Library media instruction is an essential part of the education of elementary school students in the Harford County Public Schools. All curricular areas are dependent upon library media services for the support necessary to meet many outcomes in the various disciplines.

In addition, the rapid change in communication technology requires quality library media programs with a variety of resources and skills, enabling students to access, evaluate, interpret, and apply information from print and nonprint materials. The Elementary School Library Media Curriculum Guide provides elementary school library media specialists with a sequential program of library media standards, concepts, indicators, activities, and assessments for students in grades one through five. Elementary school administrators, library media specialists and classroom teachers are encouraged to become knowledgeable of the standards and concepts which are identified for the elementary school library media program. Elementary library media specialists and classroom teachers are strongly encouraged to plan together for cross-curricular integration. This curriculum guide will serve as an effective and useful tool to direct library media teaching and student learning. Jacqueline C. Haas Superintendent of Schools ACKNOWLEDGEMENTS Work to create an updated school library media curriculum guide for grades one through five was initiated in November 2001. Appreciation is expressed to the many educators in the Harford County Public Schools who contributed to the development of this guide. Special recognition is given to the members of the Elementary School Library Media Curriculum Committee. Curriculum development is very labor-intensive. The time and talent which was expended has resulted in a teaching resource of exceptional quality. COMMITTEE MEMBERS: Jennifer Baltes Forest Hill Elementary School Jane Ennis Jarrettsville Elementary School Lynne Koppenhoefer George D. Lisby at Hillsdale Elementary School Peggy Lauer Emmorton Elementary School Madgelene Thomas Ring Factory Elementary School Committee members wish to extend their thanks to Dr. Gerald E. Scarborough, Assistant Superintendent for Curriculum and Instruction; and Terry LaPorte, Supervisor of Library Services. Without their continued interest and expertise, this guide could not have been completed. TABLE OF CONTENTS Statement of Philosophy Instructions for Guide Use Format of Instructional Units and Definition of Terms Explanation of Instructional Codes Pillars of Educational Program Dimensions of Learning Multicultural Education Infusion Integrating Technology Special Education Differentiated Instruction Interdisciplinary Instruction National Information Literacy Standards for Student Learning Maryland Learning Outcomes Library Media Learning Outcomes Concepts for Library Media K-12 Conceptual Hierarchy for Library Media Media Concepts and Enduring Understandings Media Center Content Outline (Declarative Knowledge) Skills Scope and Sequence (Procedural Knowledge) Assessment Pacing in Library Media Complete copies of this guide may be purchased by contacting the Office of Library Services at 410-588-5250. PHILOSOPHY OF THE SCHOOL LIBRARY MEDIA PROGRAM The school library media program is at the core of effective learning and plays a vital role in collaborative planning and curriculum development. Serving all grade levels, ages and content areas, the program has a unique outlook on the needs and abilities of all the members of the school's learning community. That perspective makes the school library media program a natural hub for bringing teachers and library media specialists together to create exemplary and innovative curricula. The mission of the school 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 interests in reading, viewing, and using information and ideas; and by working with other educators to design learning strategies to meet the needs of individual students. To become effective users of information, students must have frequent opportunities to handle all kinds of information. Locating, interpreting, analyzing, synthesizing, evaluating, and communicating information should become a part of every content area. The classroom teacher and the library media specialist are actively involved in identifying the learning needs of students, developing teaching units, and guiding students' progress in life long learning. The library media specialist facilitates activities that offer meaningful practice in using a variety of information resources. In an effective program, students' experiences with information move away from learning traditional library media location skills taught in isolation. Students learn information literacy skills that are embedded into the curriculum. The acquisition of these skills provides a solid foundation of information literacy that will prepare students for a lifetime of learning. By guiding students toward self-discovery and self-direction, the library media program assists in promoting the learning of skills and attitudes essential to academic, vocational, and personal development. To ensure that the library media center functions successfully, it must have adequate professional and support staff, sufficient equipment inventory, and a relevant up-to-date collection of print, electronic and multimedia resources that support the curriculum and provide for personal growth and enjoyment. The library media instructional program integrates all library media skills and activities. Maximum accessibility to the library media program supports and endorses the Maryland State Department of Education's "Statement of Purpose for School Library Media Programs in Maryland," Standard 1.0 from the "Standards for School Library Media Programs in Maryland, and the American Library Association's "Library Bill of Rights" and "Intellectual Freedom Statement." Return to Table of Contents INSTRUCTIONS FOR GUIDE USE Welcome to the Elementary School Library Media Curriculum Guide! This guide provides library media specialists with a framework for teaching students library media skills at the elementary school level. The proper use of this guide will enable library media specialists to successfully lead elementary students through mastery of outcomes in a sequential learning experience in library media skills. Outcomes are concepts, content, skills and/or processes students will master and apply by the end of each unit. Successful mastery of these outcomes will provide a basis for learning throughout life. This guide includes Maryland Learning Outcomes in Library Media Education, Harford County Public School System Grade Level Content Standards and Indicators, Concepts, and Enduring Understandings. Fully developed units and lesson plans are included for each grade level. (See the following page