Middle School Library Media Curriculum Guide
Library Media instruction is an essential part of the education of middle 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 Middle School Library Media Curriculum Guide provides middle school library media specialists with a sequential program of library media standards, concepts, indicators, activities, and assessments for students in grades six through eight. Middle school administrators, library media specialists, and classroom teachers are encouraged to become knowledgeable of the standards and concepts which are identified for the middle school library media program and which support 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 six through eight 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 Middle 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:

Susan Inak           Southampton Middle School
Patti O'Donnell     Magnolia Middle School
Terri Plumer         Aberdeen Middle School
Jo Tyson              North Harford Middle 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

 Philosophy
Instructions for Guide Use
Format of Instructional Units and Definition of Terms
Explanation of Instructional Codes
Harford County Public Schools Pillars of the Educational Program
Dimensions of Learning
Multicultural Education Infusions
Integrating Technology in the Library Media Curriculum
Interdisciplinary Instruction
Student Service Learning
Career Development
National Information Literacy Standards for Student Learning
Maryland Learning Outcomes in Library Media Education
State Program Outcomes and Grade Level Learning Outcomes
Scope and Sequence Overview

Complete copies of this guide may be purchased by contacting the
Office of Library Services at 410-588-5250.












bookbar3
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' experience with information moves away from learning traditional library 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, 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" and Standard 1.0 from the "Standards for School Library Media Programs in Maryland". See the American Library Association's "Library Bill of Rights" and "Intellectual Freedom Statement".


Return to Table of Contents





bookbar3
INSTRUCTIONS FOR GUIDE USE


Welcome to the Middle School Library Media Curriculum Guide! This guide provides media specialists with a framework for teaching students library media skills at the middle school level. It is expected that students will successfully demonstrate an understanding of all outcomes at the end of each grade level. 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. The lessons in this Curriculum Guide are suggested lessons. At the middle school level, lesson formats may be repeated or revised as they are collaboratively integrated within subject areas. (See the following pages for the format of instructional units, definition of terms and explanation of codes.) Included is a Media Center Integration Planning Form to be used when working with classroom teachers. Dimensions of Learning, multicultural, and technology connections are infused throughout the guide.

It is intended that this guide will provide each 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, unique to individual school programs.

Return to Table of Contents





bookbar3

ORGANIZATION OF INSTRUCTIONAL UNITS AND DEFINITIONS 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

CONTENT STANDARDS: criteria that direct and focus attention on a level of excellence to be attained in the curriculum

INDICATORS: signify values that collectively direct attention to content standards

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 a 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

MATERIALS RECOMMENDED: items needed for instruction

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

CORRECTIVES: alternate teaching methods for use with students not successfully demonstrating outcomes

ENRICHMENTS: activities that facilitate students who are extending and refining knowledge

OVERVIEW: a general review of existing information

ASSESSMENTS: formal or informal evaluative strategies by which the media specialist and classroom teacher determine that outcomes are being mastered

SCORING TOOL: a type of assessment



Return to Table of Contents






bookbar3
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 Dimension 4: Using Knowledge Meaningfully
D5 Dimension 5: 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





bookbar3
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" are the philosophical and theoretical bases to which the school system subscribes and the screens 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





bookbar3
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



bookbar3
MULTICULTURAL EDUCATION INFUSIONS

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. 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. It is our hope that this curriculum will instill in students a sensitivity, understanding, and appreciation of cultural groups in the community, state, nation, and world.




Return to Table of Contents






bookbar3
INTEGRATING TECHNOLOGY IN THE LIBRARY MEDIA CURRICULUM

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, web pages, video presentations and other products. The tools of technology foster cooperation, communication, independence, 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










bookbar3
INTERDISCIPLINARY INSTRUCTION


The importance of assisting students in identifying and appreciating learning connections or linkages across disciplines is vitally important. Students must form understandings of overarching concepts, engage in the synthesis and transfer of knowledge, and apply their learnings 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










bookbar3
STUDENT SERVICE LEARNING


Student Service Learning is an integral part of the school experience. It is introduced in a variety of ways in the Middle and High School. Students are introduced to the concept of service and the different levels of service, such as direct, indirect and advocacy. Students are taught leadership, interpersonal and communications skills. They learn about specific issues related to assigned projects.

The majority of Student Service Learning is infused into the curriculum at various grade levels. Research is often a major component of these units. It is the job of the school library media center to provide support to the outcomes of curriculum at all levels. To this end, library media centers must provide current, relevant information relating to all areas of service.


Return to Table of Contents










bookbar3
CAREER DEVELOPMENT


Career development must be an integral part of the educational program from prekindergarten through grade twelve. Students must be assisted in making connections to school curriculum, careers they want to pursue, and the world of work. Library media specialists support career development goals by providing materials and engaging in cooperative teaching, as requested. All students must see the relevance of what they are learning in the real world.

