LMT Standards Final

Kansas Model Curricular Standards for
Library Media and Technology
June 13, 2007
www.ksde.org 120 SW 10th Avenue Topeka, Kansas 66612-1182 785-296-3201 785-296-7933 fax 785-296-6338 TTY
Table of Contents
Kansas Library Media Writing Committee.............................................................................3 Preface.................................................................................................................................4 Purpose................................................................................................................................4 Information Power Standards................................................................................................7 Comparison Chart of National and Kansas Standards..........................................................7 KSDE Guidelines for 8th Grade Technology Literacy Assessment.........................................9 Standard 1 Benchmarks and Indicators.............................................................................10 Standard 2 Benchmarks and Indicators.............................................................................80 Standard 3 Benchmarks and Indicators.............................................................................108 Standard 4 Benchmarks and Indicators.............................................................................164 Standard 5 Benchmarks and Indicators.............................................................................192 Standard 6 Benchmarks and Indicators.............................................................................234 Standard 7 Benchmarks and Indicators.............................................................................262 Standard 8 Benchmarks and Indicators.............................................................................290 Standard 9 Benchmarks and Indicators.............................................................................318 Standard 10 Benchmarks and Indicators............................................................................346 Standard 11 Benchmarks and Indicators............................................................................360 Standard 12 Benchmarks and Indicators............................................................................402 Standard 13 Benchmarks and Indicators............................................................................430 Standard 14 Benchmarks and Indicators............................................................................458 Standard 15 Benchmarks and Indicators............................................................................500 Appendix A: Glossary...........................................................................................................542
Library Media and Technology Standards Writing Committee
Dr. Mirah Dow, Chair Emporia State University School of Library and Information Management Carol Fax, Co-chair Emporia State University School of Library and Information Management Beverley Buller USD 373 Newton Leslie Campbell USD 497 Lawrence Nina Flax USD 421 Lyndon Janet Fowler USD 259 Wichita Craig Gerdes USD 512 Shawnee Mission Marcia Herman USD 383 Manhattan-Ogden Jackie Lakin Kansas State Department of Education Betsy Losey Fort Hays State University
Jane Maresch USD 305 Salina Robie Martin USD 503 Parsons Angie Price USD 363 Holcomb Linda Roberts USD 246 Northeast Sheri Roberts USD 259 Wichita Rita Sevart Friends University Teri Snethen USD 229 Blue Valley Richard L. Soash USD 268 Cheney Harry Williams Newton Public Library
PREFACE
MISSION STATEMENT The mission of the Kansas School Library Media and Technology Program is for all students in Kansas to develop the skills, knowledge, and judgment to become efficient and effective lifelong learners. PURPOSE The Kansas Library Media and Technology Standards meet the needs of Kansas' school libraries, administrators, and library media specialists, teachers, parents, and students by: 1. Dividing into specific developmental stages the national information literacy standards as noted in the book Information Power: Building Partnerships for Learning (1998). Remove underline and put book in italics. 2. Providing guidelines for the development and the expectations for school library media programs; including aligned and integrated curriculum and instruction, diverse and appropriate materials selection, and quality customer service. 3. Providing guidelines for the development and the expectations for technology and computer applications programs, including aligned and integrated curriculum and instruction, experiences with diverse and appropriate applications and technologies, and development of real world skills. This document demonstrates how the library media specialist plays a role that: advocates a student-centered approach to reading, listening, and viewing that emanates from individual interests and abilities; expands student knowledge and skills for accessing information from diverse resources that are required of successful individuals in the world wide economy; encourages student growth to the fullest of his/her ability to extract and construct meaning from information; and encourages the integration of technology into the curriculum as a tool to improving student learning and motivation. Information Power: Building Partnerships for Learning remove underline and put name of book in italics (1998), with its delineation of the national information literacy standards, was the guiding source in the development of this document. The national information literacy standards are the basis for the school library media curriculum and the identification of the supporting materials necessary in school media centers for students to become lifelong learners who can access and use information efficiently and effectively. "From Information Power: Building Partnerships for Learning by American Association of School Librarians and Association for Educational Communications and Technology. Copyright 1998 American Library Association and Association for Educational Communications and Technology. Reprinted by permission of the American Library Association. International Society for Technology in Education (ISTE) National Educational Technology Standards for Students (NET*S) is another guiding document used in the development of Library Media & Technology Standards. ISTE is the professional education organization responsible for recommending guidelines for accreditation to the National Council for Accreditation of Teacher Education (NCATE), the official body for accrediting teacher preparation programs. NET*S
guidelines include standards for technology literacy which served as the foundation for the technology standards. The Partnership for 21st Century Skills served as a source for additional concepts for this document. The Partnership for 21st Century Skills is a leading advocacy organization focused on infusing 21st century skills into education. The partnership brings together the business community, education leaders, and policymakers to create a vision for 21st century education that provides a learning environment that allows students to graduate from our schools with the skills needed to be effective citizens, workers, and leaders in the 21st century. Since its beginning in 2002, the partnership has introduced a set of comprehensive tools to help education stakeholders integrate 21st century skills into learning. The partnership defines six key elements of 21st Century Learning. They are: emphasize core subjects, emphasize learning skills, use 21st century tools to develop learning skills, teach and learn in a 21st century context, and use 21st century assessments that measure 21st century skills.
Organization of the Document This document presents standards, benchmarks, and indicators. They are defined as: Standard: A standard is a general statement of what a student should know and be able to do in academic subjects. For the purpose of this document, standards are defined for information literacy, independent learning, and social responsibility. Other Kansas curricular standards have been correlated with the national literacy standards. Benchmark: A benchmark is a specific statement of what a student should know at a specific time. For the purpose of this document, benchmarks are written for pre-K though 12. Indicator: An indicator is a specific statement of knowledge or skills, which a student demonstrates in order to meet a benchmark. For the purpose of this document, indicators are written for pre-k, kindergarten, first, second, third, fourth, fifth, sixth, seventh, eighth, ninth, tenth, eleventh, and twelfth grade students. These grade levels provide for easier alignment to Library Media & Technology Standards with other Kansas standards and assessments. In addition, if a skill is mentioned in an indicator at one level, it is assumed to be a part of all indicators thereafter. Kansas library media specialists, administrators, teachers, parents, and students will need to be provided with the human and material resources necessary to implement and sustain exemplary programs for all students in Kansas. If you are a studentyou will find the skills and abilities needed to become a proficient consumer and producer of information in a variety of sources and formats. If you are a parentyou will find the expectations for your child so that when he/she becomes an adult, he/she will be a proficient consumer and producer of needed information. If you are a library media specialistyou will find guidance in developing an exemplary library media program that produces knowledgeable consumers of information and lifelong learners. If you are a school technologist. . .you will find ideas on how to integrate various technologies into the learning environment to help students communicate, solve problems, and make decisions.
If you are a teacheryou will find links that provide a working instructional partnership with you and your library media specialist across the curriculum. If you are an administratoryou will find the guidelines for supporting and evaluating an exemplary library media program that benefits the entire learning community. Frequently Asked Questions Q: A: Are the Kansas Library Media & the Kansas Technology Standards designed for use by the school library media specialist/teacher librarian or school technologist? The standards are for use in the library media & technology curriculum. However, these standards can be used by the library media specialist/teacher librarian and school technologist as a collaborative tool to work with teachers on integrated assignments or projects. Have state assessments been developed to accompany the Kansas Library Media & the Kansas Technology Standards? No. State assessments have not been designed to assess the 8th grade technology standards. However, a locally designed and administered 8th grade technology assessment is to be conducted at the district and/or school level and reported to KSDE annually. All 8th grade students including special education students are to be reported. Overall, the Library Media & Technology Standards are seen as a support for the curricular areas being assessed in core areas on the Kansas assessment. Are these standards mandatory? No. They are to be used as a guide to determine what students should know and be able to do at appropriate grade levels including the area of 8th grade technology literacy. They provide support for the library media specialist/teacher librarian and school technologist who are involved in developing the library media and technology program. Can the technology literacy assessment only be administered at the 8th grade? Assessment information can be gathered over a period of years. For example, data can be collected in a portfolio during grades four, five, six, seven, and eight. The final results will be reported to Kansas State Department of Education (KSDE) at the end of the 8th grade year. Can special education students at the 8th grade who take the Kansas Assessment of Modified Measures (KAMM) meet the requirement for the technology assessment? KAMM should count for those students who take this alternate assessment at 8th grade.
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Comparison of Information Power Standards and Kansas Library Media & Technology Standards Information Power Standards in the area of Information Literacy are the foundation for the Kansas Library Media Standards. These information literacy standards are also incorporated into 21st century skills indicators. For this document, standards used in information power are changed to benchmarks. Information Power Standards and Indicators
Standard 1: Indicator 1. Indicator 2. Indicator 3. Indicator 4. Indicator 5. Standard 2: Indicator 1. Indicator 2. Indicator 3. Indicator 4. Standard 3: Indicator 1. Indicator 2. Indicator 3. Indicator 4. Information Literacy 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 follow throughout 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
The student who is information literate uses information accurately and creatively Organizes information for practical application Integrates new information into ones own knowledge Applies information to critical thinking and problem solving Produces and communicates information and ideas in appropriate formats Independent Learning Standards Standard 4: The student who is an independent learner is information literate and pursues information related to personal interests. Indicator 1. Seeks information related to various dimensions of personal well-being, such as career interests, community involvement, health matters, and recreational pursuits Indicator 2. Designs, develops, and evaluates information products and solutions related to personal interests Standard 5: Indicator 1. Indicator 2. Indicator 3. 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 Develops creative products in a variety of formats
Standard 6: The student who is an independent learner is information literate and strives for excellence in information seeking and knowledge generation Indicator 1. Assesses the quality of the process and products of personal information seeking Indicator 2. Devises strategies for revising, improving, and updating work Social Responsibility Standards 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 Indicator 1. Seeks information from diverse sources, contexts, disciplines, and cultures Indicator 2. Respects the principle of equitable access to information Standard 8: Indicator 1. Indicator 2. Indicator 3. Standard 9: Indicator 1. Indicator 2. Indicator 3. Indicator 4. 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 The student who contributes positively to the learning community and to society is information literate and participates effectively in groups and 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 their solutions Collaborates with others, both in person and through technologies, to design, develop, and evaluate information products and solutions
NET*S for students are used as the framework for the technology literacy section of the Library Media & Technology Standards. The technology foundation standards for students are divided into six broad categories. These categories are called standards in the technology literacy section of the library media and technology standards document, and the bulleted items become benchmarks. They are described below: 1 Basic operations and concepts (Standard 10) students demonstrate a sound understanding of the nature and operation of technology system. (Benchmark 1); students are proficient in the use of technology (Benchmark 2). Social, ethical, and human issues (Standard 11) students understand the ethical, cultural, and societal issues related to technology (Benchmark 1); students practice responsible use of technology systems, information, and software (Benchmark 2); and students develop positive attitudes toward technology uses that support lifelong learning, collaboration, personal pursuits, and productivity (Benchmark 3). Technology productivity tools (Standard 12) students use technology tools to enhance learning, increase productivity, and promote creativity (Benchmark 1); and students use productivity tools to collaborate in constructing technology-enhanced models, prepare publications, and produce other creative works (Benchmark 3). Technology communications tools (Standard 13) students use telecommunications to collaborate, publish, and interact with peers, experts, and other audiences (Benchmark 1); and students use a variety of media and formats to communicate information and ideas effectively to multiple audiences (Benchmark 2). Technology research tools (Standard 14) students use technology to locate, evaluate, and collect information from a variety of sources (Benchmark 1); students use technology tools to process data and report results (Benchmark 2); and students evaluate and select new information resources and technological innovations based on the appropriateness for specific tasks (Benchmark 3). Technology problem-solving and decision-making tools (Standard 15) students use technology resources for solving problems and making informed decisions (Benchmarks 1-3); and students employ technology in the development of strategies for solving problems in the real world (Benchmark 4).
Guidelines for the 8th Grade Technology Literacy Assessment Enhancing Education Through Technology NCLB, Title II, D Goal 2-A To assist every student in crossing the digital divide by ensuring that every student is technologically literate by the time the student finishes the eighth grade, regardless of the students race, ethnicity, gender, family income, geographic location, or disability. Definition Technology literacy is the ability of individuals to responsibly use appropriate technology tools to: access, manage, integrate, and evaluate information; construct new knowledge; and communicate with others to improve learning and acquire lifelong knowledge and skills. --Office of Educational Technology A technology literate student is deemed to be proficient in the following areas: basic operations and concepts, ethical, social and human issues, technology productivity, technology communication, technology research and technology as a problem-solving and decision-making tool. -- National Educational Technology Standards (NET*S for Students) Recommended Curriculum KSDE developed state technology standards in 2006 based primarily on the NET*S for students which can be accessed here. It is recommended that LEAs use this document as the primary resource and adapt it for developing benchmarks, indicators, and instructional activities at each grade at the local district level. Assessment Methods The type of assessment used is determined at the local level. The assessment may be: knowledge based (test), grades in a required 8th grade course , performance based (checklist/rubric), e-portfolio based , project based, or combination of any of the above.
These assessment strategies can be used with each standard individually or clustered where it is appropriate. They can be done in content areas or they can be done as a stand-alone effort. LEAs must be able to provide to KSDE the percentage of 8th grade students at the technology literacy proficiency level at the completion of each school year. Documentation describing the assessment method used will also be required.
1. Percentage of 8th grade students at the technology literacy proficiency level. 2. Describe what assessment method was used, why it was chosen, when it was given, and
how it was administered.
Information Literacy Standard 1: The student who is information literate accesses information efficiently and effectively. Benchmark 1: The student recognizes the need for information.
Pre-Kindergarten Knowledge Base Indicators The student states the problem or need for information. Instructional Examples The LMS/teacher librarian has the student
Pre-Kindergarten
go to the school library media center, meet the library staff members, and participate in library activities.
NOTES: The LMS/teacher librarian encourages the public librarian to work with young patrons to meet this indicator when they visit the library with parents, family members, or with a daycare provider.
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Kindergarten Knowledge Base Indicators The student states the problem or need for information. Instructional Examples The LMS/teacher librarian has the student
Kindergarten
locate the school library media center, recognize library staff members, and participate in library activities.
NOTES: Students are encouraged to use the location and recognition skills they learned in the school library as they visit the public library.
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First Grade Knowledge Base Indicators The student locates information appropriate to problems or needs. Instructional Examples The LMS/teacher librarian has the student
First Grade
recognize that the school library media center has a variety of books and materials that may be used and borrowed, and understands the importance of proper care of these materials.
NOTES: Students are encouraged to compare the resources available between the school library media center and the public library.
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Second Grade Knowledge Base Indicators The student locates information appropriate to problems or needs. Instructional Examples The LMS/teacher librarian has the student
Second Grade
understand that library books and materials are housed in specific areas of the library media center.
NOTES: Students are encouraged to compare and contrast the differences of how books and materials are housed in the school library media center as compared to the public library.
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Third Grade Knowledge Base Indicators The student determines the need for additional information. Instructional Examples The LMS/teacher librarian has the student
Third Grade
access the library media center facility, and ask for assistance in locating resources whenever an academic or personal information need arises.
NOTES: Students are encouraged to access information at the public library and when possible, meet with a reference librarian.
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Fourth Grade Knowledge Base Indicators The student determines the need for additional information. Instructional Examples The LMS/teacher librarian has the student
Fourth Grade
utilize the library media center facility, staff, and resources whenever an academic or personal information need arises through exposure to a variety of problem-based scenarios.
NOTES: An example of problem-based scenarios may include issues related to social studies state standards topics.
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Fifth Grade Knowledge Base Indicators The student determines the need for additional information. Instructional Examples The LMS/teacher librarian has the student
Fifth Grade
utilize the library media center facility, staff, and resources whenever an academic or personal information need arises through exposure to a variety of problem-based scenarios.
NOTES: An example of problem-based scenarios may include issues related to fifth grade content area topics (reading, math, science).
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Sixth Grade Knowledge Base Indicators The student reviews and extends skills in stating the problem or need for information, locating information appropriate to problems or needs, and determining need for additional information. Instructional Examples The LMS/teacher librarian has the student
Sixth Grade
apply a research process and/or an information problemsolving model to decide what information is needed, find sources, use information, and check sources.
NOTES: Teach a problem-solving model such as The Handy 5, Big 6, and I Search.
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Seventh Grade Knowledge Base Indicators The student reviews and extends skills in stating the problem or need for information, locating information appropriate to problems or needs, and determining need for additional information. Instructional Examples The LMS/teacher librarian has the student
Seventh Grade
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Eighth Grade Knowledge Base Indicators The student reviews and extends skills in stating the problem or need for information, locating information appropriate to problems or needs, and determining need for additional information. Instructional Examples The LMS/teacher librarian has the student
Eighth Grade
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Ninth Grade Knowledge Base Indicators The student reviews and extends skills in stating the problem or need for information, locating information appropriate to problems or needs, and determining need for additional information. Instructional Examples The LMS/teacher librarian has the student
Ninth Grade
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Tenth Grade Knowledge Base Indicators The student reviews and extends skills in stating the problem or need for information, locating information appropriate to problems or needs, and determining need for additional information. Instructional Examples The LMS/teacher librarian has the student
Tenth Grade
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Eleventh Grade Knowledge Base Indicators The student reviews and extends skills in stating the problem or need for information, locating information appropriate to problems or needs, and determining need for additional information. Instructional Examples The LMS/teacher librarian has the student
Eleventh Grade
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Twelfth Grade Knowledge Base Indicators The student reviews and extends skills in stating the problem or need for information, locating information appropriate to problems or needs, and determining need for additional information. Instructional Examples The LMS/teacher librarian has the student
Twelfth Grade
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Judi started here

Information Literacy Standard 1: The student who is information literate accesses information efficiently and effectively. Benchmark 2: The student recognizes that accurate and comprehensive information is the basis for intelligent decision-making.
Pre-Kindergarten Knowledge Base Indicators The student 1. identifies the cover and spine of a book. 2. identifies the concept of classification as it appeals to locating accurate information (e.g., fiction vs. nonfiction subject areas, [dogs, farming]). 3. develops the concept of giving credit to an information source. Instructional Examples The LMS/teacher librarian has the student 1. identify the cover and spine of a book. 2. with assistance, identify the concept of classification (e.g., fiction vs. nonfiction areas) 3. with assistance, become aware of the concept of giving credit to an information source.
Pre-Kindergarten
NOTES: Parents, family members, and daycare providers are encouraged to have students identify parts of the book, create an awareness between fiction and nonfiction, and noticing the author and/or illustrators name(s).
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Information Literacy Standard 1: The student who is information literate accesses information efficiently and effectively.
Kindergarten
Benchmark 2: The student recognizes that accurate and comprehensive information is the basis for intelligent decision-making.
Kindergarten Knowledge Base Indicators The student 1. identifies the cover and spine of a book. 2. identifies the concept of classification as it appeals to locating accurate information (e.g., fiction vs. nonfiction subject areas [dogs, farming]). 3. develops the concept of giving credit to an information source. Instructional Examples The LMS/teacher librarian has the student 1. identify the cover and spine of a book. 2. with guidance, identify the concept of classification (e.g., fiction vs. nonfiction areas). 3. with guidance, become aware of the concept of giving credit to an information source.
NOTES:
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First Grade
First Grade Knowledge Base Indicators The student 1. identifies and uses parts of a book to gather information for classroom assignments (e.g., title page, glossary, index). 2. understands and uses subject headings/descriptors, authors name, and titles and key words when using the automated catalog. 3. constructs a simple bibliography (works used) with author/title. 3. construct, with teacher assistance, a simple bibliography (works used) with author/title. Instructional Examples The LMS/teacher librarian has the student 1. identify parts of a book to gather information for classroom assignments (e.g., title page, glossary, index). 2. understand subject headings, authors names, and titles and key words.