for the format of instructional units, definition of terms and explanation of codes.) Dimensions of Learning, multicultural, and technology connections are infused throughout the guide. It is intended that this guide will provide each library media specialist with the flexibility to incorporate variety into all lessons, while staying within a set structure to achieve all curricular outcomes. This guide should be used as a link to cooperative planning between library media specialists and teachers. The time frame for the teaching of skills will vary according to the individual needs of the learners and the instructional needs, which are unique to individual school programs. Return to Table of Contents FORMAT OF INSTRUCTIONAL UNIT FRONT MATTER AND DEFINITION OF TERMS Each instructional unit is organized in a standard format and contains the following parts: TITLE OF THE INSTRUCTIONAL UNIT: GRADE LEVEL: RECOMMENDED INSTRUCTIONAL TIME: RATIONALE: a statement or explanation of reasons or principles HARFORD COUNTY CONTENT STANDARDS AND INDICATORS: criteria that direct and focus attention on a level of excellence to be attained in the curriculum CONCEPTS: organizing ideas or mental constructs that frame a set of examples sharing common attributes like timelessness, universality, abstraction and breadth ENDURING UNDERSTANDINGS: two or more concepts stated as a relationship; the "big ideas" related to the critical concepts and topics of study GUIDING QUESTIONS: specific, open-ended, thought-provoking questions that probe the factual and conceptual levels of understanding and create interest and a "need to know," leading toward deeper understanding of a discipline DECLARATIVE KNOWLEDGE: the vocabulary students need to know in order to be successful PROCEDURAL KNOWLEDGE: a step-by-step statement of how the students will learn DEFINITION OF ADDITIONAL TERMS WITHIN EXPERIENCES ADAPTATIONS: alternative teaching methods for use with students ASSESSMENTS: formal or informal evaluative strategies by which the library media specialist determine that indicators of the content standards are being mastered. These are embedded in the experiences. ENRICHMENTS: activities that facilitate students who are extending and refining knowledge EXPERIENCES: the lessons used to achieve the enduring understandings PREREQUISITE KNOWLEDGE: prior content and skills necessary to successfully begin a new unit PROCEDURE: method implemented to teach the concepts, content, and skills Return to Table of Contents EXPLANATION OF INSTRUCTIONAL CODES D1, D2, D3, D4, D5 Dimensions of Learning Codes D1 Dimension 1: Positive Attitudes and Perceptions About Learning D2 Dimension 2: Acquiring and Integrating Knowledge D3 Dimension 3: Extending and Refining Knowledge D4 Using Knowledge Meaningfully D5 Productive Habits of Mind T Use of Technology Indicated MC Use of Multicultural Resources Indicated L and U Location and Utilization Content Standard R, E and S Review, Evaluation and Selection Content Standard O Organization Content Standard C Comprehension Content Standard R and M Retrieval and Management Content Standard A Appreciation Content Standard P Production Content Standard EB Ethical Behavior Content Standard Return to Table of Contents HARFORD COUNTY PUBLIC SCHOOLS PILLARS OF THE EDUCATIONAL PROGRAM Introduction The Educational Program of the Harford County Public School System continues to evolve as decisions are made at the national, state, and local levels about all aspects of schooling. The "Pillars of the Educational Program" is the philosophical and theoretical base to which the school system subscribes and the screen through which decisions pertaining to curriculum, instruction, and assessment must pass – with the singular goal of maximizing student achievement. The challenge of educating students is reflected in two questions: "What to teach?" and "How to teach?" The Harford "Pillars" model responds to these two questions and provides direction for local educators charged with responsibility to develop, implement, and administer a viable, complex, and highly successful program. All library media specialists, as well as all instructional personnel, are encouraged to learn about and become proficient in the use of the "Pillars" in order to continuously improve teaching and learning. Return to Table of Contents DIMENSIONS OF LEARNING Dimensions of Learning, a comprehensive research-based model, is the planning framework used for developing units of instruction in Harford County Public Schools. Five types of thinking essential to successful learning are incorporated into the planning process. A brief narrative description of each type of thinking and its direct relationship to the school library media curriculum, instruction, and assessment are provided below. Dimension 1: Positive Attitudes and Perceptions About Learning Positive student attitudes and perceptions about reading and learning characterize the successful library media program. A positive perception of library media tasks is fostered by integrating library-related skills to learning in other curricular areas. Students are given many opportunities in which they can be successful. This contributes to a more self-confident learner with a "can do" attitude. Dimension 2: Acquiring and Integrating Knowledge Helping students acquire and integrate both declarative and procedural knowledge is one of the most important aspects of the library media program. Students are guided in relating new knowledge to what they already know. They then organize, shape, and internalize that information for future use. Dimension 3: Refining and Extending Knowledge Students extend and refine knowledge by participating in activities involving comparison, classification, induction, deduction and error analysis. They further extend their knowledge with the complex thinking processes of constructing support, abstracting and analyzing perspectives. Dimension 4: Using Knowledge Meaningfully Students refine and apply their thinking skills in various "real world" activities which involve decision making, investigation, problem solving, experimental inquiry, and invention. Dimension 5: Productive Habits of the Mind Successful learning is supported when students engage in self-regulation, critical thinking, and creative thinking. Opportunities for students to master these skills and processes should be incorporated into each instructional unit. Return to Table of Contents MULTICULTURAL EDUCATION INFUSION Library media specialists are increasingly challenged to accommodate a broadening range of student abilities, interests, needs and cultural backgrounds. Meeting the unique individual needs of each student provides the opportunity to develop in all learners an awareness and appreciation for individual and cultural diversity and