Return to Table of Contents











bookbar3
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


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







STATE PROGRAM OUTCOMES AND GRADE LEVEL LEARNING OUTCOMES

Program Outcome 1
Students will locate and use materials and equipment.
Grade 12:
Students will locate and use materials and equipment.
Grade 11:
Students will use literary criticism or hot topic sources to complete a working bibliography.
Grade 10:
Students will locate information by truncating topics, using cross references, adjusting topics, and applying other various locating skills when using a variety of reference indices and sources.
Grade 9:
Students will describe the physical arrangement of the high school library/media center, its key features, and their functions.
Grade 8:
Students will independently access appropriate materials and/or equipment for both personal and academic purposes.
Grade 7:
Students will use the card catalog and CD-ROM database indices to locate materials on specific subjects in accordance with established procedures.
Grade 6:
Students will follow the floor plan of the middle school media center in order to identify and describe various cataloging formats to access fiction, nonfiction, and reference materials.
Grade 5:
Students will locate materials utilizing the card catalog or other electronic databanks.
Grade 4:
Students will effectively use systems of classification and organization to locate materials.
Grade 3:
Students will demonstrate appropriate care and handling of materials. Students will effectively use books in the fiction section. Students will identify the card catalog and recognize its role in locating materials.
Grade 2:
Students will understand the arrangement of books in the everybody section.
Grade 1:
Students will locate and use materials in the everybody section of the media center.Students will show respect for policies, materials, and individuals in the media center.
Program Outcome 2
Students will review, evaluate, and select media for an identified information need.

Grade 12:
Students will review, evaluate, and select media for an identified information need.
Grade 11:
Students will locate the best literary criticism or hot topic sources by completing preliminary reading and addressing a particular thesis.
Grade 10:
Students will locate the best information sources by using a variety of sources to complete a specific assignment.
Grade 9:
Students will locate the best information sources by using Readers' Guide, Infotrac, and the card catalog.
Grade 8:
Students will broaden or narrow the scope of a reference search by independently reviewing, selecting, and evaluating materials necessary for the successful completion of a reference search.
Grade 7:
Students will select and evaluate appropriate materials to meet an identified need.
Grade 6:
Students will select and evaluate the contents of print material for scope and timeliness.
Grade 5:
Students will compare media formats and select the most appropriate for a specific purpose.
Grade 4:
Students will identify an individual purpose for selection of media.
Grade 3:
Students will select appropriate fiction and nonfiction books according to their identified needs.
Grade 2:
Students will identify the characteristics of fiction and nonfiction.
Grade 1:
Students will distinguish between fiction and nonfiction.
Program Outcome 3
Students will learn and apply study, research, reference, and critical thinking skills to organize information.

Grade 12:
Students will appropriately apply study, research, reference, and critical thinking skills to organize information.
Grade 11:
Students will select and evaluate the appropriateness of sources by taking notes which they will organize into an outline for the research paper.
Grade 10:
Students will use critical thinking to complete a content area assignment using a variety of sources.
Grade 9:
Students will take notes, create an outline, and write an expository paragraph from research done in the media center.
Grade 8:
Students will use a variety of sources to identify and organize the most appropriate information to solve a research problem.
Grade 7:
Students will use a variety of sources to identify and organize the most appropriate information to answer a research question.
Grade 6:
Students will select and record in an acceptable format those materials which are of most importance for a specified subject.
Grade 5:
Students will use research and critical thinking skills to evaluate basic sources.
Grade 4:
Students will use research skills to select, record, and reorganize information.
Grade 3:
Students will apply appropriate research skills to find answers to specific questions.
Grade 2:
Students will use graphic organizers to record and organize information.
Grade 1:
Students will retell and react to materials and use picture/graphic organizers to record information.
Program Outcome 4
Students will comprehend content in various types of media.

Grade 12:
Students will comprehend content in various types of media.
Grade 11:
Students will take notes from nonprint sources to address an identified purpose.
Grade 10:
Students will take notes from nonprint media to meet an identified purpose.
Grade 9:
Students will compare the same content presented in different media by noting the similarities and differences between them.
Grade 8:
Students will apply comprehension skills to select the most relevant information necessary to meet their needs.
Grade 7:
Students will evaluate and utilize various types of media appropriate for a specific purpose.
Grade 6:
Students will identify the content organization in various types of media.
Grade 5:
Students will select the appropriate type of basic media for a specific purpose.
Grade 4:
Students will use a variety of basic sources to acquire information.
Grade 3:
Students will describe a variety of basic sources to acquire information.
Grade 2:
Students will identify various materials for a specific purpose.
Grade 1:
Students will use comprehension skills to answer questions relating to materials read.
Program Outcome 5
Students will retrieve and manage information.

Grade 12:
Students will retrieve and manage information.
Grade 11:
Students will retrieve information from an electronic source.
Grade 10:
Students will discuss their decision regarding whether to use an electronic or print index to meet a specific content area assignment.
Grade 9:
Students will retrieve information from electronic sources.
Grade 8:
Students will apply appropriate skills to collect, organize, and interpret data from particular electronic sources.
Grade 7:
Students will access the appropriate electronic sources for specific purposes using various retrieval strategies.
Grade 6:
Students will identify the elements of electronic sources.
Grade 5:
Students will apply various retrieval strategies to access and organize information from basic systems.
Grade 4:
Students will use appropriate retrieval strategies to access information from various systems.
Grade 3:
Students will utilize a variety of electronic sources.
Grade 2:
Students will demonstrate initial literacy in the use of electronic sources.
Grade 1:
Students will identify available instructional technology as sources of information.
Program Outcome 6
Students will demonstrate an appreciation of books and other media as sources of information and recreation.