NOTES: A simple bibliography, with teacher assistance, is to teach the importance of citing sources.
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Second Grade
Second Grade Knowledge Base Indicators The student 1. identifies and uses parts of a book to gather information for classroom assignments (e.g., title page, glossary, index). 2. understands and uses subject headings/descriptors, authors name, and titles and key words when using the automated catalog. 3. constructs a simple bibliography (works used) with author/title. 3. construct a simple bibliography (works used) with author/title. Instructional Examples The LMS/teacher librarian has the student 1. identify parts of a book to gather information for classroom assignments (e.g., title page, glossary, and index). 2. understand subject headings, authors names, titles, and key words.
NOTES: Progress toward student independence in citing sources is emphasized.
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Third Grade
Third Grade Knowledge Base Indicators The student 1. expands identification and use of the parts of a book, including the appendix, bibliography, glossary, copyright date, publisher, title page, table of contents, index, and preface. 2. expands skills to include see and see also cross references and print/electronic indexes. 3. constructs a bibliography with full citation. Instructional Examples The LMS/teacher librarian has the student 1. expand identification and use of the parts of a book, including appendix, bibliography, glossary, copyright date, publisher, title page, table of contents, index, and preface. 2. expand skills to include see and see also cross references and print/electronic indexes. 3. construct, with teacher assistance, a bibliography (works used) with citation.
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Fourth Grade
Fourth Grade Knowledge Base Indicators The student 1. expands identification and use of the parts of a book, including the appendix, bibliography, glossary, copyright date, publisher, title page, table of contents, index, and preface. 2. expands skills to include see and see also cross references and print/electronic indexes. 3. constructs a bibliography with full citation. Instructional Examples The LMS/teacher librarian has the student 1. expand identification and use of the parts of a book, including appendix, bibliography, glossary, copyright date, publisher, title page, table of contents, index, and preface. 2. expand skills to include see and see also cross references and print/electronic indexes. 3. construct, with teacher assistance, a bibliography (works used) with citation.
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Fifth Grade
Third Grade Knowledge Base Indicators The student 1. expands identification and use of the parts of a book, including the appendix, bibliography, glossary, copyright date, publisher, title page, table of contents, index, and preface. 2. expands skills to include see and see also cross references and print/electronic indexes. 3. constructs a bibliography with full citation. Instructional Examples The LMS/teacher librarian has the student 1. expand identification and use of the parts of a book, including appendix, bibliography, glossary, copyright date, publisher, title page, table of contents, index, and preface. 2. expand skills to include see and see also cross references and print/electronic indexes. 3. construct a bibliography (works used) with citation.
NOTES:
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Sixth Grade
Sixth Grade Knowledge Base Indicators The student uses appropriate editorial style for referencing documentation. Instructional Examples The LMS/teacher librarian has the student 1. independently use the parts of the book. 2. independently use see and see also cross reference. 3. with guidance, extend their use of print and electronic indexes. 4. with guidance, extend their use of bibliographies and footnotes to a larger variety of sources.
NOTES: The emphasis is on the process of correctly citing original sources.
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Seventh Grade
Seventh Grade Knowledge Base Indicators The student uses appropriate editorial style for referencing documentation. Instructional Examples The LMS/teacher librarian has the student 1. independently use the parts of the book 2. independently use see and see also cross reference. 3. independently extend their use of print and electronic indexes. 4. independently use bibliographies and footnotes.
NOTES:
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Eighth Grade
Eighth Grade Knowledge Base Indicators The student uses appropriate editorial style for referencing documentation. Instructional Examples The LMS/teacher librarian has the student 1. independently use the parts of the book 2. independently use see and see also cross reference. 3. independently extend their use of print and electronic indexes. 4. independently use bibliographies and footnotes.
NOTES: The emphasis is on achieving independence in using appropriate editorial style.
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Ninth Grade
Ninth Grade Knowledge Base Indicators The student constructs appropriate bibliographic citations for research papers. Instructional Examples The LMS/teacher librarian has the student view and use examples of school/department suggested style sheet for documentation.
NOTES:
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Tenth Grade
Tenth Grade Knowledge Base Indicators The student constructs appropriate bibliographic citations for research papers. Instructional Examples The LMS/teacher librarian has the student view and use examples of school/department suggested style sheet for documentation.
NOTES:
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Eleventh Grade
Eleventh Grade Knowledge Base Indicators The student constructs appropriate bibliographic citations for research papers. Instructional Examples The LMS/teacher librarian has the student review and compare various documenting styles.
NOTES: The LMS/Teacher librarian provides bibliographic instruction in preparation for post-secondary skills.
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Twelfth Grade
Benchmark 2: The student recognizes that accurate and comprehensive information is the basis for intelligent decision making.
Twelfth Grade Knowledge Base Indicators The student constructs appropriate bibliographic citations for research papers. Instructional Examples The LMS/teacher librarian has the student review and compare various documenting styles.
NOTES: The LMS/Teacher librarian provides bibliographic instruction in preparation for post-secondary skills.
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Information Literacy Standard 1: The student who is information literate accesses information efficiently and effectively. Benchmark 3: The student formulates questions based on information needs.
Pre-Kindergarten Knowledge Base Indicators The student formulates broad questions with prompting. Instructional Examples The LMS/teacher librarian has the student
Pre-Kindergarten
listen as the teacher models a broad question (e.g., where would you find a story book?).
NOTES:
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Pre-Kindergarten Knowledge Base Indicators The student formulates broad questions with prompting. Instructional Examples The LMS/teacher librarian has the student
Kindergarten
listen as the teacher models a broad question (e.g. where would you find a story book?).
NOTES:
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First Grade Knowledge Base Indicators The student formulates broad questions with prompting. Instructional Examples The LMS/teacher librarian has the student
First Grade
listen as the teacher models a broad question (e.g., where would you find a story book?) followed by a specific question (e.g., where would you find a book by Eric Carle?)).
NOTES:
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Second Grade Knowledge Base Indicators The student formulates broad questions with prompting. Instructional Examples The LMS/teacher librarian has the student
Second Grade
respond to the teachers broad question with a more specific question of his/her own.
NOTES:
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Third Grade Knowledge Base Indicators The student refines questions as information needs change. Instructional Examples The LMS/teacher librarian has the student
Third Grade
listen as the teacher develops a list of guiding questions about a given topic.
NOTES:
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Fourth Grade Knowledge Base Indicators The student refines questions as information needs change. Instructional Examples The LMS/teacher librarian has the student
Fourth Grade
with assistance, develop a list of guiding questions about a given topic.
NOTES:
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Fifth Grade Knowledge Base Indicators The student refines questions as information needs change. Instructional Examples The LMS/teacher librarian has the student
Fifth Grade
independently develop a list of guiding questions about a given topic.
NOTES:
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Sixth Grade Knowledge Base Indicators The student develops essential questions that go beyond fact finding. Instructional Examples The LMS/teacher librarian has the student
Sixth Grade
with guidance, formulate two or three essential questions relevant to a topical assignment (e.g., what effects did the ancient Aztecs have on todays society?).
NOTES:
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Seventh Grade Knowledge Base Indicators The student develops essential questions that go beyond fact finding. Instructional Examples The LMS/teacher librarian has the student
Seventh Grade
with assistance, formulate two or three essential questions relevant to a topical assignment (e.g., what are the effects of a natural disaster on a nations economy?).
NOTES:
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Eighth Grade Knowledge Base Indicators The student develops essential questions that go beyond fact finding. Instructional Examples The LMS/teacher librarian has the student
Eighth Grade
independently formulate two or three essential questions relevant to a topical assignment (e.g., what impact do shifting population demographics have on health care resources?).
NOTES:
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Ninth Grade Knowledge Base Indicators The student revises questions as information needs change. Instructional Examples The LMS/teacher librarian has the student
Ninth Grade
begin with an initial set of core questions and, with guidance, revise to reflect new or different information.
NOTES:
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Tenth Grade Knowledge Base Indicators The student revises questions as information needs change. Instructional Examples The LMS/teacher librarian has the student
Tenth Grade
begin with an initial set of core questions and, with assistance, revise to reflect new or different information.
NOTES:
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Eleventh Grade Knowledge Base Indicators The student revises questions as information needs change. Instructional Examples The LMS/teacher librarian has the student
Eleventh Grade
begin with an initial set of core questions and independently revise to reflect new or different information.
NOTES:
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Twelfth Grade Knowledge Base Indicators The student revises questions as information needs change. Instructional Examples The LMS/teacher librarian has the student
Twelfth Grade
begin with an initial set of core questions and independently revise to reflect new or different information.
NOTES:
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Information Literacy Standard 1: The student who is information literate accesses information efficiently and effectively. Benchmark 4: The student identifies a variety of potential sources of information.
Pre-Kindergarten Knowledge Base Indicators The student recognizes information appropriate to task (e.g., fiction, nonfiction). Instructional Examples The LMS/teacher librarian has the student
Pre-Kindergarten
identify visual cues that guide them through the library.
NOTES: Visual cues are likely to vary from library to library.
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Kindergarten Knowledge Base Indicators The student recognizes information appropriate to task (e.g., fiction, nonfiction). Instructional Examples The LMS/teacher librarian has the student
Kindergarten
recognize the difference between fiction and nonfiction, real and make-believe.
NOTES:
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First Grade Knowledge Base Indicators The student identifies simple reference sources (e.g., pre-encyclopedias, dictionaries, atlases, book marked world wide web, and local experts). Instructional Examples The LMS/teacher librarian has the student
First Grade
identify a variety of simple reference sources provided by the LMS/teacher librarian.
NOTES:
54
Second Grade Knowledge Base Indicators The student identifies simple reference sources (e.g., pre-encyclopedias, dictionaries, atlases, book marked world wide web, and local experts). Instructional Examples The LMS/teacher librarian has the student
Second Grade
1. introduce and practice the use of guide words in encyclopedias and dictionaries. 2. use last name to look up people in reference books.
NOTES:
55
Third Grade Knowledge Base Indicators The student selects the most appropriate reference sources of information (e.g., childrens periodicals, online databases, almanacs, thesauruses, primary sources, unabridged dictionaries, newspapers, television, and/or radio programs). Instructional Examples The LMS/teacher librarian has the student
Third Grade
with guidance, select the source that provides the best information to answer questions posed by the LMS/teacher librarian.
NOTES:
56
Fourth Grade Knowledge Base Indicators The student selects the most appropriate reference sources of information (e.g., childrens periodicals, online databases, almanacs, thesauruses, primary sources, unabridged dictionaries, newspapers, television, and/or radio programs). Instructional Examples The LMS/teacher librarian has the student
Fourth Grade
with assistance, select the source that provides the best information to answer questions posed by the LMS/teacher librarian.
NOTES:
57
Fifth Grade Knowledge Base Indicators The student selects the most appropriate reference sources of information (e.g., childrens periodicals, online databases, almanacs, thesauruses, primary sources, unabridged dictionaries, newspapers, television, and/or radio programs). Instructional Examples The LMS/teacher librarian has the student
Fifth Grade
independently select the source that provides the best information to answer questions posed by the LMS/teacher librarian.
NOTES:
58
Sixth Grade Knowledge Base Indicators The student independently uses information sources and the accompanying technology (e.g., interlibrary loan, world wide web searches, government agencies, and geographical dictionary). Instructional Examples The LMS/teacher librarian has the student 1. explore online tutorials.
Sixth Grade
2. use a variety of library material formats as part of the research process (e.g., print, nonprint, electronic, video, and audio). 3. understand that public library items may be placed on hold, reserved or ordered to meet information needs.
NOTES:
59
Seventh Grade Knowledge Base Indicators The student independently uses information sources and the accompanying technology (e.g., interlibrary loan, world wide web searches, government agencies, and geographical dictionary). Instructional Examples The LMS/teacher librarian has the student
Seventh Grade
1. discuss search strategies and information retrieval methods with the LMS/teacher librarian as needed. 2. understand there are many types of libraries that serve a variety of purposes (e.g., school, public, academic, and government).
NOTES:
60
Eighth Grade Knowledge Base Indicators The student independently uses information sources and the accompanying technology (e.g., interlibrary loan, world wide web searches, government agencies, and geographical dictionary). Instructional Examples The LMS/teacher librarian has the student 1. identify an information need.
Eighth Grade
2. select appropriate library material based on information, format and communication need. 3. create an appropriate response utilizing the selected material (e.g., an interview, a report, a blog article).
NOTES:
61
Ninth Grade Knowledge Base Indicators The student recognizes alternative systems for organizing and accessing information (e.g., archives, government sources, digital collections, and electronic databases, paper and electronic journals). Instructional Examples The LMS/teacher librarian has the student
Ninth Grade
1. understand that there are local and regional archival collections of various types. 2. understand that there are various kinds of resources available in paper and electronic formats. 3. access government libraries and information services (e.g., KanEd and university digital collections). 4. locate resources using title, subject, author, keyword and advanced searches in the library catalog or with appropriate online resources (e.g., Boolean operators or limiters, copyright year, or material type).
NOTES:
62
Tenth Grade Knowledge Base Indicators The student recognizes alternative systems for organizing and accessing information (e.g., archives, government sources, digital collections, and electronic databases, paper and electronic journals). Instructional Examples The LMS/teacher librarian has the student
Tenth Grade
based on informed choices, select sources of information appropriate to the information need (e.g., academic journals vs. popular periodicals).
NOTES:
63
Eleventh Grade Knowledge Base Indicators The student recognizes alternative systems for organizing and accessing information (e.g., archives, government sources, digital collections, and electronic databases, paper and electronic journals). Instructional Examples The LMS/teacher librarian has the student
Eleventh Grade
1. understand the importance of diverse information and access to information in a democratic society. 2. identify a topic and share multiple perspectives.
NOTES:
64
Twelfth Grade Knowledge Base Indicators The student recognizes alternative systems for organizing and accessing information (e.g., archives, government sources, digital collections, and electronic databases, paper and electronic journals). Instructional Examples The LMS/teacher librarian has the student
Twelfth Grade
1. understand that there are multiple classification schemes for organizing content in the library. 2. view the Dewey Decimal system. 3. view the Library of Congress system for organizing information. 4. understand that there are specific content-based classification systems (e.g., music, mathematics, and law).
NOTES:
65
Information Literacy Standard 1: The student who is information literate accesses information efficiently and effectively. Benchmark 5: The student develops and uses successful strategies for locating information.
Pre-Kindergarten Knowledge Base Indicators The student 1. locates the library media center with minimal supervision. 2. listens to media of various types and lengths to gain information. 3. recognizes and matches spine label to shelf. Instructional Examples The LMS/teacher librarian has the student come to the library to check out books.
Pre-Kindergarten
NOTES:
66
Kindergarten Knowledge Base Indicators The student 1. locates the library media center independently and identifies sections (e.g., fiction and nonfiction reference). 2. interacts with media of various types and lengths to gain information (e.g., pictures, captions, text, icons, and CD-ROM). 3. recognizes the call number and alphabetizes to the first letter with teacher guidance. 4. uses a teacher-directed problem solving strategy to locate information (e.g., The Handy 5, Big Six, and Little Three [see glossary for citation]). Instructional Examples The LMS/teacher librarian has the student
Kindergarten
locate books by the first letter on an authors last name.
NOTES:
67
First Grade Knowledge Base Indicators The student 1. locates the library media center independently and identifies sections (e.g., fiction and nonfiction reference). 2. interacts with media of various types and lengths to gain information (e.g., pictures, captions, text, icons, and CD-ROM). 3. recognizes the call number and alphabetizes to the second letter with teacher guidance. 4. uses a problem solving strategy to locate information (e.g., The Handy 5, Big Six, and Little Three [see glossary for citation]). Instructional Examples The LMS/teacher librarian has the student
First Grade
identify a book by the first two letters of an authors last name.
NOTES:
68
Second Grade Knowledge Base Indicators The student 1. locates the library media center independently and identifies sections (e.g., fiction and nonfiction reference). 2. interacts with media of various types and lengths to gain information (e.g., pictures, captions, text, icons, and CD-ROM). 3. recognizes the call number and alphabetizes to the second letter with teacher guidance. 4. uses a problem solving strategy to locate information (e.g., The Handy 5, Big Six, and Little Three [see glossary for citation]). Instructional Examples The LMS/teacher librarian has the student
Second Grade
alphabetize words, using packets of word pairs.
NOTES:
69
Third Grade Knowledge Base Indicators The student 1. locates nonfiction materials to demonstrate a basic understanding of the Dewey Decimal classification. 2. interacts with media of various types and lengths (e.g., magazines, other indexing tools, dictionary for pronunciations, foreign language dictionaries, and junior thesauruses). 3. uses the call number to locate materials on the shelves. 4. reviews and extends. Instructional Examples The LMS/teacher librarian has the student
Third Grade
do a walking tour of non-fiction to introduce ten categories in the Dewey Decimal System.
NOTES:
70
Fourth Grade Knowledge Base Indicators The student 1. locates nonfiction materials to demonstrate a basic understanding of the Dewey Decimal classification. 2. interacts with media of various types and lengths (e.g., magazines, other indexing tools, dictionary for pronunciations, foreign language dictionaries, and junior thesauruses). 3. uses the call number to locate materials on the shelves. Instructional Examples The LMS/teacher librarian has the student 1. participate in a book-locating game/activity.
Fourth Grade
2. use the thesaurus to enhance voice in a six-trait writing assignment. 3. participate in a scavenger hunt to locate various media types in the library.
NOTES:
71
Fifth Grade Knowledge Base Indicators The student 1. locates nonfiction materials to demonstrate a basic understanding of the Dewey Decimal classification. 2. interacts with media of various types and lengths (e.g., magazines, other indexing tools, dictionary for pronunciations, foreign language dictionaries, and junior thesauruses). 3. uses the call number to locate materials on the shelves. Instructional Examples The LMS/teacher librarian has the student
Fifth Grade
use Dewey classification categories to organize a group of materials by title.
NOTES:
72
Sixth Grade Knowledge Base Indicators The student 1. locates information found outside of the library (e.g., virtual libraries, subject experts, field trips, and museums). 2. interacts with media of various types and lengths (e.g., indexes, including quotations and poetry, geographical dictionaries, and historical atlases). 3. conducts an electronic search. Instructional Examples The LMS/teacher librarian has the student
Sixth Grade
1. practice downloading digital images from a teacher-approved site (e.g., Kansas Historical Society). 2. conduct a teacher-directed electronic search.
NOTES:
73
Seventh Grade Knowledge Base Indicators The student 1. locates information found outside of the library (e.g., virtual libraries, subject experts, field trips, and museums). 2. interacts with media of various types and lengths (e.g., indexes, including quotations and poetry, geographical dictionaries, and historical atlases). 3. conducts an electronic search (e.g., key word, title, author, subject). Instructional Examples The LMS/teacher librarian has the student
Seventh Grade
identify local off-campus sources of information relative to a specific topic.
NOTES:
74
Eighth Grade Knowledge Base Indicators The student 1. locates information found outside of the library (e.g., virtual libraries, subject experts, field trips, and museums). 2. interacts with media of various types and lengths (e.g., indexes, including quotations and poetry, geographical dictionaries, and historical atlases). 3. conducts an electronic search. Instructional Examples The LMS/teacher librarian has the student
Eighth Grade
participate in a curriculum based web quest.
NOTES:
75
Ninth Grade Knowledge Base Indicators The student 1. locates information sources independently. 2. interacts with media of various types and lengths (e.g., periodical index in a variety of formats, government documents, sources of career information, online databases, interlibrary loan, or other media). 3. refines electronic searches. Instructional Examples The LMS/teacher librarian has the student
Ninth Grade
critically review two or more web sites according to a list of criteria.