commonalities. Library media specialists have the responsibility and opportunity to use written resources by authors from a variety of multicultural backgrounds to impart this knowledge, being mindful to avoid omission and misrepresentation of minority groups and women. This curriculum should instill in students a sensitivity, understanding, and appreciation of cultural groups in the community, state, nation, and world. Return to Table of Contents INTEGRATING TECHNOLOGY The need for people who can design, maintain, and effectively use the tools of the technological age is evident. Technology continues to become increasingly sophisticated and pervasive in education and in the world of work. The universal use of technology in the world today has enabled unprecedented access to information. It is important that students are taught a process for finding, using and evaluating information. By infusing technology into the curriculum, students will boost their own achievement and critical thinking skills, while preparing themselves for the world of work. Library media specialists are encouraged to become proactive in seeking out and infusing technological resources into their work with students to support and enhance the essential learning presented in this curriculum. Students demonstrate competencies by using technology as a medium for project-based work, producing reports, multimedia presentations, and other products. The tools of technology foster cooperation, communication, independence, and the ability to gather, organize, manipulate, and evaluate data and to use multiple resources. Skills that can be taught in a technologically-enriched educational environment, such as problem solving, critical thinking, creativity, and a sense of inquiry, are essential to the future success of students. To succeed in the information age, students must be introduced to skills they will need in their future workplaces. These skills will be the foundation upon which careers are built. Return to Table of Contents SPECIAL EDUCATION DIFFERENTIATED INSTRUCTION Adaptations for special education students are infused throughout the elementary library media guide. These adaptations are useful for many other students when a particular concept or procedure is difficult for a child to grasp. In addition, the committee would like to provide some guidelines that may be used at times when the guide does not specifically delineate adaptations. Check with the special educator at the beginning of each school year and request information pertinent to students when they are in the library media center. Also, use special educators throughout the year as a resource, when needed to adapt your units for particular students having difficulty. General adaptations that may be used include the following: Provide specific written direction for help in keeping students on task. These directions may be further broken down into smaller steps to ensure greater success. Read directions orally. Have the students paraphrase the directions to you. Reread and rephrase, if needed, checking again for understanding. Provide additional time for students to complete the assignment. Modify the assignment which may include shortening it. Pair the student with a buddy. Return to Table of Contents INTERDISCIPLINARY INSTRUCTION The importance of assisting students in identifying and appreciating learning connections or linkages across disciplines is vital. Students must form understandings of overarching concepts, engage in the synthesis and transfer of knowledge, and apply their learning in "real world" or authentic contexts. Library media specialists are a natural bridge for interdisciplinary instruction. As a member of the School Improvement Team in their school, and as one who services information needs at every level, library media specialists have a deep understanding of interdisciplinary instruction. Return to Table of Contents NATIONAL INFORMATION LITERACY STANDARDS FOR STUDENT LEARNING 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. 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. 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. Return to Table of Contents MARYLAND LEARNING OUTCOMES IN LIBRARY MEDIA EDUCATION The library media curriculum for the Harford County Public Schools is based upon the seven Maryland Learning Outcomes in Library Media Education. These learning outcomes were developed from the nine instructional goals identified in the 3.0 Instruction Component of Standards for School Library Media programs in Maryland. The standards are designed to be used as guidelines in the review process specified in the Regulations on Public School Library Media Program, COMAR 13A.05.04.01. Students will locate and use materials and equipment. Students will review, evaluate, and select media for an identified information need. Students will learn and apply study, research, reference, and critical thinking skills to organize information. Students will comprehend content in various types of media. Students will retrieve and manage information. Students will demonstrate an appreciation of books and other media as sources of information and recreation. Students will create print and nonprint media. Return to Table of Contents MARYLAND LEARNING OUTCOMES The library media curriculum for the Harford County Public Schools is based upon the seven Maryland Learning Outcomes in Library Media Education. These learning outcomes were developed from the nine instructional goals identified in the 3.0 Instruction Component of Standards for School Library Media programs in Maryland. The standards are designed to be used as guidelines in the review process specified in the Regulations on Public School Library Media Program, COMAR 13A.05.04.01. Students will locate and use materials and equipment. Students will review, evaluate, and select media for an identified information need. Students will learn and apply study, research, reference, and critical thinking skills to organize information. Students will comprehend content in various types of media. Students will retrieve and manage information. Students will demonstrate an appreciation of books and other media as sources of information and recreation. Students will create print and nonprint media. Return to Table of Contents MARYLAND LEARNING OUTCOMES IN LIBRARY MEDIA EDUCATION LIBRARY MEDIA LEARNING OUTCOMES Maryland State Department of Education Outcome 1 Outcome 2 Outcome 3 Outcome 4 Outcome 5 Outcome 6 Outcome 7 Outcome 8 OUTCOME 1 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. Locate and use information resources, equipment and other technologies effectively and efficiently. INDICATORS 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. Connection to National Standards: Information Literacy Standards for Student Learning (AASL and AECT, c 1998) 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. Instructional Support Resources from AASL and MSDE OUTCOME 2 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. Review, evaluate and select media. INDICATORS 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. 