Grade 12:
Students will demonstrate an appreciation of books and other media as sources of information and recreation by using the materials for intended purposes.
Grade 11:
Students will enhance their study of American literature by selecting works by and about Americans.
Grade 10:
Students will enhance their study of world literature by selecting works of literature from a variety of nations and cultures.
Grade 9:
Students will enhance their study of genre by selecting books appropriate to their grade and reading level.
Grade 8:
Students will evaluate a variety of literature to meet personal goals, both informational and recreational.
Grade 7:
Students will interpret literature and how it reflects, examines, and influences the human experience.
Grade 6:
Students will demonstrate their knowledge of literary forms, genres, themes, and subjects through the selection of a wide variety of fiction and nonfiction books which embody or are characteristic of these forms.
Grade 5:
Students will identify characteristics of various genres.
Grade 4:
Students will select from a variety of literary forms to satisfy recreational and informational needs.
Grade 3:
Students will communicate reading, viewing and listening experiences to others.
Grade 2:
Students will select and read a variety of books to satisfy recreational and informational needs.
Grade 1: Students will select books for recreational reading.

Program Outcome 7
Students will create print and nonprint media.

Grade 12:
Students will create print and/or nonprint media.
Grade 11:
To communicate their ideas, students will create print and/or nonprint media for a presentation, oral or written, in a content area.
Grade 10:
To communicate their ideas, students will create print and/or nonprint media for a presentation, oral or written, in a content area.
Grade 9:
To communicate their ideas, students will create print and/or nonprint media for a presentation, oral and/or written, in a content area.
Grade 8:
Students will plan, design, and produce print and/or nonprint media as a form of self-expression.
Grade 7:
Students will select the appropriate print and/or nonprint medium for a specific purpose.
Grade 6:
Students will create a design for print and/or nonprint media.
Grade 5-1:
Promotion of print and/or nonprint materials as a means of communication includes a variety of formats and technologies. Due to a lack of adequate equipment and supplies, minimal staffing, fixed schedules, time allotments, and class size, media specialists feel that production cannot currently be included in the outcomes at the elementary level.


Return to Table of Contents








SCOPE AND SEQUENCE OVERVIEW



Grade 6
Grade 7
Grade 8
Orientation

Media Center Tour
Media Center Map
Media Center Review

Location of Materials
Media Center Review

Location of Research Materials

Card Catalog Identification

Catalog Card/OPAC Records
Dewey Decimal Classification
Locating Books on the Shelves
Card Catalog Application

Special Filing Rules
Dewey Decimal Classification
   Selecting Materials Using Dewey
Using a Bibliographic Style Sheet
Catalog Card/OPAC Record Information
    Evaluation of Records to Select Sources
Card Catalog Integration

Materials Selection From Card   Catalog/OPAC
For Recreation
For Research
Electronic Sources, Identification

Selecting the Best Electronic Sources
   OPAC, InfoTrac, Electronic Ency.
Printing from OPAC
Printing from the Electronic Ency.
Printing from InfoTrac
   Identifying Parts of a Citation
Electronic Sources, Evaluation

Contents of Electronic Sources
   OPAC, InfoTrac, Electronic Ency.
   Contents of Sailor, Internet and World Wide Web
Selecting the Best Electronic Source
Keyword Search Strategies
Analyzing InfoTrac citations
Electronic Sources, Integration

Analyzing InfoTrac Printout
Using Sailor, Internet and World Wide Web
Obtaining Information Cited in InfoTrac
Boolean searching
Broadening and Narrowing Topics
Print Media, Identification

Evaluation of Nonfiction Books
Encyclopedia
  Indexes
  Main Heading and Subheading
  Scanning for Information
Almanac
  Skimming and Scanning
Biographical Sources
Specialized References
Bibliographic Style Sheet
Print Media, Evaluation

Appendices
Locating and Recording Information from Current Biography
Specialized Reference Sources
Locating Answers in Reference Books
Boolean searching
Broadening and Narrowing Topics


Print Media, Integration

Reviewing Specialized Sources
Organizing a Research Project
Compiling Research Materials
a Bibliography
Literature Appreciation

Selection of Fiction Books
  Fairy Tales/World Folklore
  Adventure/Survival
  Biography/Autobiography
  Mystery
  Newbery Books
Nonfiction Books
Literature Appreciation

Selection of Fiction Books
   Realistic Fiction
   Historical Fiction (World through the Renaissance)
Nonfiction Books
   Poetry
   Classical and Ancient Mythology     (Greek and Roman)
Literature Appreciation

Selection of Fiction Books
  Science Fiction/Fantasy
  Historical Fiction (American, 1800's)
Nonfiction Books
  Drama

home