NOTES:
76
Tenth Grade Knowledge Base Indicators The student 1. locates information sources independently. 2. interacts with media of various types and lengths (e.g., periodical index in a variety of formats, government documents, sources of career information, online databases, interlibrary loan, or other media). 3. refines electronic searches. Instructional Examples The LMS/teacher librarian has the student
Tenth Grade
do a group project to identify and locate useful information on major issues of an era.
NOTES:
77
Eleventh Grade Knowledge Base Indicators The student 1. locates information sources independently. 2. interacts with media of various types and lengths (e. g., periodical index in a variety of formats, government documents, sources of career information, online databases, interlibrary loan, or other media). 3. refines electronic searches. Instructional Examples The LMS/teacher librarian has the student
Eleventh Grade
1. introduce an interest inventory pertaining to college choices or career fields. 2. use electronic government documents to obtain income tax forms.
NOTES:
78
Twelfth Grade Knowledge Base Indicators The student 1. locates information sources independently. 2. interacts with media of various types and lengths (e.g., periodical index in a variety of formats, government documents, sources of career information, online databases, interlibrary loan, or other media). 3. refines electronic searches. Instructional Examples The LMS/teacher librarian has the student
Twelfth Grade
create a portfolio of narrative video clips, newspaper articles, etc. on a particular current event.
NOTES:
79
Information Literacy Standard 2: The student who is information literate evaluates information critically and competently. Benchmark 1: The student determines accuracy, relevance, and comprehensiveness.
Pre-Kindergarten Knowledge Base Indicators The student with assistance, defines and gives examples of accurate information. Instructional Examples The LMS/teacher librarian has the student 1. identify themselves by name. 2. identify the schools name.
Pre-Kindergarten
3. identify other personnel (e.g., the LMS/Teacher librarian principal, teacher).
NOTES: Information resources could be photographs.
80
Kindergarten Knowledge Base Indicators The student with assistance, defines and gives examples of accurate information. Instructional Examples The LMS/teacher librarian has the student
Kindergarten
brainstorm as a group what sources of information are in their lives (e.g., television, newspaper, magazine, books, and electronic information).
NOTES:
81
First Grade Knowledge Base Indicators The student with assistance, defines and gives examples of accurate information. Instructional Examples The LMS/teacher librarian has the student
First Grade
1. in a group, examine several resources in various formats and compare, discuss, evaluate, and choose the best resources for a specific topic or learning activity. Repeat activity several times using other resources and topics.
2. create two different party invitations, one containing accurate

location, date and time and the other with inaccurate information (e.g., moons, mars, on Jan. 43rd. Discuss which is accurate information).*
*The above information was adopted from Public Schools of North Carolina NC Standard Course of Study
NOTES:
82
Second Grade Knowledge Base Indicators The student defines and gives examples of accurate information. Instructional Examples The LMS/teacher librarian has the student
Second Grade
1. brainstorm with the LMS examples from various sources with students whether they reflect fact or opinion.
2. discuss which types of sources give the most accurate

information (e.g., does a web page written by a 5th grader give accurate information about how to drive a car?).*
*The above information was adopted from Pittsburg, Kansas Schools LM Standards
NOTES:
83
Third Grade Knowledge Base Indicators The student seeks multiple sources to verify accuracy of information (e.g., current and appropriate, according to copyright date). Instructional Examples The LMS/teacher librarian has the student
Third Grade
1. work with LMS/Teacher librarian to locate resources in library circulation and identify copyright date. 2. learn to look for copyright dates in books that contain information that may change over time, such as books about space or technology.
3. examine some outdated sources, such as atlases where names

of countries have changed.*
NOTES:
84
Fourth Grade Knowledge Base Indicators The student seeks multiple sources to verify accuracy of information, (e.g., current and appropriate, according to copyright date and authority). Instructional Examples The LMS/teacher librarian has the student
Fourth Grade
1. use several different sources for a research project, comparing information found in various sources.
2. discuss how to best determine the accuracy of materials, such as

checking copyright date, authority of author, and research-base of material.*
NOTES:
85
Fifth Grade Knowledge Base Indicators The student seeks multiple sources to verify accuracy of information (e.g., current and appropriate, according to copyright date and authority, bias). Instructional Examples The LMS/teacher librarian has the student
Fifth Grade
1. use several different sources for a research project, comparing information found in various sources. 2. discuss how to best determine the accuracy of materials, such as checking copyright date, authority of author, and research-base of material.
*Adopted from Pittsburg, Kansas Schools LM Standards
3. introduce the concept of bias, showing examples of an authors point of view (e.g., newspaper coverage showing more about boys sports than girls sports).
NOTES:
86
Sixth Grade Knowledge Base Indicators The student compares and contrasts two sources to verify accuracy and relevance of information. Instructional Examples The LMS/teacher librarian has the student
Sixth Grade
1. use several different sources for a research project, comparing information found in various sources, current and appropriate according to copyright date, authority, and bias.
2. compare materials written by two opposing view points, such as,

a book funded by the National Rifle Association and one written by council advocating more gun control.*
NOTES:
87
Seventh Grade Knowledge Base Indicators The student compares and contrasts multiple sources and formats with assistance to verify accuracy and relevance of information. Instructional Examples The LMS/teacher librarian has the student
Seventh Grade
1. use several different sources for a research project, comparing information found in various sources, current and appropriate according to copyright date, authority, and bias.
2. discuss about how to best determine the accuracy of materials,

such as checking copyright date, authority of author, and researchbase of material.*
NOTES:
88
Eighth Grade Knowledge Base Indicators The student compares and contrasts multiple sources and formats with assistance to verify accuracy and relevance of information. Instructional Examples The LMS/teacher librarian has the student
Eighth Grade
1. use several different sources for a research project, comparing information found in various sources, current and appropriate according to copyright date, authority, and bias. 2. discuss about how to best determine the accuracy of materials, such as checking copyright date, authority of author, and researchbase of material.
NOTES:
89
Ninth Grade Knowledge Base Indicators The student realizes that conflicting facts are found in different sources and understands the terms accurate, relevant, and comprehensive. Instructional Examples The LMS/teacher librarian has the student
Ninth Grade
1. discuss effective ways to identify relevant, quality print and electronic information resources throughout the year. Provide opportunities to compare and contrast print resources such as encyclopedias for accuracy, relevance, and comprehensiveness. Review and discuss evaluation criteria for electronic information resources. Visit websites and authoritative, up-to-date information and identify reliable sources that evaluate websites, e.g., Evalutech, ALA. Review and practice using rubrics for evaluating websites. 2. examine bogus websites (e.g., Holocaust, racial discrimination). 3. develop bookmark files of reliable websites on a variety of topics.
NOTES:
90
Tenth Grade Knowledge Base Indicators The student recognizes accurate and relevant facts from different sources and sometimes determines the adequacy of the information gathered according to the topic, questions, or product that is expected. Instructional Examples The LMS/teacher librarian has the student
Tenth Grade
develop an annotated bookmark file of four primary sources.
NOTES:
91
Eleventh Grade Knowledge Base Indicators The student selects accurate and relevant facts from different sources and usually determines the adequacy of the information gathered according to the topic, questions, or product that is expected. Instructional Examples The LMS/teacher librarian has the student
Eleventh Grade
1. select a topic and formulate a research question. 2. conduct a literature review and select multiple appropriate sources from electronic and print resources. 3. collect information in a format which can be used in the final research product (e.g., notes, electronic files). 4. write references in formal editorial style (e.g., MLA, APA).
NOTES:
92
Twelfth Grade Knowledge Base Indicators The student judges the accuracy, relevance, and completeness of sources and information relation to a range of topics and information problems. Instructional Examples The LMS/teacher librarian has the student 1. 2. 3. 4.
Twelfth Grade
select a topic and formulate a research question. conduct a literature review and select multiple appropriate sources from electronic and print resources. collect information in a format which can be used in the final research product (e.g., notes, electronic files). write references in formal editorial style (e.g., MLA, APA).
NOTES:
93
Information Literacy Standard 2: The student who is information literate evaluates information critically and competently. Benchmark 2: The student distinguishes among fact, point of view, and opinion.
Pre-Kindergarten Knowledge Base Indicators The student is aware of the point of view (e.g., who is telling the story). Instructional Examples The LMS/teacher librarian has the student
Pre-Kindergarten
after listening to a story, answer oral questions about who is telling the story (e.g., is the pig telling the story? Is the boy telling the story? If you were a pig, would you feel this way too?).*
NOTES:
94
Kindergarten Knowledge Base Indicators The student determines the point of view (e.g., who is telling the story). Instructional Examples The LMS/teacher librarian has the student
Kindergarten
retell the story of Little Red Riding Hood from the points of view of the Wolf, the Woodcutter, and Red Riding Hood herself.
NOTES:
95
First Grade Knowledge Base Indicators The student with assistance, recognizes facts, opinions, and point of view in various information sources. Instructional Examples The LMS/teacher librarian has the student
First Grade
discuss and define the difference between fact and opinion, (e.g., fact: the cafeteria served pizza today; opinion: the pizza was good).
NOTES:
96
Second Grade Knowledge Base Indicators The student recognizes facts, opinions, and point of view in various information sources. Instructional Examples The LMS/teacher librarian has the student
Second Grade
1. show opinions and points of view from the editorial page of a newspaper and media ads.
2. create a Venn diagram showing fact and opinion on a given

topic.*
NOTES:
97
Third Grade Knowledge Base Indicators The student with assistance, recognizes how facts, opinions, and points of view are different from one another. Instructional Examples The LMS/teacher librarian has the student
Third Grade
1. bring advertisements to discuss and evaluate the reliability and accuracy of the product claim (either food or drug-related). 2. write their own ad for a book, showing their point of view and opinions.
NOTES:
98
Fourth Grade Knowledge Base Indicators The student recognizes how facts, opinions, and points of view are different from one another. Instructional Examples The LMS/teacher librarian has the student
Fourth Grade
1. research endangered animals using various formats of information and recognize that some sources present more opinion and point of view than fact. 2. generate statements that demonstrate the difference between fact and opinion (e.g., in discussing characters actions in a story, differentiate between what actually happens (the fact) and possible alternative points of view).
NOTES:
99
Fifth Grade Knowledge Base Indicators The student explains how facts, opinions, and points of view are different from one another. Instructional Examples The LMS/teacher librarian has the student
Fifth Grade
1. write a position paper on the lunch choices available in the cafeteria Students will be assigned to write from the point of view of, a) student, b) lunchroom personnel, or c) parent. Positions will be shared with class and discussed. 2. create a graphic organizer demonstrating students knowledge of an assigned topic differentiating between fact, opinion, and point of view.
NOTES:
100
Sixth Grade Knowledge Base Indicators The student determines, with guidance, how different points of view can influence the facts and opinions present in controversial issues. Instructional Examples The LMS/teacher librarian has the student
Sixth Grade
1. describe how information and ideas are influenced by prior knowledge and personal experience.
2. use multicultural books as a focus for discussion of personal life

experiences (ex. Nightjohn, by Gary Paulsen).*
NOTES:
101
Seventh Grade Knowledge Base Indicators The student determines, with assistance, how different points of view can influence the facts and opinions present in controversial issues. Instructional Examples The LMS/teacher librarian has the student
Seventh Grade
1. discuss and compare methods used to present information in local newspaper reports, radio and television news reports, and magazine reports, on a specific topic. Examine each for: a. purpose b. point of view c. bias d. stereotypes e. audience 2. use discussions to chart facts and fiction.
NOTES:
102
Eighth Grade Knowledge Base Indicators The student determines how different points of view can influence the facts and opinions present in controversial issues. Instructional Examples The LMS/teacher librarian has the student
Eighth Grade
observe two high school debate teams during a practice session as they defend their debate topic positions.
NOTES:
103
Ninth Grade Knowledge Base Indicators The student recognizes facts, opinions, and point of view and sometimes determines when it is appropriate in ones own work. Instructional Examples The LMS/teacher librarian has the student
Ninth Grade
identify, discuss, and explain each others point of view and biases in their writing during a peer editing activity.
NOTES:
104
Tenth Grade Knowledge Base Indicators The student selects facts, opinions, and points of view and sometimes determines when it is appropriate in ones own work. Instructional Examples The LMS/teacher librarian has the student
Tenth Grade
1. discuss the effectiveness of various documents dealing with the same issue, but written from a different point of view. 2. write a reaction paper in response to two opposing viewpoints, obtained from local or national news.
NOTES:
105
Eleventh Grade Knowledge Base Indicators The student assembles facts, opinions, and points of view as appropriate in ones own work. Instructional Examples The LMS/teacher librarian has the student
Eleventh Grade
1. discuss the subject to gather knowledge, to introduce new vocabulary, and to discuss the purpose for research. The teacher helps the students develop logical questions to aid in comprehension of the text. 2. negotiate, clarify, and defend opinions in large and small discussion groups.
NOTES:
106
Twelfth Grade Knowledge Base Indicators The student assembles facts, opinions, and points of view and usually determines when it is appropriate in ones own work. Instructional Examples The LMS/teacher librarian has the student
Twelfth Grade
1. read excerpts from a controversial document such as Brown vs.

Board of Education of Topeka. What were the opposing viewpoints of each side? 2. using an opinion cartoon, identify facts and opinions portrayed. In a specific time limit, find counter/alternate facts and opinions.
NOTES:
107
Information Literacy Standard 3: The student who is information literate uses the information accurately and creatively. Benchmark 1: The student organizes information for practical application.
Pre-Kindergarten Knowledge Base Indicators The student demonstrates the knowledge and skill to do simple organizational tasks. Instructional Examples The LMS/teacher librarian has the student
Pre-Kindergarten
with guidance and assistance, sort by selecting and deselecting objects, images, and letters in terms of same and/or different.
NOTES:
108
Kindergarten Knowledge Base Indicators The student demonstrates the knowledge and skill after listening to or viewing a selection to identify ways of organizing information. Instructional Examples The LMS/teacher librarian has the student
Kindergarten
with guidance and assistance, sort by selecting and deselecting categories such as kind, size, color, type, and real or make believe, etc., to determine same or different.
NOTES:
109
First Grade Knowledge Base Indicators The student demonstrates, with teacher guidance in a group setting, the knowledge and skills to organize information. Instructional Examples The LMS/teacher librarian has the student
First Grade
with guidance and assistance, sort by selecting and deselecting words, phrase, roles, and other ideas into same and/or different categories.
NOTES:
110
Second Grade Knowledge Base Indicators The student demonstrates, in a group setting, the knowledge and skills to organize information. Instructional Examples The LMS/teacher librarian has the student
Second Grade
with assistance, sort by selecting and de-selecting ideas, concepts, details such as time, characters, and sequence of events to determine same and/or differences.
NOTES:
111
Third Grade Knowledge Base Indicators The student with guidance, demonstrates the knowledge and skill to organize information. Instructional Examples The LMS/teacher librarian has the student
Third Grade
1. with teacher assistance, select a graphic organizer to sort text type into categories (e.g., expository, technical, and persuasive texts). 2. with teacher assistance, select and sort print and electronic resources by kind and/or type (e.g., non-fiction reference works, dictionary, encyclopedia, atlases, glossaries, thesauri, and online reference materials).
NOTES:
112
Fourth Grade Knowledge Base Indicators The student with assistance, demonstrates the knowledge and skill to organize information. Instructional Examples The LMS/teacher librarian has the student
Fourth Grade
with teacher assistance, write a bibliography using a professional editorial style and various print and/or electronic resources in correct order of author, title, publisher, date, place of publication, and/or page numbers.
NOTES:
113
Fifth Grade Knowledge Base Indicators The student independently demonstrates the knowledge and skills to organize information. Instructional Examples The LMS/teacher librarian has the student
Fifth Grade
independently use a problem-solving model, such as Handy Five, Big Six, to outline a content specific concept into main idea, supportive facts, and sequence, etc.
NOTES:
114
Sixth Grade Knowledge Base Indicators The student with guidance, has the knowledge and skills to organize an information product. Instructional Examples The LMS/teacher librarian has the student
Sixth Grade
1. with teacher guidance, use a problem-solving model, such as Handy Five, Big Six, to organize by audience and purpose. 2. with teacher guidance, construct a content specific concept for a report, poster, display, or electronic presentation.
NOTES:
115
Seventh Grade Knowledge Base Indicators The student with minimal assistance, has the knowledge and skills to organize an information product. Instructional Examples The LMS/teacher librarian has the student
Seventh Grade
with assistance, where needed, use a problem-solving model, such as Handy Five, Big Six to organize and construct a content specific concept for a report, poster, display, or electronic presentation.
NOTES:
116
Eight Grade Knowledge Base Indicators The student demonstrates the knowledge and skills to organize an information product. Instructional Examples The LMS/teacher librarian has the student
Eighth Grade
independently use a problem-solving model, such as The Handy Five, Big Six, to organize and construct a content specific concept for a report, poster, display, or electronic presentation.
NOTES:
117
Ninth Grade Knowledge Base Indicators The student demonstrates the knowledge and skills to organize an information product. Instructional Examples The LMS/teacher librarian has the student
Ninth Grade
with assistance, organize chronologically, topically, and hierarchically, an information product about a current event using a paper or electronic news source.
NOTES:
118
Tenth Grade Knowledge Base Indicators The student demonstrates the knowledge and skills to organize an information product. Instructional Examples The LMS/teacher librarian has the student
Tenth Grade
with assistance, organizes a literary critique, uses a variety of scholarly resources.
NOTES:
119
Eleventh Grade Knowledge Base Indicators The student demonstrates the knowledge and skills to organize an information product. Instructional Examples The LMS/teacher librarian has the student
Eleventh Grade
with assistance, chooses an area or topic from one of the content areas and consults multiple reference resources to organize the information problem or question at hand.
NOTES:
120
Twelfth Grade Knowledge Base Indicators The student 1. has knowledge and skills to organize an information product that presents different types of information in the most effective way. 2. organizes information to make sense of it and to present it most effectively to others. 3. understands their intended audience, the demands of the presentation format, and the essential ideas in the topic or issues being presented. Instructional Examples The LMS/teacher librarian has the student
Twelfth Grade
independently organizes an information product such as a senior research report that presents different primary information sources, such as interviews, oral histories, databases, and/or reference books.
NOTES: Mention concept maps and other instructional materials and methods-work on this more.
121
Information Literacy Standard 3: The student who is information literate uses the information accurately and creatively. Benchmark 2: The student integrates new information into ones own knowledge.
Pre-Kindergarten Knowledge Base Indicators The student demonstrates the knowledge and skills to begin to draw conclusions from open ended selections from text, storytelling, and/or oral language. Instructional Examples The LMS/teacher librarian has the student
Pre-Kindergarten
listen to the reading of text and/or look at picture clues to make inferences and to draw conclusions.
NOTES:
122
Kindergarten Knowledge Base Indicators The student demonstrates the knowledge and skills for drawing conclusions from open ended selections, for example, from text, storytelling, and/or oral language. Instructional Examples The LMS/teacher librarian has the student
Kindergarten
with teacher guidance, use picture clues, text, and prior knowledge to make inferences and to draw conclusions.
NOTES:
123
First Grade Knowledge Base Indicators The student demonstrates the knowledge and skills to integrate prior knowledge with new information from materials viewed, read, or heard and begin to draw conclusions. Instructional Examples The LMS/teacher librarian has the student
First Grade
with teacher guidance, use picture clues, text, and prior knowledge to make inferences and to draw conclusions.
NOTES:
124
Second Grade Knowledge Base Indicators The student demonstrates the knowledge and skills to draw conclusions by integrating prior knowledge with new information from materials viewed, read, or heard. Instructional Examples The LMS/teacher librarian has the student
Second Grade
with teacher guidance, use picture clues and complex illustrations, text, and prior knowledge to make inferences and to draw conclusions.
