002. Ohio Department of Education. 2005. Ohio Department of Education, Columbus. 17 Sept. 2007http://www.ode.state.oh.us/GD/Templates/Pages/ODE/ODEDetail.aspx?

page=3&TopicRelationID=340&ContentID=13952&Content=31719 >.