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. Instructional Support Resources from AASL and MSDE OUTCOME 3 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. Learn and apply reading, research and critical thinking skills to organize, and synthesize information in order to communicate new understanding. INDICATORS 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 I-Search Research Cycle Task, Definition Becoming Immersed in Question the Them and Posing the Information Seeking Strategies I-search Questions Information Seeking Strategies Designing a Search Plan Plan Location and Access Gathering and Integrating Information Gather Use of Information Producing and Disseminating Reports and Projects Sort, Sift and Analyze Synthesis   Synthesize Evaluation   Evaluate     Report 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. 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. Instructional Support Resources from AASL and MSDE OUTCOME 4 Outcome 4 establishes the purpose for reading, listening, and viewing: To read for information To perform a task To engage in a literary experience Comprehend content in various types of media. INDICATORS 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. 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. Instructional Support Resources from AASL and MSDE OUTCOME 5 Outcome 5 focuses on the use of technology in the school library media center and other libraries. Information may be accessed readily through electronic sources. Appropriate skills are vital if the information accessed is to serve the intended purpose. Retrieve and manage information. INDICATORS Use appropriate strategies to retrieve information from a variety of electronic sources. Devise strategies for recording information. Select appropriate technology tools and applications to retrieve and manage information Organize information for practical application. 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. 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. Instructional Support Resources from AASL and MSDE OUTCOME 6 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. Demonstrate an appreciation of literature and other creative expressions as sources of information and recreation. INDICATORS 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. Connection to National Standards: Information Literacy Standards for Student Learning (AASL and AECT, c 1998) 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 expressions 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. Instructional Support Resources from AASL and MSDE OUTCOME 7 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. Create materials in various formats. INDICATORS Demonstrate knowledge of the process used in developing various types of media. Discriminate among the various types 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. Connection to National Standards: Information Literacy Standards for Student Learning (AASL and AECT, c 1998) 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 expressions 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. Instructional Support Resources from AASL and MSDE OUTCOME 8 Outcome 8 focuses on responsibilities related to the fair and equitable use of information in a democratic society, such as observance of copyright law and the promotion of intellectual freedom. Apply ethical behavior to the use of information. INDICATORS Demonstrate the appropriate care and handling of materials. Demonstrate safe operation and care of equipment. Follow the policies of the school library media center. Use information technology responsibly. Respect the principle of equitable access to information. Respect others' ideas and backgrounds and acknowledge their contributions. Respect the principles of intellectual freedom. Respect the intellectual property rights. Connection to National Standards: Information Literacy Standards for Student Learning (AASL and AECT, c 1998) 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. Respects the principle of equitable access to information. 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. Respects the principles of intellectual freedom. Respects intellectual property rights. Uses information technology responsibly. 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. Instructional Support Resources from AASL and MSDE Instructional Support Resources from AASL and MSDE AASL American Association of School Librarians Check out the web-based guides bibliography of resources compiled by AASL that support library media instructional program development and implementation. MSDE Maryland State Department of Education Best Practices Information Literacy From the Project BETTER Series that summarizes current research on effective instruction Library Media Standards ©~ Copyright 1991 Maryland State Department of Education Materials have been copied with permission from the Maryland State Department of Education. All Rights are reserved by the Maryland State Department of Education Return to Table of Contents CONCEPTS FOR LIBRARY MEDIA Accuracy: state of correctness; freedom from mistake or error Creativity: having the ability or power to create; characterized by originality and expressiveness Community: people who live in a particular area; people who have similar qualities or interests Critical Thinking: to engage in a task when solutions are not apparent; pushing the limits of knowledge and ability Ethics, Values: principal of right or good conduct, moral choices to be made by the individual Independent Learning: to use knowledge to locate and use materials without the influence, guidance or control of others Information Literacy: ability to find and use information Media: materials that present information; print or nonprint sources Organization: act or process of being organized; to arrange by systematic planning Recreation: an activity that produces enjoyment and/or relaxation Resource Management: to organize the materials housed in a specific area Social Responsibility: to demonstrate understanding, friendliness, adaptability, empathy and politeness Society: to contribute positively to the learning community; to participate effectively in groups; to pursue and generate information Technology: to understand the overall intent and proper procedures for using software and hardware Wants and Needs: materials that would create a better learning environment as opposed to essential materials for the completion of a task Return to Table of Contents K - 12 