NOTES:
125
Third Grade Knowledge Base Indicators The student demonstrates the knowledge and skills to combine information on a given topic from more than one source. Instructional Examples The LMS/teacher librarian has the student
Third Grade
use information from the multiple text sources to make inferences and draw conclusions.
NOTES:
126
Fourth Grade Knowledge Base Indicators The student demonstrates the knowledge and skills to apply information by combining ideas on a given topic from more than one source and more than one format. Instructional Examples The LMS/teacher librarian has the student
Fourth Grade
read and review a variety of information sources, in a variety of formats, for a given content area.
NOTES:
127
Fifth Grade Knowledge Base Indicators The student demonstrates the knowledge and skills to apply information by combining ideas on a given topic from more than one source and more than one format. Instructional Examples The LMS/teacher librarian has the student
Fifth Grade
read and review a variety of information sources including primary sources in a variety of formats, for a given content area.
NOTES:
128
Sixth Grade Knowledge Base Indicators The student demonstrates the knowledge and skills, with guidance, the ability to analyze and synthesize information on given topics from more than one source and more than one format, to create new meanings. Instructional Examples The LMS/teacher librarian has the student
Sixth Grade
with guidance, use a variety of primary and secondary sources, in a variety of formats related to a given content area, to construct a synthesis project, such as a poster, handout, brochure, essay, or an electronic presentation.
NOTES:
129
Seventh Grade Knowledge Base Indicators The student demonstrates the knowledge and skills, with assistance, the ability to analyze and synthesize information on given topics from more than one source and more than one format, to create new meanings. Instructional Examples The LMS/teacher librarian has the student
Seventh Grade
with assistance, use a variety of primary and secondary sources, in a variety of formats related to a given content area to construct a synthesis project, such as a poster, handout, brochure, essay, or an electronic presentation.
NOTES:
130
Eighth Grade Knowledge Base Indicators The student demonstrates the knowledge and skills to analyze and synthesize information on given topics from more than one source and more than one format, to create new meanings. Instructional Examples The LMS/teacher librarian has the student
Eighth Grade
independently use a variety of primary and secondary sources, in a variety of formats related to a given content area to construct a synthesis project, such as a poster, handout, brochure, essay, or an electronic presentation.
NOTES:
131
Ninth Grade Knowledge Base Indicators The student with guidance, demonstrates the knowledge and skills to analyze, synthesize and evaluate information on more complex topics from multiple sources and multiple formats to create new meanings. Instructional Examples The LMS/teacher librarian has the student
Ninth Grade
with guidance, use complex content-related topics from multiple sources and multiple formats to present new ideas in oral, written, or multi-media presentation and evaluate the effectiveness of the presentation.
NOTES: Teach the learning domains in Blooms Taxonomy.
132
Tenth Grade Knowledge Base Indicators The student with minimal guidance, demonstrates the knowledge and skills to analyze, synthesize and evaluate information on more complex topics from multiple sources and multiple formats to create new meanings. Instructional Examples The LMS/teacher librarian has the student
Tenth Grade
with minimal guidance, use complex content-related topics from multiple sources and multiple formats to present new ideas in oral, written, or multi-media presentation and evaluate the effectiveness of the presentation.
NOTES: Use the learning domains in Blooms Taxonomy.
133
Eleventh Grade Knowledge Base Indicators The student with assistance, demonstrates the knowledge and skills to analyze, synthesize and evaluate information on more complex topics from multiple sources and multiple formats to create new meanings. Instructional Examples The LMS/teacher librarian has the student
Eleventh Grade
with assistance, use complex content-related topics from multiple sources and multiple formats to present new ideas in oral, written, or multi-media presentation and evaluate the effectiveness of the presentation.
134
Twelfth Grade Knowledge Base Indicators The student independently demonstrates the knowledge and skills to analyze, synthesize and evaluate information on more complex topics from multiple sources and multiple formats to create new meanings. Instructional Examples The LMS/teacher librarian has the student
Twelfth Grade
independently use complex content-related topics from multiple sources and multiple formats to present new ideas in oral, written, or multi-media presentation and evaluate the effectiveness of the presentation.
135
Information Literacy Standard 3: The student who is information literate uses the information accurately and creatively. Benchmark 3: The student applies information to critical thinking and problem solving.
Pre-Kindergarten Knowledge Base Indicators The student is introduced to beginning, basic problem solving. Instructional Examples The LMS/teacher librarian has the student
Pre-Kindergarten
plan, do, and review a problem, such as, how to look at, care for, and otherwise use a book.
NOTES: Use the Super 3, Big 6, and/or The Handy 5 problem solving models. The complexity of the problem-solving model should increase at the upper grade levels.
136
Kindergarten Knowledge Base Indicators The student with guidance, recognizes steps in a basic problem-solving model. Instructional Examples The LMS/teacher librarian has the student
Kindergarten
plan, do, and review a problem, such as, how to choose a book, check out a book, or a story-based problem.
137
First Grade Knowledge Base Indicators The student with guidance in a group setting, follows steps of a basic problem solving model. Instructional Examples The LMS/teacher librarian has the student
First Grade
with guidance, plan, do, and review a content-based problem in a group setting (e.g., how to plan a birthday party).
138
Second Grade Knowledge Base Indicators The student follows steps of a basic problem solving model in a group setting. Instructional Examples The LMS/teacher librarian has the student
Second Grade
plan, do, and review a content-based problem in a group setting (e.g., planning a field trip).
139
Third Grade Knowledge Base Indicators The student individually, with guidance, follows steps of a basic problem solving model. Instructional Examples The LMS/teacher librarian has the student
Third Grade
use a basic problem solving model to individually solve a content-based problem related to ones self (e.g., how to spend an allowance).
140
Fourth Grade Knowledge Base Indicators The student individually, with guidance, follows steps of a basic problem solving model. Instructional Examples The LMS/teacher librarian has the student
Fourth Grade
individually, with guidance, use a five or six step basic problem solving model to propose a solution to a content-based problem related to ones community, state, or region.
141
Fifth Grade Knowledge Base Indicators The student individually, with minimal guidance, follows steps of a basic problem solving model. Instructional Examples The LMS/teacher librarian has the student
Fifth Grade
individually, with minimal guidance, use a five or six step basic problem solving model to propose a solution to a content-based problem related to the nation.
142
Sixth Grade Knowledge Base Indicators The student with guidance, demonstrates knowledge and skills to apply a problem solving model to critical issues encountered in various academic and life situations. Instructional Examples The LMS/teacher librarian has the student
Sixth Grade
with guidance, use a five or six step basic problem solving model to outline a critical issue encountered in various academic and life situations, (such as those related to language, culture, ethnicity, and/or religion of ancient civilizations), identify gaps, refine and revise outlines as needed, and to propose a solution.
143
Seventh Grade Knowledge Base Indicators The student with guidance and assistance, demonstrates knowledge and skills to apply a problem solving model to critical issues encountered in various academic and life situations. Instructional Examples The LMS/teacher librarian has the student
Seventh Grade
with assistance, use a five or six step basic problem solving model to outline a critical issue encountered in various academic and life situations, (such as those related to economic, political, cultural, and social process related to Kansas), identify gaps, refine and revise outlines as needed, and to propose a solution.
144
Eighth Grade Knowledge Base Indicators The student independently demonstrates knowledge and skills to apply a problem solving model to critical issues encountered in various academic and life situations. Instructional Examples The LMS/teacher librarian has the student
Eighth Grade
independently use a five or six step basic problem solving model to outline a critical issue encountered in various academic and life situations, (such as those related themes and issues in the study of US History (e. g., U.S. Constitution, power and/or responsibility). Identify gaps, refine and revise outlines as needed, and propose a solution).
145
Ninth Grade Knowledge Base Indicators The student with guidance, analyzes a problem solving process and evaluates resulting knowledge for relevance, effectiveness, and overall appropriateness. Instructional Examples The LMS/teacher librarian has the student
Ninth Grade
with guidance, use a five or six step basic problem solving model to analyze a problem such as those in embedded in communication arts, English literature and/or composition, mathematics, science, social studies, family consumer sciences, business education, fine arts, and/or physical education, to propose a solution and to evaluate resulting knowledge for relevance, effectiveness, and overall appropriateness.
146
Tenth Grade Knowledge Base Indicators The student with assistance, analyzes a problem solving process and evaluates resulting knowledge for relevance, effectiveness, and overall appropriateness. Instructional Examples The LMS/teacher librarian has the student
Tenth Grade
with assistance, use a five or six step basic problem solving model to analyze a problem such as those in embedded in communication arts, English literature and/or composition, mathematics, science, social studies, family consumer sciences, business education, fine arts, and/or physical education, to propose a solution and to evaluate resulting knowledge for relevance, effectiveness, and overall appropriateness.
147
Eleventh Grade Knowledge Base Indicators The student with minimal assistance, analyzes a problem solving process and evaluates resulting knowledge for relevance, effectiveness, and overall appropriateness. Instructional Examples The LMS/teacher librarian has the student
Eleventh Grade
with minimal assistance, use a five or six step basic problem solving model to analyze a problem such as those in embedded in communication arts, English literature and/or composition, mathematics, science, social studies, family consumer sciences, business education, fine arts, and/or physical education, to propose a solution and to evaluate resulting knowledge for relevance, effectiveness, and overall appropriateness.
148
Twelfth Grade Knowledge Base Indicators The student independently analyzes a problem solving process and evaluates resulting knowledge for relevance, effectiveness, and overall appropriateness. Instructional Examples The LMS/teacher librarian has the student
Twelfth Grade
independently use a five or six step basic problem solving model to analyze a problem such as those in embedded in communication arts, English literature and/or composition, mathematics, science, social studies, family consumer sciences, business education, fine arts, and/or physical education, to propose a solution and to evaluate resulting knowledge for relevance, effectiveness, and overall appropriateness.
149
Information Literacy Standard 3: The student who is information literate uses the information accurately and creatively.
Pre-Kindergarten
Benchmark 4: The student produces and communicates information and ideas in appropriate formats.
Pre-Kindergarten Knowledge Base Indicators The student is introduced to a variety of formats for sharing information. Instructional Examples The LMS/teacher librarian has the student see and touch picture books, big books, puppets, skits, videos, and finger plays, etc.
NOTES:
150
Kindergarten
Kindergarten Knowledge Base Indicators The student identifies various formats for sharing information. Instructional Examples The LMS/teacher librarian has the student identify picture books, big books, puppets, skits, and videos.
NOTES:
151
First Grade
First Grade Knowledge Base Indicators The student uses various formats to gain and present information. Instructional Examples The LMS/teacher librarian has the student use pictures books, big books, puppets, skits, videos, finger plays, websites, CDs, and e-books.
NOTES:
152
Second Grade
Second Grade Knowledge Base Indicators The student uses and evaluates multiple formats to gain and present information. Instructional Examples The LMS/teacher librarian has the student use and evaluate print and non-print (electronic) books and sources for appropriate formats to communicate specific ideas and activities.
NOTES:
153
Third Grade
Third Grade Knowledge Base Indicators The student with guidance, chooses the most appropriate format for presenting information. Instructional Examples The LMS/teacher librarian has the student with guidance, choose the most appropriate format for presenting information by identifying an audience, and considering length of presentation and type of information to share.
NOTES:
154
Fourth Grade
Fourth Grade Knowledge Base Indicators The student with assistance, chooses the most appropriate format for presenting information. Instructional Examples The LMS/teacher librarian has the student with assistance, choose the most appropriate format for presenting information by identifying an audience, and considering length of presentation and type of information to share.
NOTES:
155
Fifth Grade
Fifth Grade Knowledge Base Indicators The student independently chooses the most appropriate format for presenting information. Instructional Examples The LMS/teacher librarian has the student independently choose the most appropriate format for presenting information by identifying an audience, and considering length of presentation and type of information to share.
NOTES:
156
Sixth Grade
Sixth Grade Knowledge Base Indicators The student with guidance, has the knowledge and skills to effectively communicate information in the most appropriate format. Instructional Examples The LMS/teacher librarian has the student with guidance, choose the most appropriate format for presenting information by identifying an audience, and considering length of presentation and type of information to share, and justify their choices.
NOTES:
157
Seventh Grade
Seventh Grade Knowledge Base Indicators The student with assistance, has the knowledge and skills to effectively communicate information in the most appropriate format. Instructional Examples The LMS/teacher librarian has the student with assistance, choose the most appropriate format for presenting information by identifying an audience, and considering length of presentation and type of information to share, and justify their choices.
NOTES:
158
Eighth Grade
Eighth Grade Knowledge Base Indicators The student independently has the knowledge and skills to independently communicate information in the most appropriate format. Instructional Examples The LMS/teacher librarian has the student independently choose the most appropriate format for presenting information by identifying an audience, and considering length of presentation and type of information to share, and justify their choices.
NOTES:
159
Ninth Grade
Ninth Grade Knowledge Base Indicators The student has knowledge and skills to review the range of formats and their selection criteria to choose the most appropriate format for an information need. Instructional Examples The LMS/teacher librarian has the student with guidance and in groups, develop a script format for a daily news broadcast for the high school.
NOTES:
160
Tenth Grade
Tenth Grade Knowledge Base Indicators The student has knowledge and skills to utilize a variety of formats to communicate and disseminate information and ideas. Instructional Examples The LMS/teacher librarian has the student with minimal assistance and in groups, develop a poster session on drug testing policies in the high school.
NOTES:
161
Eleventh Grade
Eleventh Grade Knowledge Base Indicators The student has knowledge and skills to utilize a variety of formats to communicate and disseminate information and ideas, and to evaluate the effectiveness of their product. Instructional Examples The LMS/teacher librarian has the student with assistance, produce an electronic presentation on a content-based issue of their choice.
NOTES:
162
Twelfth Grade
Twelfth Grade Knowledge Base Indicators The student has knowledge and skills to utilize a variety of formats to communicate, disseminate, evaluate, and preserve or discard information and ideas. Instructional Examples The LMS/teacher librarian has the student independently produce an electronic presentation on a contentbased issue of their choice.
NOTES:
163
Independent Learning
Pre-Kindergarten
Standard 4: The student who is an independent learner is information literate and pursues information related to personal interests. Benchmark 1: The student seeks information related to various dimensions of personal well being, such as career interest, community involvement, health matters, and recreational pursuits.
Pre-Kindergarten Knowledge Base Indicators The student seeks information related to personal interest (e.g., pets, animals, toys, sports, favorite pictures, or authors). Instructional Examples The LMS/teacher librarian has the student 1. identify an area of interest.
2. understand the concept of borrowing materials for a defined period of use.
NOTES:
164
Kindergarten
Kindergarten Knowledge Base Indicators The student seeks information related to personal interest (e.g., animal, holiday, sport, or author). Instructional Examples The LMS/teacher librarian has the student 1. identify an area of interest.
2. independently choose ones own book or other material. 3. locate material of interest in the library.
NOTES:
165
First Grade
First Grade Knowledge Base Indicators The student 1. generally seeks information related to their personal interest. 2. uses an authoritative source (e.g., adult or primary catalog, to assist in selecting/checking out ones own books and materials). Instructional Examples The LMS/teacher librarian has the student 1. state personal interests.
2. tour the library to enable students to locate materials independently. 3. independently seeks materials to meet personal interest. 4. become aware that they are welcome to ask for assistance as needed. 5. model the proper procedure for checking out and returning books.
NOTES:
166
Second Grade
Second Grade Knowledge Base Indicators The student generally seeks information related to their personal interest. Instructional Examples The LMS/teacher librarian has the student 1. identify an area of interest.
2. explore writings of various authors by reading to them from a variety of genres and authors. 3. 4. choose materials based on ones own preferences. shelf browse for materials of interest.
167
Third Grade
Third Grade Knowledge Base Indicators The student generally seeks information related to their personal interest and well-being. Instructional Examples The LMS/teacher librarian has the student 1. 2. recognize various genres. identify a variety of favorite authors.
3. use OPAC to seek personal interest materials availability. 4. shelf browse to locate materials in fiction and nonfiction sections of the library.
NOTES:
168
Fourth Grade
Fourth Grade Knowledge Base Indicators The student generally seeks information related to their personal interest and well-being. Instructional Examples The LMS/teacher librarian has the student 1. make personal choices within a variety of genres.
2. use a strategy for locating personal interest materials (e.g., OPAC, A.R. level, Dewey, shelf browsing). 3. access an on-line database or library catalog, or other method taught by a librarian to find information related to personal interests and well-being. 4. use their Kansas State Library card to access SIRS Discoverer or World Book Encyclopedia On-line. NOTES: Librarians need to be aware of the free access for all Kansas students to the research data base SIRS Discoverer for elementary students and World Book on-line proved by both Kan-Ed and our state library website Blue Skyways at the website address: http://skyways.lib.ks.us/. KanEd also provides access to these sites.
169
Fifth Grade
Fifth Grade Knowledge Base Indicators The student explore a range of resources related to ones personal interests and well-being. Instructional Examples The LMS/teacher librarian has the student 1. conduct subject searches on the library catalog.
2. find on-line materials about a favorite leisure activity, hobby, or hero. 3. access an on-line database or library catalog to find information for personal understanding and well-being. 4. use their Kansas State Library card to access SIRS Discoverer or World Book Encyclopedia On-line.
NOTES:
170
Sixth Grade
Sixth Grade Knowledge Base Indicators The student explore a range of resources related to ones personal interests and well-being. Instructional Examples The LMS/teacher librarian has the student conduct a subject search of print or electronic resources of recreational activities available in the students community.
NOTES:
171
Seventh Grade
Seventh Grade Knowledge Base Indicators The student explore a range of resources related to ones personal interests and well-being. Instructional Examples The LMS/teacher librarian has the student conduct a subject search of print or electronic resources of available health care facilities in students local area.
NOTES:
172
Eighth Grade
Eighth Grade Knowledge Base Indicators The student explore a range of resources related to ones personal interests and well-being. Instructional Examples The LMS/teacher librarian has the student conduct a subject search of print or electronic information on a career of students choice.
NOTES:
173
Ninth Grade
Ninth Grade Knowledge Base Indicators The student 1. uses information literacy strategies for real-life situations. 2. applies information problem-solving skills to personal life. Instructional Examples The LMS/teacher librarian has the student research physical fitness assessments and develop a personal fitness plan (e.g., diet, exercise, including cardio-respiratory endurance, muscular strength and endurance, flexibility and body composition). (Information Power, p. 22)
NOTES:
174
Tenth Grade
Tenth Grade Knowledge Base Indicators The student 1. uses information literacy strategies for real-life situations. 2. applies information problem-solving skills to personal life. Instructional Examples The LMS/teacher librarian has the student 1. research concepts related to health promotion and disease prevention. 2. construct a personal plan for health-enhancing behaviors. (KERC website).
NOTES:
175
Eleventh Grade
Eleventh Grade Knowledge Base Indicators The student 1. uses information literacy strategies for real-life situations. 2. applies information problem-solving skills to personal life. Instructional Examples The LMS/teacher librarian has the student research a career of choice and develop a plan for attaining that goal (e.g., a timeline, cost analysis, financial aid, higher learning institution/vocational training).
NOTES:
176
Twelfth Grade
Twelfth Grade Knowledge Base Indicators The student 1. uses information literacy strategies for real-life situations. 2. applies information problem-solving skills to personal life. Instructional Examples The LMS/teacher librarian has the student 1. research local governmental entities (e.g., city commission, county commission, elected officials, school board). 2. create a product for presenting yourself as a public official in one of these bodies.
NOTES:
177
Pre-Kindergarten
Standard 4: The student who is an independent learner is information literate and pursues information related to personal interests. Benchmark 2: The student designs, develops, and evaluates information products and solutions to related personal interests.
Pre-Kindergarten Knowledge Base Indicators The student evaluates an information product. Instructional Examples The LMS/teacher librarian has the student 1. look at or listen to a book for pleasure.
2. state what they like or dislike about a story or information material (e.g., fiction or non-fiction books).
NOTES:
178
Kindergarten
Kindergarten Knowledge Base Indicators The student 1. evaluates an information piece in relation to personal interest. 2. develops (with teacher guidance) an information product. Instructional Examples The LMS/teacher librarian has the student 1. true. evaluates information based on what is true and not
2. with teacher guidance, create a graphic organizer (e.g., beginning, middle, end of story, by drawing what happens in each stage of the story).
NOTES:
179
First Grade
First Grade Knowledge Base Indicators The student 1. evaluates an information piece in relation to personal interest. 2. develops (with teacher guidance) an information product. Instructional Examples The LMS/teacher librarian has the student 1. with teacher guidance, determine fact from fiction.
2. from a collection of books containing fiction and nonfiction about similar subjects, separate books into the two groups.
NOTES:
180
Second Grade
Second Grade Knowledge Base Indicators The student 1. evaluates information for personal interest. Instructional Examples The LMS/teacher librarian has the student 1.choose an animal they would like to have for a pet. 2.locate nonfiction books in the library. 3.use index to locate information about the animal. 4.orally present their findings.
2. organizes and presents basic information related to topics of personal interest.
NOTES:
181
Third Grade
Third Grade Knowledge Base Indicators The student 1. evaluates the information for personal interest or relevancy to the topic being studied. 2. organizes and presents basic information related to topics of personal interest. Instructional Examples The LMS/teacher librarian has the student 1. research a hobby.
2. evaluate information based on relevance and reliability. 3. present their findings in a format of choice (e.g., poster, picture collage, electronic presentation, realia).
NOTES:
182
Fourth Grade
Fourth Grade Knowledge Base Indicators The student 1. evaluates the information product for use related to personal interest. 2. organizes and presents basic information related to topics of personal interest. Instructional Examples The LMS/teacher librarian has the student 1. choose a local, regional, or national location of interest. 2. research the conditions of the location 100 years ago and today (e.g., population, climate, industry, transportation, education). 3. compare and contrast then and now.
4. present their findings in a format of choice (e.g., poster, picture collage, electronic presentation, realia). NOTES: Use an organizational tool, such as the Handy 5 or the Big Six for gathering information.
183
Fifth Grade
Fifth Grade Knowledge Base Indicators The student 1. evaluates the information product for use related to personal interest and reliability. 2. organizes and presents basic information related to topics of personal interest. Instructional Examples The LMS/teacher librarian has the student 1. choose a personal hero (e.g., sports figure, political figure, or family member). 2. write notes or complete a graphic organizer to collect facts related to personal interest. 3. skim or scan information product for relevance to interest using text features, table of contents, and/or the index. 4. question the factual reliability of an informative material. 5. present their findings in a format of choice (e.g., poster, picture collage, electronic presentation, realia). NOTES: Use an organizational tool, such as the Handy 5 or the Big Six for gathering information.
184
Sixth Grade
Sixth Grade Knowledge Base Indicators The student 1. evaluates the information product for use related to personal interest and reliability. 2. create information products and solutions related to topics of personal interest. Instructional Examples The LMS/teacher librarian has the student 1. choose a leisure-time activity of personal interest (e.g., theater, music). 2. explore a range of information sources to find information on aspects of the topic.
3.
create a product promoting real life purposes (e.g., publicizing a concert through newspaper article, ads, brochures).* *The above information was adopted from Information Power, p. 23. NOTES: Use an organizational tool, such as the Handy 5 or the Big Six for gathering information.
185
Seventh Grade
Seventh Grade Knowledge Base Indicators The student 1. evaluates the information product for use related to personal interest and reliability. 2. create information products and solutions related to topics of personal interest. Instructional Examples The LMS/teacher librarian has the student 1. choose a health-related campaign (e.g., immunization, blood mobile, breast cancer awareness). 2. explore a range of information sources to find information on aspects of the topic. 3. create a product promoting real life purposes (e.g., develop a public service announcement).
NOTES: Use an organizational tool, such as the Handy 5 or the Big Six for gathering information.
186
Eighth Grade
Eighth Grade Knowledge Base Indicators The student 1. evaluates the information product for use related to personal interest and reliability. 2. create information products and solutions related to topics of personal interest. Instructional Examples The LMS/teacher librarian has the student 1. choose a career of personal interest.
2. explore a range of information sources to find information on aspects of the topic. 3. working in small groups, plan and implement a career fair.
NOTES: Use an organizational tool, such as the Handy 5 or the Big Six for gathering information.
187
Ninth Grade
Ninth Grade Knowledge Base Indicators The student 1. applies prior and new information to the planning, creation, and evaluation of a particular information product. 2. 3. synthesizes main ideas to construct new concepts. communicates the product effectively to others. Instructional Examples The LMS/teacher librarian has the student 1. choose a physical activity of personal interest.
2. explore a range of information sources to find information on aspects of the topic. 3. working in small groups, create and share information products that promote individual choices and personal decisions about physical activities (e.g., a poster session, small group presentation).
4. judges the quality of ones own information products and solutions related to topics of personal interest.
4.
respond to feedback/evaluation as they reflect on how they can make changes in products and solutions.* *The above information was adopted from Information Power, p. 24. NOTES: Show Students how to use truncation and wildcards in internet searches.
188
Tenth Grade
Tenth Grade Knowledge Base Indicators The student 1. applies prior and new information to the planning, creation, and evaluation of a particular information product. 2. 3. synthesizes main ideas to construct new concepts. communicates the product effectively to others. 2. explore a range of information sources to find information on aspects of the topic. 3. create an informational, awareness, and/or educational web page or PowerPoint presentation. 4. create an evaluation of the product that will provide feedback from readers or listeners. NOTES: Instructional Examples The LMS/teacher librarian has the student 1. choose a topic or personal interest related to substance abuse, (e.g., tobacco, non-prescription drugs, steroids).
189
Eleventh Grade
Eleventh Grade Knowledge Base Indicators The student 1. applies prior and new information to the planning, creation, and evaluation of a particular information product. 2. 3. synthesizes main ideas to construct new concepts. communicates the product effectively to others. 3. create an information product (e.g., a family tree, electronic scrapbook, or digital collection of songs or celebrations). 4. respond to feedback about how they could make the product better (e.g., peer review). NOTES: Show students the wide variety of formats for recording family heritage. Introduce design elements for visual design elements. Instructional Examples The LMS/teacher librarian has the student 1. choose an aspect of their personal family or cultural heritage. 2. explore a range of information sources to find information on aspects of the topic.
190
Twelfth Grade
Twelfth Grade Knowledge Base Indicators The student 1. applies prior and new information to the planning, creation, and evaluation of a particular information product. 2. 3. synthesizes main ideas to construct new concepts. communicates the product effectively to others. Instructional Examples The LMS/teacher librarian has the student 1. select a candidate in a local election (e. g., student council president, mayor, school board, state legislator). 2. research the background of the selected position.
3. prepare a set of interview questions and interview the candidates. 4. write a position paper expressing your personal decision about the candidate.
NOTES:
191
Pre-Kindergarten
Standard 5: The student who is an independent learner is information literate and appreciates literature and other creative expressions of information. Benchmark 1: The student is a competent and self-motivated reader.
Pre-Kindergarten Knowledge Base Indicators The student 1. appreciates literature and other creative expressions of information. 2. participates in and responds to oral language development experiences. 3. 4. identifies basic emotional expressions of characters. 3. shares library books with others. 4. retell a story to others. tell what they like about the story. Instructional Examples The LMS/teacher librarian has the student 1. know that authors write books.
2. listen to and participate in stories read by the librarian or other literary works (e.g., finger play, nursery rhymes, wordless picture books, flannel board stories, counting books, etc.).
NOTES: Students can pick the book they wish to have read to them from several on the same topic (e.g., alphabet book or nursery rhymes). They love to fill in the blanks when doing a prediction poem or rebus a story or a repetitive story. Use a variety of nursery rhymes, flannel board stories, alphabet books, counting books, poetry, stories that rhyme, finger plays, wordless picture books, and concept books.
192
Kindergarten
Kindergarten Knowledge Base Indicators The student 1. appreciates literature and other creative expressions of information. 2. participates in and responds to oral language development experiences. 3. 4. identifies basic emotional expressions of characters. shares library books with others. Instructional Examples The LMS/teacher librarian has the student 1. listen to a variety of rhyming stories, poems, and finger plays in which they can participate and respond to. 2. 3. 4. fill in words to a repetitive story. participate in finger plays, nursery rhymes, or songs. check out books to be shared at home.
NOTES: Use a variety of nursery rhymes, flannel board stories, alphabet books, counting books, poetry stories that rhyme, finger plays, wordless picture books, and concept books. Brown Bear, Brown Bear What Do You See? by Eric Carle is an example of a repetitive story in which children can participate.
193
First Grade
First Grade Knowledge Base Indicators The student 1. explains and discusses various examples of fiction. Instructional Examples The LMS/teacher librarian has the student listen to and respond to various folklore (e.g., fairy tale, folk tale, and tall tales and discuss differences and similarities).
2. identifies characteristics of folklore (e.g., fairy tale, folk tale, tall tale, animal fantasy, and picture books representing a variety of cultures and time periods). 3. distinguishes the roles of author and illustrator.
NOTES: Read Caldecott stories and Bill Martin, Jr. picture book nominees and winners to your class. Display award winners and their posters for easy access to the students.
194
Second Grade
Second Grade Knowledge Base Indicators The student 1. explains and discusses various examples of fiction. Instructional Examples The LMS/teacher librarian has the student 1. choose a Caldecott award winner for information and personal enjoyment. 2. read it to or with a parent.
2. identifies characteristics of folklore (e.g., fairy tale, folk tale, and tall tale). 3. identifies elements of a story (e.g., characters, problem, setting, main idea, and sequence of events). 4. understands the significance of award winning books (e.g., Caldecott and William Allen White).
3. in small groups, discuss what makes the choice special (e.g., why is it an award winner).
NOTES:
195
Third Grade
Third Grade Knowledge Base Indicators The student 1. explains and discusses various examples of fiction. Instructional Examples The LMS/teacher librarian has the student 1. create graphic organizers, story maps, thinking maps, etc. to convey their understanding of story elements. 2. record their range of reading genres in a log, on a chart, or in a table, and share their results with others. 3. Listen to a variety of genres and a variety of cultures and time periods and discuss the characteristics of the various genres as they listen. Compare and contrast them afterward.
2. identifies characteristics of realistic fiction, historical fiction, fantasy, science fiction, legends, fables, and informational text representing a variety of cultures and time periods. 3. analyzes plot element of a story, in addition to characters, setting, problem/solution, main idea, and sequence of events.
NOTES: Students may keep a reading log to record the various genres for a variety of cultures and time periods. Display and promote award-winning books.
196
Fourth Grade
Fourth Grade Knowledge Base Indicators The student 1. identifies characteristics of and selects books from a variety of genre (e.g., realistic fiction, historical fiction, fantasy, science fiction, legends, fables, and information text-expository and technical). 2. plot. 3. 4. analyzes elements of a story, including theme and Instructional Examples The LMS/teacher librarian has the student 1. discuss books they have read with the class and in small groups. 2. buddy read with a classmate and determine together what genre they have just read. Share their decision with the class. 3. play games, such as Genre Jeopardy, to demonstrate their knowledge of the characteristics of a variety of genre.
communicates ones reaction to books read. reads award winners and/or honor books.
NOTES: Students may keep a reading log to record the various genre for a variety of cultures and time periods. Display and promote award-winning books.
197
Fifth Grade
Fifth Grade Knowledge Base Indicators The student 1. identifies characteristics of realistic fiction, historical fiction, fantasy, science fiction, legends, fables, and information text representing a variety of cultures and time periods. 2. plot. 3. 4. analyzes elements of a story, including theme and Instructional Examples The LMS/teacher librarian has the student 1. reader. selects books by author or genre that interest the
2. participate in teacher-lead book talks, reviews, and discussions. 3. buddy read with a classmate and determine together what genre they have just read. Share their decision with the class. 4. recommend books to peers.
communicates reaction to books read. reads award winners and/or honor books.
5. apply knowledge of various genres in a variety of cultures to selection and discussion of his book choice. NOTES: Conduct roundtable discussions of books. Book talk new books. Students prepare posters about their favorite books or books they think other classmates need to read. Take students that have read a designated number of the William Allen White nominated books to Emporia in the fall to listen to the guest authors speak. Have fifth grade students select their favorite book when they were in first or second grade and then bring the two grade levels together for a time to share that book.
198
Sixth Grade
Sixth Grade Knowledge Base Indicators The student 1. with guidance, will explore and identify characteristics of a variety of genres, cultures, and time periods. 2. with guidance, will evaluate the strengths and weakness of the literature read and will read self-selected materials from outside the school. Instructional Examples The LMS/teacher librarian has the student 1. will seek a variety of information resources in different formats for information and personal enjoyment (e.g., books and videos). 2. group. with guidance will participate in a book discussion
Wichita School District NOTES:
199
Seventh Grade
Seventh Grade Knowledge Base Indicators The student 1. with assistance, will explore and identify characteristics of a variety of genres, cultures, and time periods. 2. with assistance, will evaluate the strengths and weakness of the literature read and will read self-selected materials from outside the school. Wichita School District Instructional Examples The LMS/teacher librarian has the student 1. will seek a variety of information resources in different formats for information and personal enjoyment (e.g., books and videos). 2. will present a booktalk on a self-selected resource.
NOTES:
200
Eighth Grade
Eighth Grade Knowledge Base Indicators The student 1. identifies characteristics of autobiography, drama, short stories, and mythology representing a variety of cultures and time periods. 2. will evaluate the strengths and weakness of the literature read and will read self-selected materials from outside the school. Instructional Examples The LMS/teacher librarian has the student 1. using their knowledge of the strengths and weaknesses of the literature, will self-select appropriate materials from both inside and outside the school. 2. in a pair-share group, tell about the reading choice (e.g., strengths and weaknesses of the literature read).
NOTES:
201
Ninth Grade
Ninth Grade Knowledge Base Indicators The student 1. explores works of authors who write in different fictional genres and literary styles. 2. understands complex forms of literary expression. Instructional Examples The LMS/teacher librarian has the student 1. select reading material from another culture based on personal criteria (e.g., personal interest, knowledge of authors and genres, text difficulty recommendation of others). (Information Power, p. 28) 2. participate in a panel discussion comparing and contrasting information.
3. participates in library media center activities and reading celebrations. 4. evaluates the strengths and weaknesses of the literature read. 5. reads regularly for pleasure.
NOTES: Provide Sustained Silent Reading (SSR) opportunities. Provide an up-to-date collection of classic and contemporary literature. Encourage independent reading. Assist teachers in choosing high-quality literature to supplement and enrich their curricular studies.
202
Tenth Grade
Tenth Grade Knowledge Base Indicators The student 1. explores work of authors who write in different fictional genres and literary styles. 2. understands complex forms of literary expression. Instructional Examples The LMS/teacher librarian has the student 1. select reading material from another culture based on personal criteria (e.g., personal interest, knowledge of authors and genres, text difficulty recommendation of others). (Information Power, p. 28) 2. in a small group, discuss the literary devices represented in the self-selection (e.g., tone, irony, mood, satire, symbolism, allusion, dialog, diction).
3. reads a variety of award-winning materials, from classic literature to best sellers. 4. evaluates the strengths and weaknesses of the literature read. 5. reads regularly for pleasure.
NOTES: Provide Sustained Silent Reading (SSR) opportunities. Provide an up-to-date collection of classic and contemporary literature. Encourage independent reading. Assist teachers in choosing high-quality literature to supplement and enrich their curricular studies.
203
Eleventh Grade
Eleventh Grade Knowledge Base Indicators The student 1. explores work of authors who write in different fictional genres and literary styles. 2. understands complex forms of literary expression. Instructional Examples The LMS/teacher librarian has the student choose a self-selection from a recognized booklist (e.g., BBYA, What the College Bound Student Should Read, Michael Printz Award, and Alex Award).
3. reads a variety of award-winning material, from classic literature to best sellers. 4. evaluates the strengths and weaknesses of the literature read. 5. reads regularly for pleasure.
NOTES: Provide Sustained Silent Reading (SSR) opportunities. Provide an up-to-date collection of classic and contemporary literature. Encourage independent reading. Assist teachers in choosing high-quality literature to supplement and enrich their curricular studies. Provide students with lists of suggested books.
204
Twelfth Grade
Twelfth Grade Knowledge Base Indicators The student 1. explores work of authors who write in different fictional genres and literary styles. 2. understands complex forms of literary expression. Instructional Examples The LMS/teacher librarian has the student use a best seller list to select materials based on personal criteria.
3. reads a variety of award-winning materials for educational and personal enjoyment. 4. evaluates the strengths and weaknesses of the literature read. 5. reads regularly for pleasure.
NOTES: Provide Sustained Silent Reading (SSR) opportunities. Provide an up-to-date collection of classic and contemporary literature. Encourage independent reading. Facilitate multidisciplinary reading activities. Assist teachers in choosing high-quality literature to supplement and enrich their curricular studies.
205
Pre-Kindergarten
Standard 5: The student who is an independent learner is information literate and appreciates literature and other creative expressions of information. Benchmark 2: The student derives meaning from information presented creatively in a variety of formats.
Pre-Kindergarten Knowledge Base Indicators The student is able to understand and enjoy creative works presented in a variety of formats (e.g., video, film, internet, television, and other creative presentations of information). Instructional Examples The LMS/teacher librarian has the student listen to The Three Little Pigs or other fairy tales told by more than one author.
NOTES:
206
Kindergarten
Kindergarten Knowledge Base Indicators The student is able to understand and enjoy creative works presented in a variety of formats (e.g., video, film, internet, television, and other creative presentations of information). Instructional Examples The LMS/teacher librarian has the student listen to a book or a song in an audio format.
NOTES:
207
First Grade
First Grade Knowledge Base Indicators The student is able to understand and enjoy creative works presented in a variety of formats (e.g., video, film, internet, television, and other creative presentations of information). Instructional Examples The LMS/teacher librarian has the student 1. view a story book in an electronic format.
2. listen to the same story being read aloud and discuss their preferences for the format.
NOTES: Many Arthur and Franklin books are available in print and video; present both and discuss the pros and cons of the two formats.
208
Second Grade
Second Grade Knowledge Base Indicators The student is able to understand and enjoy creative works presented in a variety of formats (e.g., video, film, internet, television, and other creative presentations of information). Instructional Examples The LMS/teacher librarian has the student listen to text and observe the illustrations of the same title by various authors and compare the differences.
NOTES:
209
Third Grade
Third Grade Knowledge Base Indicators The student is able to understand and enjoy creative works presented in a variety of formats (e.g., video, film, internet, television, and other creative presentations of information). Instructional Examples The LMS/teacher librarian has the student compare written text and video presentations of the same story, discussing the differences and similarities between the two.
NOTES: Charlottes Web and Holes are excellent examples.
210
Fourth Grade
Fourth Grade Knowledge Base Indicators The student is able to understand and enjoy creative works presented in a variety of formats (e.g., video, film, internet, television, and other creative presentations of information). Instructional Examples The LMS/teacher librarian has the student participate in an authors tea where the students present their own creative and expository writing pieces from throughout the school year.
NOTES:
211
Fifth Grade
Fifth Grade Knowledge Base Indicators The student is able to understand and enjoy creative works presented in a variety of formats and by a variety of authors (e.g., video, film, internet, television, and other creative presentations of information. Instructional Examples The LMS/teacher librarian has the student create a book jacket blurb for a book they have read.