CONCEPTUAL HIERARCHY FOR LIBRARY MEDIA Concept Grade   K 1 2 3 4 5 6 7 8 9 10 11 12   Accuracy       X   X X X X X X X X   Creativity         X X X X X X X X X   Community     X X X X X X X X X X X   Critical Thinking         X X X X     X X X   Ethics, Values     X X X X X X X X X X X   Independent Learning       X X X X X X X X X X   Information Literacy   X X X X X X X X X X X X   Media     X X   X X X   X X X X   Organization         X X X X   X X X X   Recreation   X X X X X X X X X X X X   Resource Management       X X X   X X X X X X   Social Responsibility     X   X X X X X X X X X   Society     X   X X X X X X X X X   Technology   X X X X X X X X X X X X   Wants and Needs   X X X X X X X X X X X X Return to Table of Contents MEDIA CONCEPTS AND ENDURING UNDERSTANDINGS FOR GRADE ONE Key Concepts: Accuracy Organization Community Recreation Creativity Resource Management Critical Thinking Social Responsibility Ethics, Values Society Independent Learning Technology Information Literacy Wants and Needs Media   Enduring Understandings: 1. Library media center materials are arranged in a logical manner and may be retrieved using knowledge of that arrangement. (L and U) 2. Acquisition, evaluation and use of materials should meet a specific need. (R, E and S) 3. Information may be organized using study, research, reference, and critical thinking skills to foster independent learning. (O) 4. Information from various resources must be analyzed, evaluated, synthesized and applied appropriately. (C) 5. Information may be readily accessed and evaluated through electronic sources. (R and M) 6. Reading for pleasure or information has life-long applications. (A) 7. Designing and creating from the appropriate types of media for a specific purpose enhances learning. (P) 8. Information may help in making valuable and ethical choices in a democratic society. (EB) MEDIA CONCEPTS AND ENDURING UNDERSTANDINGS FOR GRADE TWO Key Concepts: Accuracy Organization Community Recreation Creativity Resource Management Critical Thinking Social Responsibility Ethics, Values Society Independent Learning Technology Information Literacy Wants and Needs Media   Enduring Understandings: 1. Library media center materials are arranged in a logical manner and may be retrieved using knowledge of that arrangement. (L and U) 2. Acquisition, evaluation and use of materials should meet a specific need. (R, E and S) 3. Information may be organized using study, research, reference, and critical thinking skills to foster independent learning. (O) 4. Information from various resources must be analyzed, evaluated, synthesized and applied appropriately. (C) 5. Information may be readily accessed and evaluated through electronic sources. (R and M) 6. Reading for pleasure or information has life-long applications. (A) 7. Designing and creating from the appropriate types of media for a specific purpose enhances learning. (P) 8. Information may help in making valuable and ethical choices in a democratic society. (EB) MEDIA CONCEPTS AND ENDURING UNDERSTANDINGS FOR GRADE THREE Key Concepts: Accuracy Organization Community Recreation Creativity Resource Management Critical Thinking Social Responsibility Ethics, Values Society Independent Learning Technology Information Literacy Wants and Needs Media   Enduring Understandings: 1. Library media center materials are arranged in a logical manner and may be retrieved using knowledge of that arrangement. (L and U) 2. Acquisition, evaluation and use of materials should meet a specific need. (R, E and S) 3. Information may be organized using study, research, reference, and critical thinking skills to foster independent learning. (O) 4. Information from various resources must be analyzed, evaluated, synthesized and applied appropriately. (C) 5. Information may be readily accessed and evaluated through electronic sources. (R and M) 6. Reading for pleasure or information has life-long applications. (A) 7. Designing and creating from the appropriate types of media for a specific purpose enhances learning. (P) 8. Information may help in making valuable and ethical choices in a democratic society. (EB) MEDIA CONCEPTS AND ENDURING UNDERSTANDINGS FOR GRADE FOUR Key Concepts: Accuracy Organization Creativity Recreation Critical Thinking Resource Management Ethics, Values Social Responsibility Independent Learning Society Information Literacy Technology Media Wants and Needs Enduring Understandings: 1. Library media center materials are arranged in a logical manner and may be retrieved using knowledge of that arrangement. (L and U) 2. Acquisition, evaluation and use of materials should meet a specific need. (R, E and S) 3. Information may be organized using study, research, reference, and critical thinking skills to foster independent learning. (O) 4. Information from various resources must be analyzed, evaluated, synthesized and applied appropriately. (C) 5. Information may be readily accessed and evaluated through electronic sources. (R and M) 6. Reading for pleasure or information has life-long applications. (A) 7. Designing and creating from the appropriate types of media for a specific purpose enhances learning. (P) 8. Information may help in making valuable and ethical choices in a democratic society. (EB) MEDIA CONCEPTS AND ENDURING UNDERSTANDINGS FOR GRADE FIVE Key Concepts: Accuracy Organization Creativity Recreation Critical Thinking Resource Management Ethics, Values Social Responsibility Independent Learning Society Information Literacy Technology Media Wants and Needs Enduring Understandings: 1. Library media center materials are arranged in a logical manner and may be retrieved using knowledge of that arrangement. (L and U) 2. Acquisition, evaluation and use of materials should meet a specific need. (R, E and S) 3. Information may be organized using study, research, reference, and critical thinking skills to foster independent learning. (O) 4. Information from various resources must be analyzed, evaluated, synthesized and applied appropriately. (C) 5. Information may be readily accessed and evaluated through electronic sources. (R and M) 6. Reading for pleasure or information has life-long applications. (A) 7. Designing and creating from the appropriate types of media for a specific purpose enhances learning. (P) 8. Information may help in making valuable and ethical choices in a democratic society. (EB) Return to Table of Contents MEDIA CENTER CONTENT OUTLINE (REQUIRED DECLARATIVE KNOWLEDGE – GRADE 1) Declarative knowledge is cumulative and extensive. Library media curriculum builds upon the skills and concepts taught in earlier grades. Units are designed to produce independent users of elementary school library media centers in all curriculum areas. We're Glad You're Here Wanted: Book Enemies Hooray for Books! Well-Loved