NOTES:
212
Sixth Grade
Sixth Grade Knowledge Base Indicators The student with guidance, analyzes and explains information presented in various formats, recognizes the relationships of parts and the whole in visual and/or aural messages. Instructional Examples The LMS/teacher librarian has the student
1.
will read a book and its sequel and discuss the relationship of parts of the story to the whole (e.g., Sarah Plain and Tall).
2.
check the historical accuracy of the novels and check them against some pioneer womens personal accounts of their lives.* *The above information was adopted from Information Power, p. 27.
NOTES:
213
Seventh Grade
Seventh Grade Knowledge Base Indicators The student with guidance, analyzes and explains information presented in various formats, recognizes the relationships of parts and the whole in visual and/or aural messages. Instructional Examples The LMS/teacher librarian has the student 1. 2. 3. with guidance, select an author to research. find the authors web page and e-mail address. write to the author about his/her experiences.
NOTES:
214
Eighth Grade
Eighth Grade Knowledge Base Indicators The student with guidance, analyzes and explains information presented in various formats, recognizes the relationships of parts and the whole in visual and/or aural messages. Instructional Examples The LMS/teacher librarian has the student with guidance, will research the process needed for publishing a book.
NOTES:
215
Ninth Grade
Eighth Grade Knowledge Base Indicators The student with guidance, analyzes and explains information presented in various formats, recognizes the relationships of parts and the whole in visual and/or aural messages. Instructional Examples The LMS/teacher librarian has the student with guidance, relate information and ideas from personal experience in the form of a poem, biographical essay blog, or wiki.
NOTES: Focus this learning activity on various content areas, e.g., 9th grade English, 10th grade science, 11th grade history, 12th grade government.
216
Tenth Grade
Tenth Grade Knowledge Base Indicators The student 1. differentiates between primary and secondary sources. 2. selects resources in formats appropriate to content and information need and compatible with their own learning style. 3. responds to literature presented through media other than print. Instructional Examples The LMS/teacher librarian has the student 1. use surveys, letters, interviews, and other formats of inquiry to retrieve primary information. 2. analyze and evaluate information presented in charts, graphs, and tables.
NOTES:
217
Eleventh Grade
Eleventh Grade Knowledge Base Indicators The student 1. identifies potential information resources in such formats as digital, video, virtual reality, and print. 2. applies personal criteria for choosing literature and other creative expressions of information. 3. relates literature and other creative expressions of information to personal experiences. Instructional Examples The LMS/teacher librarian has the student 1. participate in provided avenues to view a play, motion picture, audio, and text formats of the same title and compare the differences in information delivery. 2. determine the purpose of a specific production or presentation. 3. identify criteria for judging the effectiveness of a production or presentation. 4. judge how well the production or presentation meets identified criteria.
NOTES:
218
Twelfth Grade
Twelfth Grade Knowledge Base Indicators The student 1. identifies potential information resources in such formats as digital, video, virtual reality, and print. 2. applies personal criteria for choosing literature and other creative expressions of information. 3. relates literature and other creative expressions of information to personal experiences. Instructional Examples The LMS/teacher librarian has the student 1. participate in provided avenues to view a play, motion picture, audio, and text formats of the same title and compare the differences in information delivery. determine the purpose of a specific production or presentation. identify criteria for judging the effectiveness of a production or presentation. judge how well the production or presentation meets identified criteria.
2. 3. 4.
NOTES:
219
Pre-Kindergarten
Standard 5: The student who is an independent learner is information literate and appreciates literature and other creative expressions of information. Benchmark 3: The student develops creative products in a variety of formats.
Pre-Kindergarten Knowledge Base Indicators The student interprets a visual and/or aural message in a different format. Instructional Examples The LMS/teacher librarian has the student dramatize/act out simple stories or nursery rhymes.
NOTES:
220
Kindergarten
Kindergarten Knowledge Base Indicators The student interprets a visual and/or aural message in a different format. Instructional Examples The LMS/teacher librarian has the student 1. dramatize/act out simple stories or nursery rhymes.
2. watch the teacher use flannel board characteristics or puppets to retell a simple story or nursery rhyme. 3. draw pictures of a variety of scenes from a story, then place them in order or use them to retell the story. 4. indicate the feelings of a character as a story is read with smiley faces/ sad faces on a stick puppet.
NOTES: Provide each students with two circles and they draw the smiley face/sad face on each, then paste them together with the stick in between the layers. The students hold up the face for the feelings of the character.
221
First Grade
First Grade Knowledge Base Indicators The student interprets a visual and/or aural message in a different format. Instructional Examples The LMS/teacher librarian has the student 1. draw pictures from scenes of a story and then arrange them in sequential order. 2. act out a scene from a story.
3.
as a class, write a poem about a character in a story they have just had read to them (e.g., various characters in Rumpelstiltskin; Jack in the Bean Stalk; or Little Red Riding Hood).
4.
recreate the art method used in a story (e.g., the paper cuttings for various seasons by Lois Ehlert, Ezra Jack Keats, or Eric Carle, or the shimmery fish similar to Rainbow Fish by Marcus Pfister).
NOTES: Snowballs, Waiting for Wings, or Leaf Man by Lois Ehlert each show cuttings artwork for different seasons. A Snowy Day by Ezra Jack Keats would also be good for winter scenes.
222
Second Grade
Second Grade Knowledge Base Indicators The student interprets a visual and/or aural message in a different format with more complexity. Instructional Examples The LMS/teacher librarian has the student act out a scene from a story (e.g., have the scenes prewritten on note cards and let small groups draw the card then act out the scenes in sequence).
NOTES:
223
Third Grade
Third Grade Knowledge Base Indicators The student interprets a visual and/or aural message in a different format with more complexity. Instructional Examples The LMS/teacher librarian has the student
1.
graph a certain phrase or behavior that happens frequently in a story (e.g., in Curious George Rids a Bike, graph the number of times one hears George was curious or when he gets in trouble, compared to doing something nice for others). 2. create a poster to advertise a book, handmade or computer generated.
NOTES: Curious George Rides a Bike is by H.A. Rey. Many of the Curious George books would be applicable for the above activity. Because of WinnDixie would also be good for some of the above activities (e.g., what did Winn-Dixie look likehave a look-alike contest). Students draw what they think the dog looked like and the class votes on the best Look-alike.
224
Fourth Grade
Fourth Grade Knowledge Base Indicators The student interprets a visual and/or aural message in a different format in a new context and new products (e.g., maps, dioramas, models and computer-generated posters or other products). Instructional Examples The LMS/teacher librarian has the student 1. create a diorama of a favorite story.
2. generate a poster to advertise their most recent favorite story. 3. make a model of a character in a story.
NOTES: Some suggested novels might be: Shiloh; The Tale of Despereaux; or Poppy.
225
Fifth Grade
Fifth Grade Knowledge Base Indicators The student interprets a visual and/or aural message in a different format in a new context and new products (e.g., maps, dioramas, models and computer-generated posters or other products). Instructional Examples The LMS/teacher librarian has the student 1. create a character from a favorite class novel using whatever medium the student has available. 2. make sock puppets of characters and put on a puppet show for younger children of a story the younger children will be familiar with. 3. generate posters of new books in the library that they have recently read and wish to advertise to other students.
NOTES: Some suggested novels might be: Sounder; Indian in the Cupboard; A Single Shard; or Kira, Kira.
226
Sixth Grade
Sixth Grade Knowledge Base Indicators The student applies knowledge from visual and/or aural messages and uses this knowledge in new, more complex contexts (e.g., video tapes, role playing, broadcasts, posters, computergenerated presentations, collage, and poems). Instructional Examples The LMS/teacher librarian has the student applies knowledge from a story to role-play a characters dilemma.
NOTES:
227
Seventh Grade
Seventh Grade Knowledge Base Indicators The student applies knowledge from visual and/or aural messages and uses this knowledge in new, more complex contexts (e.g., video tapes, role playing, broadcasts, posters, computergenerated presentations, collage, and poems). Instructional Examples The LMS/teacher librarian has the student uses the knowledge of an author to formulate a news story tailored for a school broadcast.
NOTES:
228
Eighth Grade
Eighth Grade Knowledge Base Indicators The student applies knowledge from visual and/or aural messages and uses this knowledge in new, more complex contexts (e.g., video tapes, role playing, broadcasts, posters, computer-generated presentations, collage, and poems). Instructional Examples The LMS/teacher librarian has the student applies knowledge about a publisher in a computer-generated presentation.
NOTES:
229
Ninth Grade
Ninth Grade Knowledge Base Indicators The student 1. creates products that capitalize on each formats particular strengths. 2. expresses information and ideas creatively in simple formats. 3. recognizes that format has an effect on content. Instructional Examples The LMS/teacher librarian has the student 1. decide on a presentation form based on audience and purpose. 2. make a clear presentation which addresses the question or problem. 3. use desktop publishing software to create a variety of publications.
NOTES:
230
Tenth Grade
Tenth Grade Knowledge Base Indicators The student 1. creates products that capitalize on each formats particular strengths. 2. expresses information and ideas creatively in unique products that integrate information in a variety of formats. 3. recognizes that format has an effect on content. 3. tell stories and give booktalks in all forms (e.g., skits, mime, puppet shows, games). Instructional Examples The LMS/teacher librarian has the student 1. look at materials in different formats to see if the format changes the information. 2. present information in multimedia format then change the media components and determine if the meaning changes.
NOTES:
231
Eleventh Grade
Eleventh Grade Knowledge Base Indicators The student 1. creates products that capitalize on each formats particular strengths. 2. expresses information and ideas creatively in unique products that integrate information in a variety of formats. 3. recognizes that format has an effect on content. Instructional Examples The LMS/teacher librarian has the student 1. 2. 3. 4. tell stories and act out stories and plays. write book reviews and share with other students. audio or video tape an interview. create presentations to express ideas or tell a story.
NOTES:
232
Twelfth Grade
Twelfth Grade Knowledge Base Indicators The student 1. creates products that capitalize on each formats particular strengths. 2. expresses information and ideas creatively in unique products that integrate information in a variety of formats. 3. recognizes that format has an effect on content. Instructional Examples The LMS/teacher librarian has the student 1. select the most effective presentation form based on audience and purpose. 2. make a clear, well-supported presentation which addresses the question or problem. 3. discuss how sound, color, animation, images, timing, camera angle, and other editing abilities can impact information.
NOTES:
233
Pre-Kindergarten
Standard 6: The student who is an independent learner is information literate and strives for excellence in information seeking and knowledge generation. Benchmark 1: The student assesses the quality of the process and products of personal information seeking formats.
Pre-Kindergarten Knowledge Base Indicators not introduced in Pre-Kindergarten. Instructional Examples The LMS/teacher librarian has the student not introduced in Pre-Kindergarten.
NOTES:
234
Kindergarten
Kindergarten Knowledge Base Indicators The student retraces steps in a basic problem-solving model with teacher prompts. Instructional Examples The LMS/teacher librarian has the student with teacher prompts, recognizes the beginning, middle, and end of a story.
NOTES:
235
First Grade
First Grade Knowledge Base Indicators The student applies the basic steps of a problem-solving model. Instructional Examples The LMS/teacher librarian has the student 1. with teacher assistance, conduct a search for information to locate books. 2. using the basic steps of a problem-solving model, conduct keyword and/or subject searches on the library catalog and online sources to locate needed materials on a favorite leisure activity.
NOTES: The student can, with prompts from the LMS/teacher librarian, begin to apply the basic steps in problem-solving models such as the Big 3 or the Handy 5.
236
Second Grade
Second Grade Knowledge Base Indicators The student applies the basic steps of a problem-solving model. Instructional Examples The LMS/teacher librarian has the student 1. begin to apply the basic steps of a problem-solving model to conduct a search for information, focusing on the big idea. 2. conduct keyword and/or subject searches on the library catalog and online sources to locate needed materials on a favorite leisure, animal, or sport activity.
237
Third Grade
Third Grade Knowledge Base Indicators The student seeks and finds information while following the steps of a problem-solving model. Instructional Examples The LMS/teacher librarian has the student 1. begin to apply the basic steps of a problem-solving model to conduct a search for information, focusing on resources. 2. conduct keyword and/or subject searches on the library catalog and online sources to locate needed materials on a favorite leisure, animal, or sport activity.
NOTES: The student can, with prompts from the LMS/teacher librarian, begin to apply the basic steps in problem-solving models such as the Big 6 or the Handy 5. Hint: Some topics that third graders may already be doing reports on or seeking information about may be endangered animals; biomes around the world, famous citizens, inventors, etc. Ask classroom teachers to collaborate with you.
238
Fourth Grade
Fourth Grade Knowledge Base Indicators The student 1. seeks and finds information while following the steps of a problem-solving model. 2. compiles information to answer ones questions of personal interest. Instructional Examples The LMS/teacher librarian has the student 1. begin to apply the basic steps of a problem-solving model to conduct a search for information. 2. conduct keyword and/or subject searches on the library catalog and online sources to locate needed materials on a favorite leisure, animal, or sport activity. 3. evaluate information for reliability and relevance to the topic being researched. 4. collect data for a personal use in a graphic organizer, note cards, outline, or any other product to meet the students needs. 5. draft a paper, report, or some other representation of ones data that can be presented to others upon completion (e. g., write a poem about a sport, endangered animal, famous person or other topic after gathering facts about that topic). NOTES: The student can, with prompts from the LMS/teacher librarian, begin to apply the basic steps in problem-solving models such as the Big 6 or the Handy 5. They could be researching the author of their favorite childrens picture book. Hint: Many students in fourth grade do reports on individual states or regions of our nation. This may provide an opportunity to collaborate with the classroom teacher on the students assignments.
239
240
Fifth Grade
Fifth Grade Knowledge Base Indicators The student 1. seeks and finds information while following the steps of a problem-solving model. 2. compiles information to answer ones questions of personal interest. Instructional Examples The LMS/teacher librarian has the student 1. apply the basic steps of a problem-solving model to conduct a search for information. 2. conduct keyword and/or subject searches on the library catalog and online sources to locate needed materials on a favorite leisure, animal, or sport activity. 3. evaluate information for reliability and relevance to the topic being researched. 4. collect data for a personal use in a graphic organizer, note cards, outline, or any other product to meet the students needs. 5. write a paper, report, or some other representation of ones data that can be presented to others upon completion, (e.g., write a poem about a sport, endangered animal, famous person or other topic after gathering facts about that topic). NOTES: The student can, with prompts from the LMS/teacher librarian, begin to apply the basic steps in problem-solving models such as the Big 6 or the Handy 5. Hint: Many students in fifth grade may already be doing reports on famous statesmen or thirteen colonies of our early nation for their social studies curriculum. This may provide an opportunity to collaborate with the classroom teacher on the students projects.
241
Sixth Grade
Sixth Grade Knowledge Base Indicators The student analyzes the product for clarification, reorganization, and elimination of extraneous information. Instructional Examples The LMS/teacher librarian has the student 1. peer. watch a role-play of a characters dilemma by a
2. analyze, with guidance, for clarification, reorganization of ideas and/or elimination of extraneous information.
NOTES:
242
Seventh Grade
Seventh Grade Knowledge Base Indicators The student analyzes the product for clarification, reorganization, and elimination of extraneous information. Instructional Examples The LMS/teacher librarian has the student 1. watch a peer simulation of a broadcast story about an author. 2. analyze, with guidance, for clarification, reorganization of ideas and/or elimination of extraneous information.
NOTES:
243
Eighth Grade
Eighth Grade Knowledge Base Indicators The student analyzes the product for clarification, reorganization, and elimination of extraneous information. Instructional Examples The LMS/teacher librarian has the student 1. analyze, with guidance, a computer-generated presentation about a publisher. 2. analyze, with guidance, for clarification, reorganization of ideas and/or elimination of extraneous information.
NOTES:
244
Ninth Grade
Ninth Grade Knowledge Base Indicators The student 1. evaluates the information-seeking process at each stage as it occurs. 2. makes adjustments as necessary to improve both the process and product. Instructional Examples The LMS/teacher librarian has the student 1. ask and answer a series of questions about their research (e.g., Do my questions really get to the heart of what I need to know? Have I found enough information to give an accurate picture of all sides of the issue?).
2.
revise the search as they answer their own assessment questions, setting their own criteria and checking the quality of their own work.* *The above information was adopted from Information Power, p. 30.
NOTES:
245
Tenth Grade
Tenth Grade Knowledge Base Indicators The student 1. reflects on past successes, failures, and alternative strategies. 2. identifies gaps in the information retrieved and determines if the search strategy should be revised. Instructional Examples The LMS/teacher librarian has the student 1. repeat the search using the revised strategy as necessary. 2. critique a completed project for future improvement.
NOTES:
246
Eleventh Grade
Eleventh Grade Knowledge Base Indicators The student 1. states personal standards of excellence. Instructional Examples The LMS/teacher librarian has the student examine and compare information from various sources in order to evaluate reliability, validity, accuracy, authority, timelines, and point of view or bias.
2. recognizes and understands own biases and cultural context.
NOTES:
247
Twelfth Grade
Twelfth Grade Knowledge Base Indicators The student 1. states personal standards of excellence. Instructional Examples The LMS/teacher librarian has the student 1. participate in peer groups and other discussions.
2. validates understanding and interpretation of information through discourse with other individuals, subjectarea experts, and/or practitioners.
2. participate in electronic communication forums designed to encourage discourse on the topic. 3. seek expert opinion through a variety of mechanisms (e.g., interviews, email, listservs).
NOTES:
248
Pre-Kindergarten
Standard 6: The student who is an independent learner is information literate and strives for excellence in information seeking and knowledge generation. Benchmark 2: The student devises strategies for revising, improving, and updating self-generating knowledge.
Pre-Kindergarten Knowledge Base Indicators not introduced at this level Instructional Examples The LMS/teacher librarian has the student not introduced at this level.
NOTES:
249
Kindergarten
Kindergarten Knowledge Base Indicators not introduced at this level. Instructional Examples The LMS/teacher librarian has the student not introduced at this level.
NOTES:
250
First Grade
First Grade Knowledge Base Indicators The student 1. explains basic strategies for revising and improving his work. 2. updates his work. Instructional Examples The LMS/teacher librarian has the student 1. study their community and create a picture of a type of community transportation. 2. look at each others pictures and, with assistance, determine what other details might be included.
3.
look at some picture books about the topic and add to the picture.* *The above information was adopted from Information Power, p. 30.
251
Second Grade
Second Grade Knowledge Base Indicators The student 1. explains basic strategies for revising and improving his work. 2. updates his work. 2. rewrite a final copy of ones work. Instructional Examples The LMS/teacher librarian has the student 1. participate in peer editing by listening to a classmate read his book report and discuss what additional details might be included.
NOTES: The student can with prompts from the LMS/teacher librarian, begin to apply the basic steps in problem-solving models such as the Big 3 or the Handy 5.
252
Third Grade
Third Grade Knowledge Base Indicators The student 1. explains basic strategies for revising and improving his work. 2. updates his work. Instructional Examples The LMS/teacher librarian has the student 1. participate in peer editing by listening to a classmate read his report. 2. use the assignment instructions to identify gaps and/or holes. 3. rewrite a final copy.
NOTES: The student can with prompts from the LMS/teacher librarian, begin to apply the basic steps in problem-solving models such as the Big 6 or the Handy 5. (This benchmark is step 4 of the Handy 5.)
253
Fourth Grade
Fourth Grade Knowledge Base Indicators The student 1. explains basic strategies for revising and improving his work. 2. updates his work. Instructional Examples The LMS/teacher librarian has the student 1. participate in peer editing by listening to a classmate read his report. 2. use the assignment instructions to identify gaps and/or holes. 3. rewrite a final copy of ones work.
NOTES: The student can with guidance from the LMS/teacher librarian, begin to apply the basic steps in problem-solving models such as the Big 6 or the Handy 5. (This would be step 4 of the Handy 5.)