Literature! Informative or Imaginative? We Can Write a Story! Book Check Out Book Care Author Bravery Appropriate Book Beginning Book Selection Book Enemy Barcode Characters Captions End Circulation Desk Book Mark Cover Copyright Date Dewey Decimal Classification System Illustration Everybody Books Borrower Dedication Event Fiction Book Middle Library Media Center Rules and Routines Habits Illustrator Features Illustrations Sequence   Lender Publisher Perseverance Imaginary Idea     Picture Spine Personality Index     Poster Spine Label Response Nonfiction Books     Protection Title Setting Photographs     Responsibility Title Page Sequence Real Idea           Selection           Spine Labels           Table of Contents   MEDIA CENTER CONTENT OUTLINE (REQUIRED DECLARATIVE KNOWLEDGE – GRADE 2) Declarative knowledge is cumulative and extensive. Library media curriculum builds upon the skills and concepts taught in earlier grades. Units are designed to produce independent users of elementary school library media centers in all curriculum areas. Welcome Back! Where Is Everybody? Spin a Web: Fact or Fiction? Tell Me a Tale Caldecott and King: Awards for Illustrators Book Care Everybody Books Captions Audio American Library Association Book Check Out Everybody Section Database Audiovisual Collage Book Selection Identifier Diagrams Culture Coretta Scott King Everybody Books Locator Fiction Books Folktales Coretta Scott King Medal Nonfiction Books Shelf Labels Headings Media Randolph Caldecott   Spine Labels Illustrations Paper Plate Puppet Randolph Caldecott Medal     Information Visual Spine Label     Nonfiction Books   Sequence     Notes   Watercolor     OPAC         Report         Spine Labels     MEDIA CENTER CONTENT OUTLINE (REQUIRED DECLARATIVE KNOWLEDGE - GRADE 3) Declarative knowledge is cumulative and extensive. Library media curriculum builds upon the skills and concepts taught in earlier grades. Units are designed to produce independent users of elementary school library media centers in all curriculum areas. Mapping the Library Media Center Do We Know Dewey? Awesome OPAC Long Ago and Far Away Fascinating Folks Book Care Call Number Call Number Characters Autobiography Book Check Out Dewey Decimal Classification System Expanded Record Fairy Tale Collective Biography Book Selection Dewey Decimal Number Imprint Genre Foreword Everybody Books Subject OPAC OPAC Index Fiction Books   Record Plot Individual Biography Magazines   Recreational Need Sequence Research Nonfiction Books   Search Window Sketch Table of Contents Parts of the Library Media Center   Summary Setting   Reference Books     Story Elements   MEDIA CENTER CONTENT OUTLINE (REQUIRED DECLARATIVE KNOWLEDGE - GRADE 4) Declarative knowledge is cumulative and extensive. Library media curriculum builds upon the skills and concepts taught in earlier grades. Units are designed to produce independent users of elementary school library media centers in all curriculum areas. Introduction to the Library Media Center Go for the Gold Get Real! Maryland at a Glance Act Out Aesop Book Care Bibliography Characters Cross Reference Actor or Actress Book Check Out Body of Work Flap Electronic Database Characters Book Selection Copyright Genre General Encyclopedia Comedy Circulation Criteria Plot Index Dialogue Dewey Decimal Classification System Hits Pop-Up Keyword Drama Everybody Books Internet Realistic Fiction Reference Source Fable Fiction Books Keyword Setting Specialized Encyclopedia Genre Nonfiction Books Links Subject Table of Contents Melodrama OPAC Literary Award Summary   Moral Parts of the Library Media Center Online Computer     Narrator Reference Books Plagiarism     Performance   Reliability     Play   Search Engine     Playwright   URL     Plot   Validity     Script   Website     Serious Drama         Spectacle         Thought         Tragedy MEDIA CENTER CONTENT OUTLINE (REQUIRED DECLARATIVE KNOWLEDGE - GRADE 5) Declarative knowledge is cumulative and extensive. Library media curriculum builds upon the skills and concepts taught in earlier grades. Units are designed to produce independent users of elementary school library media centers in all curriculum areas. Off to a Good Start American Indian Tales Nifty Fifty Blast from the Past He's How Tall? Book Care American Indian Regions Almanac Historical Fiction Atlas Book Check Out Characteristics Arrangement Jacket Information Exaggeration Book Selection Evidence Chronological Order Note Taking Geographical Dictionary or Gazetteer Circulation Pourquoi Tales Electronic Database Subject(s) Hero Dewey Decimal Classification System Transformation Format Timeline Heroine Efficient Use Trickster Tales General Encyclopedia Table of Contents Index Everybody Books   Index   Sequel Fiction Books   Keyword   Table of Contents Nonfiction Books   Link   Tall Tale OPAC   Note Taking     Parts of the Library Media Center   Online Computer         Reference Source         Research         Search Engine         Specialized Encyclopedia         Table of Contents     Return to Table of Contents SKILLS SCOPE AND SEQUENCE – GRADE 1 (REQUIRED PROCEDURAL KNOWLEDGE) Library media curriculum in first grade introduces the skills and concepts that students will need to be successful in the library media center. Students are introduced to book check out, book care, the parts of the library media center, parts of a book and story elements. In addition, students follow library media center procedures and select books based on their need and reading level. 1. Students will locate and use materials in the everybody section of the library media center by: identifying the everybody section and the circulation desk. locating different letter sections of the everybody section. identifying the cover, author, illustrator, title, publisher, spine label, and barcode of an everybody book. matching symbols for the parts of a book with the written terms. 2. Students will distinguish between fiction and nonfiction by: identifying the difference between real and imaginary. identifying the elements of a fiction book. identifying the elements of a nonfiction book. classifying nonfiction and fiction books. 3. Students will retell and react to materials and use picture/graphic organizers to record information by: sequencing the events of a story in order to retell it. writing a sentence or sentences to tell what is happening in an illustration. sequencing the illustrations and accompanying words for a story. 4. Students will use comprehension skills to answer questions related to materials read by: identifying the characters, setting, and events of stories. 5. Students will investigate available instructional technology as sources of information by: determining where in the everybody section a particular author's book would be found. 