254
Fifth Grade
Fifth Grade Knowledge Base Indicators The student 1. explains basic strategies for revising and improving his work. 2. updates his work. Instructional Examples The LMS/teacher librarian has the student 1. participate in peer editing by listening to a classmate read his report. 2. use the assignment instructions to identify gaps and/or holes. 3. rewrite a final copy of ones work.
NOTES: The student can with guidance from the LMS/teacher librarian, begin to apply the basic steps in problem-solving models such as the Big 6 or the Handy 5. (This would be step 4 of the Handy 5.)
255
Sixth Grade
Sixth Grade Knowledge Base Indicators The student with guidance, selects and applies appropriate strategies for revising, improving and updating work (e.g., proofreading). Instructional Examples The LMS/teacher librarian has the student 1. work in pairs on a research project in civics.
2. determine the best format, revising as needed (e.g., written report, visual presentation, other kinds of product_. 3. create the product.
NOTES:
256
Seventh Grade
Seventh Grade Knowledge Base Indicators The student with guidance, selects and applies appropriate strategies for revising, improving and updating work (e.g., proofreading). Instructional Examples The LMS/teacher librarian has the student 1. work in pairs on a research project in the fine arts or visual arts. 2. determine the best format, revising as needed (e.g., written report, visual presentation, other kinds of product). 3. create the product.
NOTES:
257
Eighth Grade
Eighth Grade Knowledge Base Indicators The student with guidance, selects and applies appropriate strategies for revising, improving and updating work, e.g., proofreading. Instructional Examples The LMS/teacher librarian has the student 1. work in pairs on a research project in English.
2. determine the best format, revising as needed, e.g., written report, visual presentation, other kinds of product. 3. create the product.
NOTES:
258
Ninth Grade
Ninth Grade Knowledge Base Indicators The student 1. recognizes gaps in ones own knowledge. Instructional Examples The LMS/teacher librarian has the student 1. further investigate a research question by incorporating additional details reflecting conversation with an expert on the topic. 2. from the knowledge obtained, check for quality and revise as needed to add to or extend the body of knowledge.
2. with minimal guidance, selects and applies appropriate strategies for filling the gaps (e.g., peer review, focus groups, reaction panels, comparisons with models, and trial and revision strategies).
NOTES:
259
Tenth Grade
Tenth Grade Knowledge Base Indicators The student 1. recognizes gaps in ones own knowledge. Instructional Examples The LMS/teacher librarian has the student 1. further investigate a research question by incorporating additional details reflecting conversation with an expert on the topic. 2. from the knowledge obtained, check for quality and revise as needed to add to or extend the body of knowledge.
2. selects and applies appropriate strategies for filling the gaps (e.g., peer review, focus groups, reaction panels, comparisons with models, and trial and revision strategies).
NOTES:
260
Eleventh Grade
Eleventh Grade Knowledge Base Indicators The student 1. recognizes gaps in ones own knowledge. Instructional Examples The LMS/teacher librarian has the student 1. further investigate a research question by incorporating additional details reflecting conversation with an expert on the topic. 2. from the knowledge obtained, check for quality and revise as needed to add to or extend the body of knowledge.
NOTES:
261
Twelfth Grade
Twelfth Grade Knowledge Base Indicators The student 1. recognizes gaps in ones own knowledge. Instructional Examples The LMS/teacher librarian has the student 1. further investigate a research question by incorporating additional details reflecting conversation with an expert on the topic. 2. from the knowledge obtained, check for quality and revise as needed to add to or extend the body of knowledge.
NOTES:
262
Social Responsibility
Pre-Kindergarten
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. Benchmark 1: The student seeks information from diverse sources, contexts, and disciplines.
Pre-Kindergarten Knowledge Base Indicators The student participates in library programs. Instructional Examples The LMS/teacher librarian has the student listen to a multicultural story with a follow-up discussion about the illustrations and how they relate to the text.
NOTES:
263
Kindergarten
Kindergarten Knowledge Base Indicators The student participates in library programs; participates in activities that represent a variety of culture. Instructional Examples The LMS/teacher librarian has the student participate in activities, such as retelling through puppetry, which relate specific cultural tales.
NOTES:
264
First Grade
First Grade Knowledge Base Indicators The student accesses and uses a library with assistance. Instructional Examples The LMS/teacher librarian has the student demonstrate where specific books are located according to call number; the librarian booktalks several multicultural picture books.
NOTES:
265
Second Grade
Second Grade Knowledge Base Indicators The student accesses and uses a library with assistance. Instructional Examples The LMS/teacher librarian has the student discuss ways to ensure that everyone can access resources when copies of a book or item are limited.*
*The above information was adopted from Information Power, p. 34.
NOTES:
266
Third Grade
Third Grade Knowledge Base Indicators The student accesses and uses a library with assistance; locates and reads stories about different cultures. Instructional Examples The LMS/teacher librarian has the student present a story about a culture different from theirs for the schoolwide multicultural fair.
NOTES:
267
Fourth Grade
Fourth Grade Knowledge Base Indicators The student accesses several local information resources (e. g., public library and newspaper office). Instructional Examples The LMS/teacher librarian has the student at the public library, obtain at least one of the sources they are using for a class assignment.
NOTES:
268
Fifth Grade
Fifth Grade Knowledge Base Indicators The student accesses several local information resources (e.g., public library and newspaper office). Instructional Examples The LMS/teacher librarian has the student visit a newspaper office to determine how local, national, and international news is received and processed by the newspaper.
NOTES:
269
Sixth Grade
Sixth Grade Knowledge Base Indicators The student accesses extended information resources, e.g., television/radio stations, museum. Instructional Examples The LMS/teacher librarian has the student compare and contrast news coverage in different regions of the country. Through video clips, determine the effect of the locality on the presentation.
NOTES:
270
Seventh Grade
Seventh Grade Knowledge Base Indicators The student compares several information sources; seeks diverse perspectives. Instructional Examples The LMS/teacher librarian has the student compare and contrast the Greco-Roman myths to those of another culture (e.g., Chinese, Australian, Native American).
NOTES:
271
Eighth Grade
Eighth Grade Knowledge Base Indicators The student seeks diverse perspectives to resolve an information problem or question. Instructional Examples The LMS/teacher librarian has the student using the schools data collection system as a basis, graph the ethnicity represented in their school and interview a person of a different culture from your own concerning holidays and traditions.
NOTES:
272
Ninth Grade
Ninth Grade Knowledge Base Indicators The student accesses, integrates, and evaluates various resources for knowledge and information seeking. Instructional Examples The LMS/teacher librarian has the student develop an argument supporting the constitutional right to intellectual freedom in defending a challenged book.*
*The above information was adopted from Information Power, p. 34.
NOTES:
273
Tenth Grade
Tenth Grade Knowledge Base Indicators The student accesses, integrates, and evaluates various resources for knowledge and information seeking. Instructional Examples The LMS/teacher librarian has the student determine valid information and authority of given sources (e.g., compare and contrast bogus web sites such as the Holocaust, Martin Luther King; investigate author credentials for print material).
NOTES:
274
Eleventh Grade
Eleventh Grade Knowledge Base Indicators The student uses sources representing a variety of contexts, perspectives, disciplines, and cultures. Instructional Examples The LMS/teacher librarian has the student in preparation for a debate on the subject of immigration in the early 1900s in the United States, interview a descendant from a different culture and gather information from a variety of sources to support the debate question.
NOTES:
275
Twelfth Grade
Twelfth Grade Knowledge Base Indicators The student evaluates outside information sources used to resolve an information problem or question (e.g., community college, university, government agencies). Instructional Examples The LMS/teacher librarian has the student prepare a multimedia presentation for the senior project/portfolio that investigates a real world problem.
NOTES:
276
Pre-Kindergarten
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. Benchmark 2: The student respects the principle of equitable access to information.
Pre-Kindergarten Knowledge Base Indicators The student accompanies adult/parent to library to check out materials with assistance. Instructional Examples The LMS/teacher librarian has the student self-select materials and demonstrate the proper care of items they have chosen.
NOTES:
277
Kindergarten
Kindergarten Knowledge Base Indicators The student accompanies adult/parent to library to check out materials with assistance. Instructional Examples The LMS/teacher librarian has the student self-select materials to check-out from the library collection.
NOTES:
278
First Grade
First Grade Knowledge Base Indicators The student checks out materials with assistance and returns materials on time. Instructional Examples The LMS/teacher librarian has the student review and use the practices for care of materials to promote equitable access (e. g., shelf markers).
NOTES:
279
Second Grade
Second Grade Knowledge Base Indicators The student checks out materials with assistance and returns materials on time. Instructional Examples The LMS/teacher librarian has the student select materials independently for check-out, recognizing that every student has equal access.
NOTES:
280
Third Grade
Third Grade Knowledge Base Indicators The student checks out materials with assistance and returns materials on time. Instructional Examples The LMS/teacher librarian has the student come to the library independently for checking out materials..
NOTES:
281
Fourth Grade
Fourth Grade Knowledge Base Indicators The student understands the concept of reserve systems and shared access to limited resources. Instructional Examples The LMS/teacher librarian has the student create a plan for locating and sharing resources for a specific unit (e.g., placing on a reserve cart for equitable access).
NOTES:
282
Fifth Grade
Fifth Grade Knowledge Base Indicators The student understands the concept of reserve systems and shared access to limited resources. Instructional Examples The LMS/teacher librarian has the student compare/contrast functions of public/school libraries (e.g., invite the public librarian to speak, visit the public librarys web site).
NOTES:
283
Sixth Grade
Sixth Grade Knowledge Base Indicators The student uses information resources efficiently so that they are available for others to use. Instructional Examples The LMS/teacher librarian has the student discuss alternative methods of accessing library materials if an item is in use (e.g., reserve system, interlibrary loan).
NOTES:
284
Seventh Grade
Seventh Grade Knowledge Base Indicators The student uses information resources efficiently so that they are available for others to use. Instructional Examples The LMS/teacher librarian has the student discuss the checkout limitations for number of books and time periods allowed and the negative consequences for others if items are returned damaged or not in a timely manner.
NOTES:
285
Eighth Grade
Eighth Grade Knowledge Base Indicators The student uses information resources efficiently so that they are available for others to use. Instructional Examples The LMS/teacher librarian has the student discuss the purposes of reference sections in libraries with regard to providing equitable access at all times.
NOTES:
286
Ninth Grade
Ninth Grade Knowledge Base Indicators The student actively supports and/or creates strategies for ensuring equitable access to information resources. Instructional Examples The LMS/teacher librarian has the student understand and use the library policies for materials checkout, fines, reserves, interlibrary loan, and other policies dealing with equitable access.
NOTES:
287
Tenth Grade
Tenth Grade Knowledge Base Indicators The student actively supports and/or creates strategies for ensuring equitable access to information resources. Instructional Examples The LMS/teacher librarian has the student plan a timeline for use of sources when multiple copies of sources are not available.
NOTES:
288
Eleventh Grade
Eleventh Grade Knowledge Base Indicators The student actively supports and/or creates strategies for ensuring equitable access to information resources. Instructional Examples The LMS/teacher librarian has the student uses an interlibrary loan source as one source for a written paper.
NOTES:
289
Twelfth Grade
Twelfth Grade Knowledge Base Indicators The student actively supports and/or creates strategies for ensuring equitable access to information resources. Instructional Examples The LMS/teacher librarian has the student develop a sign-up process defining equitable use of resources for a specific time period in order to complete their projects.
NOTES:
290
Pre-Kindergarten
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. Benchmark 1: The student respects the principles of intellectual freedom.
Pre-Kindergarten Knowledge Base Indicators The student practices good listening skills, respecting what other students and teachers have to say. Instructional Examples The LMS/teacher librarian has the student listen to a story and then participate in a group discussion about the story.
NOTES:
291
Kindergarten
Kindergarten Knowledge Base Indicators The student practices good listening skills, respecting what other students and teachers have to say. Instructional Examples The LMS/teacher librarian has the student state their likes and dislikes about a story they have heard read to them. The emphasis is that all opinions are respected.
NOTES:
292
First Grade
First Grade Knowledge Base Indicators The student understands the concepts of group discussion behavior. Instructional Examples The LMS/teacher librarian has the student participate in a discussion on an open-ended question (e.g. who should use the library and what are the responsibilities of its users).
NOTES:
293
Second Grade
Second Grade Knowledge Base Indicators The student is introduced to the concept of intellectual freedom. Instructional Examples The LMS/teacher librarian has the student 1. understand the definition of intellectual freedom.
2. identify the media by which opinions are given publicly (e.g., newspapers, radio, television).
NOTES: Use ALA Basic Principles of Intellectual Freedom.
294
Third Grade
Third Grade Knowledge Base Indicators The student defines or gives example of intellectual freedom (e.g., freedom of speech, right to self-select certain topics/titles, and movie ratings). Instructional Examples The LMS/teacher librarian has the student reviewing the definition of intellectual freedom, collect newspaper examples of editorial pages, and discuss points of view expressed in the editorials.
295
Fourth Grade
Fourth Grade Knowledge Base Indicators The student defines or gives example of intellectual freedom (e.g., freedom of speech, right to self-select certain topics/titles, and movie ratings). Instructional Examples The LMS/teacher librarian has the student working in groups, choose a movie that best suits the groups needs based on newspaper ratings.
296
Fifth Grade
Fifth Grade Knowledge Base Indicators The student defines or gives example of intellectual freedom (e.g., freedom of speech, right to self-select certain topics/titles, and movie ratings). Instructional Examples The LMS/teacher librarian has the student collect newspaper examples of editorial pages.
297
Sixth Grade
Sixth Grade Knowledge Base Indicators The student participates in discussion about the First Amendment rights, responsibilities, and intellectual freedom. Instructional Examples The LMS/teacher librarian has the student reference the First Amendment of the Constitution and compare and contrast what are rights and what are responsibilities in a community.
298
Seventh Grade
Seventh Grade Knowledge Base Indicators The student participates in discussion about the First Amendment rights, responsibilities, and intellectual freedom. Instructional Examples The LMS/teacher librarian has the student compare candidates point of view in an upcoming election.
299
Eighth Grade
Eighth Grade Knowledge Base Indicators The student participates in discussion about the First Amendment rights, responsibilities, and intellectual freedom. Instructional Examples The LMS/teacher librarian has the student prepare a speech on a controversial community issue.
300
Ninth Grade
Ninth Grade Knowledge Base Indicators The student will be able to discuss/debate both sides of an issue to show how access to information supports intellectual freedom and First Amendment Rights. Instructional Examples The LMS/teacher librarian has the student recognize ALA Banned Books Week as a champion for intellectual freedom.
301
Tenth Grade
Tenth Grade Knowledge Base Indicators The student will be able to discuss/debate both sides of an issue to show how access to information supports intellectual freedom and First Amendment Rights. Instructional Examples The LMS/teacher librarian has the student choose a challenged book and refute the challenge.
302
Eleventh Grade
Eleventh Grade Knowledge Base Indicators The student will be able to discuss/debate both sides of an issue to show how access to information supports intellectual freedom and First Amendment Rights. Instructional Examples The LMS/teacher librarian has the student 1. working in groups, develop a challenged materials policy that is suitable for a school. 2. compare the student-developed policy with the schools actual policy.
303
Twelfth Grade
Twelfth Grade Knowledge Base Indicators The student will be able to discuss/debate both sides of an issue to show how access to information supports intellectual freedom and First Amendment Rights. Instructional Examples The LMS/teacher librarian has the student debate a challenge to a book such as To Kill a Mockingbird or Huckleberry Finn.
304
Pre-Kindergarten
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. Benchmark 2: The student respects intellectual property rights.
Pre-Kindergarten Knowledge Base Indicators The student discusses the role of ownership (e.g., author, illustrator, producer). Instructional Examples The LMS/teacher librarian has the student identify favorite authors by name, emphasizing author ownership..
NOTES:
305
Kindergarten
Kindergarten Knowledge Base Indicators The student discusses the role of ownership (e.g., author, illustrator, producer). Instructional Examples The LMS/teacher librarian has the student define the roles of author, Illustrator, and publisher.
NOTES:
306
First Grade
First Grade Knowledge Base Indicators The student recognizes the importance of expressing information in the students own words. Instructional Examples The LMS/teacher librarian has the student develop a class alphabet book as the author, illustrator, and publisher.
NOTES:
307
Second Grade
Second Grade Knowledge Base Indicators The student recognizes the importance of expressing information in the students own words. Instructional Examples The LMS/teacher librarian has the student write a five-sentence autobiography, citing the student as author.
NOTES:
308
Third Grade
Third Grade Knowledge Base Indicators The student defines plagiarism and states the full citation of information used for research. Instructional Examples The LMS/teacher librarian has the student identify the difference between actual quotations, similar ideas, and original thoughts in constructing a report.
NOTES:
309
Fourth Grade
Fourth Grade Knowledge Base Indicators The student defines plagiarism and states the full citation of information used for research. Instructional Examples The LMS/teacher librarian has the student expand the idea of crediting an author by writing a formal citation.
NOTES: Check with the District for an adopted citation style.
310
Fifth Grade
Fifth Grade Knowledge Base Indicators The student defines plagiarism and states the full citation of information used for research. Instructional Examples The LMS/teacher librarian has the student write citation information for multiple sources (e.g., audio-visual, internet, oral resources).
NOTES:
311
Sixth Grade
Sixth Grade Knowledge Base Indicators The student analyzes sources and/or products to determine the steps necessary to respect intellectual property right (e.g., creation of a research paper, development of a multimedia product). Instructional Examples The LMS/teacher librarian has the student create a work cited page with a research paper.
NOTES:
312
Seventh Grade
Seventh Grade Knowledge Base Indicators The student analyzes sources and/or products to determine the steps necessary to respect intellectual property right (e.g., creation of a research paper, development of a multimedia product). Instructional Examples The LMS/teacher librarian has the student demonstrate how to include footnotes or in-text citations in a research paper.
NOTES:
313
Eighth Grade
Eighth Grade Knowledge Base Indicators The student analyzes sources and/or products to determine the steps necessary to respect intellectual property right (e.g., creation of a research paper, development of a multimedia product). Instructional Examples The LMS/teacher librarian has the student request written copyright permission for local photographs used in creating a class multimedia product.
NOTES:
314
Ninth Grade
Ninth Grade Knowledge Base Indicators The student cites sources properly, makes copies, and incorporates texts and images only with appropriate clearance, etc. when creating information products n order to avoid plagiarism. Instructional Examples The LMS/teacher librarian has the student review product logos as they relate to intellectual property rights.
NOTES:
315
Tenth Grade
Tenth Grade Knowledge Base Indicators The student cites sources properly, makes copies,and incorporates texts and images only with appropriate clearance, etc. when creating information products in order to avoid plagiarism. Instructional Examples The LMS/teacher librarian has the student develop a multimedia product that uses music and clip art for which copyright clearance must be given.
NOTES:
316
Eleventh Grade
Eleventh Grade Knowledge Base Indicators The student cites sources properly, makes copies,and incorporates texts and images only with appropriate clearance, etc. when creating information products in order to avoid plagiarism. Instructional Examples The LMS/teacher librarian has the student nderstand the copyright laws as explained by a local attorney.
NOTES:
317
Twelfth Grade
Twelfth Grade Knowledge Base Indicators The student cites sources properly, makes copies,and incorporates texts and images only with appropriate clearance, etc. wen creating information products in order to avoid plagiarism. Instructional Examples The LMS/teacher librarian has the student follows a recognized bibliographic citation style in all reports.
NOTES:
318
Pre-Kindergarten
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. Benchmark 1: The student shares knowledge and information with others.