6. Students will select books for recreational reading by: selecting and checking out books. choosing an appropriate fiction or nonfiction book for themselves. 7. Students will create a design for print or nonprint media by: making a poster of a library media center rule. writing a book including front and back cover, title page, dedication, and first name and last name pages. responding to a story by writing, drawing, or creating a computer-generated product. 8. Students will demonstrate ethical behavior in the library media center by: following the library media center's rules and routines. SKILLS SCOPE AND SEQUENCE - GRADE 2 (REQUIRED PROCEDURAL KNOWLEDGE) Library media curriculum in second grade builds on the skills and concepts taught in first grade library media. Students are introduced to new strategies in locating and using materials in the fiction and nonfiction areas of the library media center. Students learn about the characteristics of folktales and present what they have learned. Students use ethical behavior and organizational skills when researching and writing about their research. In addition, students select and check out materials for recreational and informational reading. 1. Students will understand the arrangement of books in the everybody section by: locating the everybody section of the library media center. putting books from the everybody section in correct order. locating a specific author in the everybody section of the library media center. locating Caldecott or Coretta Scott King medal winners. 2. Students will identify the characteristics of fiction and nonfiction by: identifying and classifying fiction and nonfiction books using characteristics of each. comparing and contrasting everybody and nonfiction call numbers . 3. Students will organize information by: organizing information gathered from a nonfiction source. using a graphic organizer to sequence the events of a Caldecott or Coretta Scott King winning title. 4. Students will identify various materials for a specific purpose by: identifying the everybody and nonfiction sections of the library media center. 5. Students will identify available instructional technology as sources of information by: telling if a book is available in the library media center with assistance from the library media specialist. comparing the effect of an audiovisual story with a story in a book. 6. Students will select and read a variety of books to satisfy recreational and informational needs by: identifying the characteristics of folktales. identifying the criteria necessary for winning a Caldecott or Coretta Scott King medal. comparing two artistic styles and differentiating between the two. identifying the various artistic styles used in creating illustrations for Caldecott or Coretta Scott King medal winning books. 7. Students will create a design for print or nonprint media by: creating a poster showing a book care rule. creating a report to share what was learned. working with a group to present a folktale to the class. creating a collage based on the illustrations from a Caldecott medal or Coretta Scott King medal winning book. 8. Students will independently gather and use information ethically and in accordance with the procedures outlined in the established media guidelines by: utilizing established library media center procedures to select and check out materials, including the use of a library card and shelf marker, in addition to exhibiting appropriate behavior. demonstrating appropriate book care when using library media center materials. explaining how the information learned changed an opinion or idea about the chosen topic. SKILLS SCOPE AND SEQUENCE - GRADE 3 (REQUIRED PROCEDURAL KNOWLEDGE) Library media curriculum in third grade reinforces and builds upon the skills and concepts taught in grades one and two. In addition to book selection and check out skills, students are introduced to the use of the Dewey Decimal Classification System and OPAC to locate library media center materials. Students, also, continue learning about types of literature by focusing on fairy tales and biographies. 1. Students will demonstrate appropriate care and handling of materials by: using established library media center procedures to select and check out materials, including use of check-out card and shelf markers and using appropriate behavior. 2. Students will locate fiction books by: locating a specific fiction book using its call number, author, and title. 3. Students will identify the role of OPAC and recognize its role in locating materials by: identifying a type of book by its call number. identifying and locating a specific nonfiction book, for a particular purpose, using its call number, author, and title. using OPAC in order to find a specific fairy tale on the shelves. locating and identifying an autobiography, an individual biography and a collective biography. 4. Students will select appropriate fiction and nonfiction books by: finding a specific nonfiction book on the shelves. identifying the Dewey Decimal number that is assigned to an individual biography, an autobiography, and a collective biography. 5. Students will complete answers to specific questions by: learning about the history of the Dewey Decimal Classification System and how that system is arranged. locating sections of the Dewey Decimal Classification System. sequencing major events in a fairy tale. using a table of contents and an index to locate information found within a collective biography. 6. Students will describe a variety of basic sources to acquire information by: locating a book for personal or recreational need using OPAC. analyzing a fairy tale to determine events important for retelling the story by sketching. 7. Students will use appropriate retrieval strategies to access information by: identifying the elements of a book's OPAC record. recording appropriate information from OPAC records. 8. Students will exhibit appreciation of literature by: identifying fairy tales as a distinct literary genre. 9. Students will create a design for print or nonprint media by: drawing or completing a map of the library media center that includes areas where different types of materials are shelved, circulation desk, book return, study tables, computers with OPAC, and other features specific to their library media center. retelling a fairy tale using appropriate visuals. 10. Students will independently gather and use information ethically and in accordance with the procedures outlined in the established media guidelines by: demonstrating appropriate book care when using library media center materials. SKILLS SCOPE AND SEQUENCE - GRADE 4 (REQUIRED PROCEDURAL KNOWLEDGE) Library media curriculum in fourth grade reinforces and builds upon the skills and concepts taught in grades one through three. In addition to book selection and check out skills, students are introduced to the use of electronic reference sources, Internet searching, and print reference sources. Students continue learning about types of literature by focusing on award winning books, fables, drama, and realistic fiction. 1. Students will effectively locate materials by: identifying parts of the library media center. using OPAC to locate realistic fiction in the library media center collection. 2. Students will select appropriate media by: using the Internet and online tools such as C.E.R.F. or a search engine to gather information on literary awards. 3. Students will use research skills to select, record, and reorganize information by: using the table of contents, index, and cross references to locate information in reference books including encyclopedias. 4. Students will use a variety of basic sources to acquire information by: analyzing the characters, setting, and plot of a story and determining if a story fits the realistic fiction genre. adapting a fable to a play, including appropriate characteristics of drama. 5. Students will use appropriate retrieval strategies to access information from various systems by: using electronic databases to locate information. 6. Students will select from various genres by: identifying realistic fiction as a distinct literary genre. identifying drama and fables as distinct literary forms. 7. Students will create a design for print or nonprint media by: creating an electronic presentation about a literary award. creating a pop-up that recommends a realistic fiction book to other students by illustrating the events, characters, or setting of the story. performing a play using appropriate performance techniques. 8. Students will independently gather and use information ethically and in accordance with the procedures outlined in the established media guidelines by: selecting and checking out a book using proper procedures. evaluating and organizing collected data in an ethical manner. SKILLS SCOPE AND SEQUENCE - GRADE 5 (REQUIRED PROCEDURAL KNOWLEDGE) Library media curriculum in fifth grade reinforces and builds upon the skills and concepts taught in grades one through four. Students continue the use of print references, online databases and the Internet. They are introduced to more sophisticated methods of analysis. In addition, students continue learning about types of literature by focusing on historical fiction, tall tales, and American Indian tales, with emphasis on geographical and historical aspects of those genres. 1. Students will locate materials by: locating parts of the library media center. efficiently using OPAC to identify a book about a specific subject. utilizing print and electronic reference sources. using OPAC to locate an historical fiction book in the library. 2. Students will select the most appropriate media format for a specific purpose by: comparing and contrasting media formats. locating the time period of an historical fiction book on a timeline. 3. Students will use research and critical thinking skills to evaluate basic sources by: evaluating two American Indian tales from a similar region and explaining how each story reflects the culture of the tribe. comparing and contrasting two American Indian tales. gathering and recording information from reference sources. using atlases and geographical dictionaries to locate settings in tall tales. 4. Students will select the appropriate type of basic media for a specific purpose by: explaining how American Indian tales can give information about the American Indian culture. examining various American Indian tales from different regions. determining which electronic resource will best answer an informational need. 5. Students will apply various retrieval strategies to access and organize information from basic systems by: determining the keyword to use in research. taking notes from a reliable, authoritative source that relates to the historical fiction book's time period. 6. Students will identify characteristics of various genres by: selecting and checking out a book using proper procedures. identifying characteristics of American Indian tales. appreciating historical fiction and identifying the genre's characteristics in the book. identifying tall tales as a distinct type of folklore. 7. Students will create a design for print or nonprint media by: creating a trading card presenting information about a state. composing an adaptation of a tall tale. 8. Students will independently gather and use information ethically and in accordance with the procedures outlined in the established media guidelines by: demonstrating the appropriate handling of library media center materials. citing reference sources used in a research project. Return to Table of Contents ASSESSMENT Library media specialists support progression of student reading skills through instruction and collection development, which are important for reading success on the MSA (Maryland State Assessment). The ability to independently choose appropriate reading materials for information or recreation increases students' appreciation for and proficiency in reading. Instruction to develop this ability within this curriculum is both inductive and deductive beginning in grade one and continuing through grade five. While some library media skills may be similar at all grade levels, these skills increase in complexity as students mature and achieve higher level thinking skills. Library media specialists in Harford County Public Schools recognize that acquiring research and media skills is a cumulative experience which the student begins to develop in first grade and continues to develop through grade twelve. Experiences are assessed during each library media period. This formative assessment occurs through review of the guiding questions and/or worksheets. Summative assessments, most of which are performance or project based, occur in each unit. Return to Table of Contents PACING IN LIBRARY MEDIA Elementary school students visit the school library media center on a regularly scheduled basis. Experiences have been presented in a sequential order, building conceptual understandings that act as anchors for further skills acquisition. Pacing within this guide allows for the instruction of each unit, while adaptations and enrichments provide further opportunities for flexibility. A conceptually-oriented curriculum necessitates appropriate pacing in library media instruction, which is built into this curriculum. In summary: Experiences are sequentially presented to support acquisition of concepts and intended learning outcomes. Formative and summative assessments are embedded in experiences. Opportunities to apply concepts and skills in a real-life context should be provided to students Return to Table of Contents