Pre-Kindergarten Knowledge Base Indicators The student shares information with others (e.g., show and tell). Instructional Examples The LMS/teacher librarian has the student tell about their favorite bedtime read aloud.
NOTES:
319
Kindergarten
Kindergarten Knowledge Base Indicators The student shares information with others (e.g., show and tell). Instructional Examples The LMS/teacher librarian has the student draw a picture about a story they have just been read.
NOTES:
320
First Grade
First Grade Knowledge Base Indicators The student shares information that will contribute to the success of the group (e.g., through collaborative activities, cooperative groups, and pair-share). Instructional Examples The LMS/teacher librarian has the student working in groups of three, prepare an oral report of facts about a specific animal that they researched.
NOTES:
321
Second Grade
Second Grade Knowledge Base Indicators The student shares information that will contribute to the success of the group (e.g., through collaborative activities, cooperative groups, and pair-share). Instructional Examples The LMS/teacher librarian has the student collect information/statistics about the class that they can then graph.
NOTES:
322
Third Grade
Third Grade Knowledge Base Indicators The student discusses ideas with others in the group, listens well, and changes ideas when appropriate. Instructional Examples The LMS/teacher librarian has the student form book discussion groups to read and discuss group selected books.
NOTES:
323
Fourth Grade
Fourth Grade Knowledge Base Indicators The student discusses ideas with others in the group, listens well, and changes ideas when appropriate. Instructional Examples The LMS/teacher librarian has the student research several versions of Cinderella to present in an oral report.
NOTES:
324
Fifth Grade
Fifth Grade Knowledge Base Indicators The student discusses ideas with others in the group, listens well, and changes ideas when appropriate. Instructional Examples The LMS/teacher librarian has the student develop panel discussions on a school-related topic of interest.
NOTES:
325
Sixth Grade
Sixth Grade Knowledge Base Indicators The student seeks, communicates actively, and integrates information within a group to create a common product. Instructional Examples The LMS/teacher librarian has the student working in groups, develop promotional buttons for your school.
NOTES:
326
Seventh Grade
Seventh Grade Knowledge Base Indicators The student seeks, communicates actively, and integrates information within a group to create a common product. Instructional Examples The LMS/teacher librarian has the student create a brochure for the school library.
NOTES:
327
Eighth Grade
Eighth Grade Knowledge Base Indicators The student seeks, communicates actively, and integrates information within a group to create a common product. Instructional Examples The LMS/teacher librarian has the student develop a plan for promoting Read Across America.
NOTES:
328
Ninth Grade
Ninth Grade Knowledge Base Indicators The student helps groups move to consensus after substantive conversation and sharing among all members of the group. Instructional Examples The LMS/teacher librarian has the student working in groups, plan a trip to a neighboring city for a day.
NOTES:
329
Tenth Grade
Tenth Grade Knowledge Base Indicators The student helps groups move to consensus after substantive conversation and sharing among all members of the group. Instructional Examples The LMS/teacher librarian has the student working in pairs, plan a trip to a foreign country (e.g., study abroad programs).
NOTES:
330
Eleventh Grade
Eleventh Grade Knowledge Base Indicators The student helps groups move to consensus after substantive conversation and sharing among all members of the group. Instructional Examples The LMS/teacher librarian has the student develop campaign materials for a mock election.
NOTES:
331
Twelfth Grade
Twelfth Grade Knowledge Base Indicators The student helps groups move to consensus after substantive conversation and sharing among all members of the group. Instructional Examples The LMS/teacher librarian has the student working in teams, choose a platform, nominate a candidate, and conduct a mock mayoral election.
NOTES:
332
Pre-Kindergarten
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. Benchmark 2: The student respects others ideas and backgrounds and acknowledges their contributions.
Pre-Kindergarten Knowledge Base Indicators The student respects the ideas of others by listening, waiting for ones turn, and using appropriate body language. Instructional Examples The LMS/teacher librarian has the student review appropriate listening and speaking behavior before story time begins.
NOTES:
333
Kindergarten
Kindergarten Knowledge Base Indicators The student respects the ideas of others by listening, waiting for ones turn, and using appropriate body language. Instructional Examples The LMS/teacher librarian has the student help formulate appropriate rules for acceptable class behavior.
NOTES:
334
First Grade
First Grade Knowledge Base Indicators The student describes others ideas accurately and completely. Instructional Examples The LMS/teacher librarian has the student working in pairs, research their partners familys country of origin and interview him/her about a family tradition.
NOTES:
335
Second Grade
Second Grade Knowledge Base Indicators The student describes others ideas accurately and completely. Instructional Examples The LMS/teacher librarian has the student research holiday traditions of the different ethnicities represented in the class by interviewing other members of the class or community.
NOTES:
336
Third Grade
Third Grade Knowledge Base Indicators The student responds respectfully to the points of view and ideas of others and acknowledges the contributions of each. Instructional Examples The LMS/teacher librarian has the student research the biography of a president to determine his most notable contributions.
NOTES:
337
Fourth Grade
Fourth Grade Knowledge Base Indicators The student responds respectfully to the points of view and ideas of others and acknowledges the contributions of each. Instructional Examples The LMS/teacher librarian has the student interview a parent or grandparent about a childhood custom; compare and contrast that with current day custom.
NOTES:
338
Fifth Grade
Fifth Grade Knowledge Base Indicators The student responds respectfully to the points of view and ideas of others and acknowledges the contributions of each. Instructional Examples The LMS/teacher librarian has the student develop a class newspaper, requiring reporters to interview, and editors to review the information.
NOTES:
339
Sixth Grade
Sixth Grade Knowledge Base Indicators The student encourages consideration of ideas and information from all group members. Instructional Examples The LMS/teacher librarian has the student working in groups, choose a community problem to research and then develop a solution to present to the class.
NOTES:
340
Seventh Grade
Seventh Grade Knowledge Base Indicators The student encourages consideration of ideas and information from all group members. Instructional Examples The LMS/teacher librarian has the student create a survey concerning a relevant school topic.
NOTES:
341
Eighth Grade
Eighth Grade Knowledge Base Indicators The student encourages consideration of ideas and information from all group members. Instructional Examples The LMS/teacher librarian has the student conduct a man on the street opinion survey on a relevant school topic.
NOTES:
342
Ninth Grade
Ninth Grade Knowledge Base Indicators The student helps to organize and integrate the contributions of all the group into information products. Instructional Examples The LMS/teacher librarian has the student working in groups, develop a position paper on a current school issue.
NOTES:
343
Tenth Grade
Tenth Grade Knowledge Base Indicators The student helps to organize and integrate the contributions of all the group into information products. Instructional Examples The LMS/teacher librarian has the student develop a radio or television news program, utilizing the skills of each person in the group.
NOTES:
344
Eleventh Grade
Eleventh Grade Knowledge Base Indicators The student helps to organize and integrate the contributions of all the group into information products. Instructional Examples The LMS/teacher librarian has the student develop a community service project that could be implemented.
NOTES:
345
Twelfth Grade
Twelfth Grade Knowledge Base Indicators The student helps to organize and integrate the contributions of all the group into information products. Instructional Examples The LMS/teacher librarian has the student develop a survey of interests to help senior determine the appropriate college choice.
NOTES:
346
Kansas Technology Literacy Standards were developed using the National Educational Technology Standards (NETS) http://cnets.iste.org and related documents from this website. Technology Literacy Standard 10: The student understands basic operations and concepts. Benchmark 1: The student demonstrates a sound understanding of the nature of operation of technology systems.
Pre-Kindergarten Knowledge Base Indicators The student 1. uses input/output devices to successfully operate technology. 2. uses a variety of medial and technology resources for directed and independent learning activities. 3. communicates about technology using developmentally appropriate and accurate terminology. Instructional Examples The LMS/teacher librarian has the student 1. use a mouse to run a program.
Pre-Kindergarten
2. use a computer and multimedia technology with teacher assistance. 3. locate a computer and multimedia technology in the classroom and identify it by name.
NOTES:
347
Technology Literacy Standard 10: The student understands basic operations and concepts.
Kindergarten
Benchmark 1: The student demonstrates a sound understanding of the nature of operation of technology systems.
Kindergarten Knowledge Base Indicators The student 1. uses input/output devices to successfully operate technology. 2. uses a variety of media and technology resources for directed and independent learning activities. 3. communicates about technology using developmentally appropriate and accurate terminology. Instructional Examples The LMS/teacher librarian has the student 1. identify letters on a keyboard.
2. use a computer and multimedia technology with teacher assistance. 3. locate a computer and multimedia technology in the classroom and identify it by name.
NOTES:
348
First Grade
First Grade Knowledge Base Indicators The student 1. uses input/output devices to successfully operate technology. 2. uses a variety of media and technology resources for directed and independent learning activities. 3. communicates about technology using developmentally appropriate and accurate terminology. Instructional Examples The LMS/teacher librarian has the student 1. use a mouse and keyboard appropriately.
2. use a computer and multimedia technology for directed learning activities. 3. identify various parts of a computer by name.
NOTES:
349
Second Grade
Second Grade Knowledge Base Indicators The student 1. uses input/output devices to successfully operate technology. 2. uses a variety of media and technology resources for directed and independent learning activities. 3. communicates about technology using developmentally appropriate and accurate terminology. Instructional Examples The LMS/teacher librarian has the student 1. name parts of a computer and print documents.
2. use a computer and multimedia technology for directed learning activities. 3. use correct terminology when talking about computers and multimedia technology.
NOTES:
350
Third Grade
Third Grade Knowledge Base Indicators The student 1. uses input/output devices to successfully operate technology. 2. discusses common uses of technology in daily life and the advantages and disadvantages those uses provide. Instructional Examples The LMS/teacher librarian has the student 1. use the keyboard in a structured program for teaching typing skills (e.g., home row, basic symbols, and capital letters). 2. discuss tasks that a computer can do (e.g., word processing, email, Internet, and presentations).
NOTES:
351
Fourth Grade
Fourth Grade Knowledge Base Indicators The student 1. uses input/output devices to successfully operate technology. 2. discusses common uses of technology in daily life and the advantages and disadvantages those uses provide. Instructional Examples The LMS/teacher librarian has the student 1. use the keyboard in a structured program for teaching typing skills (e.g., coverage of the entire keyboard). 2. create documents using a keyboard.
3. use media and technology resources for presenting information (e.g., for individual and collaborative writing, communication, and publishing activities to create knowledge products for audiences inside and outside the classroom).
NOTES:
352
Fifth Grade
Fifth Grade Knowledge Base Indicators The student 1. uses input/output devices to successfully operate technology. 2. discusses common uses of technology in daily life and the advantages and disadvantages those uses provide. Instructional Examples The LMS/teacher librarian has the student 1. create documents using CD-Roms and Internet resources. 2. use media and technology resources for presenting information (e.g., for individual and collaborative writing, communication, and publishing activities to create knowledge products for audiences inside and outside the classroom).
NOTES:
353
Sixth Grade
Sixth Grade Knowledge Base Indicators The student applies strategies for identifying and solving problems. Instructional Examples The LMS/teacher librarian has the student 1. apply strategies for identifying and solving routine hardware and software problems that occur during everyday use. 2. use computer resources, CD-Roms, and Internet to collaborate with peers, experts and others to investigate curriculum-related problems, issues and information, and to develop solutions or products for audiences inside and outside the classroom.
NOTES:
354
Seventh Grade
Seventh Grade Knowledge Base Indicators The student applies strategies for identifying and solving problems. 1. apply strategies for identifying and solving routine hardware and software problems that occur during everyday use. 2. use computer resources, CD-Roms, and Internet to collaborate with peers, experts and others to investigate curriculum-related problems, issues and information, and to develop solutions or products for audiences inside and outside the classroom. 3. research and evaluate the accuracy, relevance, appropriateness, comprehensiveness, and bias of electronic information sources concerning real world problems. Instructional Examples The LMS/teacher librarian has the student
NOTES:
355
Eighth Grade
Eighth Grade Knowledge Base Indicators The student applies strategies for identifying and solving problems. Instructional Examples The LMS/teacher librarian has the student 1. apply strategies for identifying and solving routine hardware and software problems that occur during everyday use. use computer resources, CD-Roms, and Internet to collaborate with peers, experts and others to investigate curriculum-related problems, issues and information, and to develop solutions or products for audiences inside and outside the classroom. research and evaluate the accuracy, relevance, appropriateness, comprehensiveness, and bias of electronic information sources concerning real world problems. incorporate all available technology tools and resources to research, investigate, solve, and present findings.
2.
3.
4.
NOTES:
356
Ninth Grade
Ninth Grade Knowledge Base Indicators The student 1. applies strategies for identifying and solving problems. 2. makes informed choices among technology systems, resources, and services. Instructional Examples The LMS/teacher librarian has the student 1. identify capacities and limitations of contemporary and emerging technology resources. 2. use the correct device to store data for a research project.
NOTES:
357
Tenth Grade
Tenth Grade Knowledge Base Indicators The student 1. applies strategies for identifying and solving problems. 2. makes informed choices among technology systems, resources, and services. Instructional Examples The LMS/teacher librarian has the student 1. use technology tools and resources for managing and communicating personal/professional information (e.g., finances, schedules, addresses, purchases, and correspondence). 2. use accurate information for research (e.g., credible web sites, published studies, and reliable authorities).
NOTES:
358
Eleventh Grade
Eleventh Grade Knowledge Base Indicators The student 1. applies strategies for identifying and solving problems. 2. makes informed choices among technology systems, resources, and services. Instructional Examples The LMS/teacher librarian has the student 1. research technology systems, resources, and services to solve technical problems. 2. research options for local Internet access (e.g., cost, speed, reliability of connection, and value for the money).
NOTES:
359
Twelfth Grade
Twelfth Grade Knowledge Base Indicators The student 1. applies strategies for identifying and solving problems. 2. makes informed choices among technology systems, resources, and services. Instructional Examples The LMS/teacher librarian has the student 1. research technology systems, resources, and services to solve technical problems. 2. investigate and apply expert systems, intelligent agents, and simulations in real world situations. 3. evaluate technology-based options, including distance and distributed education for lifelong learning.
NOTES:
360
Technology Literacy Standard 11: The student demonstrates knowledge of social, ethical, and human issues.
Pre-Kindergarten
Benchmark 1: The student understands the ethical, cultural, and societal issues related to technology.
Pre-Kindergarten Knowledge Base Indicators The student n/a Instructional Examples The LMS/teacher librarian has the student n/a
NOTES:
361
Kindergarten
Kindergarten Knowledge Base Indicators The student understands ethical issues related to technology. Instructional Examples The LMS/teacher librarian has the student demonstrate ethical use of computers (e.g., following the librarians instructions for sharing the computer with a classmate and managing the software appropriately).
NOTES:
362
First Grade
First Grade Knowledge Base Indicators The student understands ethical issues related to technology. Instructional Examples The LMS/teacher librarian has the student demonstrate appropriate use of passwords and network use.
NOTES:
363
Second Grade
Second Grade Knowledge Base Indicators The student 1. 2. 3. understands ethical issues related to technology. understands cultural issues related to technology. understands societal issues related to technology. Instructional Examples The LMS/teacher librarian has the student describe or list ways technology has changed the way people lived and worked throughout history (e.g., grandparents era to today).
NOTES:
364
Third Grade
Third Grade Knowledge Base Indicators The student 1. 2. 3. understands ethical issues related to technology. understands cultural issues related to technology. understands societal issues related to technology. Instructional Examples The LMS/teacher librarian has the student 1. demonstrate and give examples of how technology has changed the way people lived and worked throughout history and enabled them to contribute to the common good. 2. understand that people use technology to create new items (e.g., products, resources, etc.) and that the creator may own the rights to these items (e.g., an author may create a Web site, a programmer may create software, and an inventor may create a device). 3. know that the direct Acceptable Usage Policy (AUP) describes the rules for using classroom technology and the Internet.
NOTES:
365
Fourth Grade
Fourth Grade Knowledge Base Indicators The student 1. 2. 3. understands ethical issues related to technology. understands cultural issues related to technology. understands societal issues related to technology. Instructional Examples The LMS/teacher librarian has the student 1. explore and compare common uses of technology in daily life, and the advantages and disadvantages those uses provide. 2. practice respect for intellectual property rights (e.g., another students ideas and acknowledge all contributions to group work). 3. discuss policies presented in the district Acceptable Usage Policy (AUP) and understand that the AUP describes the rules for using school-based technology.
NOTES:
366
Fifth Grade
Fifth Grade Knowledge Base Indicators The student 1. 2. 3. understands ethical issues related to technology. understands cultural issues related to technology. understands societal issues related to technology. 2. analyze common uses of technology in daily life and the advantages and disadvantages those uses provide (e.g., how technology helps us communicate). 3. discuss patent, copyright, trade name/trademark protection and rights of the owner of the work (e.g., inventor, manufacturer, software developer, company, Web site creator, and author of information.. 4. discuss basic issues related to responsible use of technology and describe personal consequences of inappropriate use (e.g., plagiarism, intellectual property, and the conditions of the district AUP). Instructional Examples The LMS/teacher librarian has the student 1. discuss how use of technology may have positive and/or negative consequences.
NOTES:
367
Sixth Grade
Sixth Grade Knowledge Base Indicators The student 1. 2. 3. understands ethical issues related to technology. understands cultural issues related to technology. understands societal issues related to technology. Instructional Examples The LMS/teacher librarian has the student 1. discuss how new technologies have resulted from the demands, values, and interests of individuals, businesses, industries, and societies. 2. compare key concepts of intellectual property including ownership of technology, copyright, patent, trademark, trade name, and discuss consequences of violating others intellectual property rights. 3. explain the role of technology in the social and economic development of society. 4. follow policies presented in the district Acceptable Usage Policy (AUP) and discuss consequences of inappropriate use of technology.
NOTES:
368
Seventh Grade
Seventh Grade Knowledge Base Indicators The student 1. 2. 3. understands ethical issues related to technology. understands cultural issues related to technology. understands societal issues related to technology. Instructional Examples The LMS/teacher librarian has the student 1. relate ways that the uses of inventions and innovations have led to changes in society and the creation of new needs and wants. 2. determine the steps necessary to respect intellectual property rights (e.g., obtain permission from the owner, credit the sources of the items, and pay a licenses fee to use the item). 3. analyze situations that arise regarding the use of intellectual property, including ethical considerations. 4. follow policies presented in the district Acceptable Usage Policy (AUP) and discuss consequences of inappropriate use of technology.
NOTES:
369
Eighth Grade
Eighth Grade Knowledge Base Indicators The student 1. 2. 3. understands ethical issues related to technology. understands cultural issues related to technology. understands societal issues related to technology. Instructional Examples The LMS/teacher librarian has the student 1. describe how the use of technology affects humans in various ways, including their safety, comfort, choices, and attitudes about technologys development and use. 2. discuss software piracy, its impact on the technology industry, and possible repercussions to individuals and/or the school district. 3. demonstrate legal and ethical practices when completing projects./schoolwork. Explain how economic, political, and cultural issues are influence by the development and use of technology. 4. follow policies presented in the district Acceptable Usage Policy (AUP) and discuss consequences of inappropriate use of technology.
NOTES:
370
Ninth Grade
Ninth Grade Knowledge Base Indicators The student 1. 2. 3. understands ethical issues related to technology. understands cultural issues related to technology. understands societal issues related to technology. Instructional Examples The LMS/teacher librarian has the student 1. explain how making decisions about the use of technology involves weighing the trade-offs between the positive and negative effects. 2. practice responsible usage of technologies (e.g., download legally, install licensed software, adhere to copyright restrictions). 3. understand that ethical considerations are important in the development, selection, and use of technologies. 4. discuss access to information in a democratic society. 5. demonstrate and advocate for legal and ethical behaviors among peers, family and community regarding the use of technology and information.
NOTES:
371
Tenth Grade
Tenth Grade Knowledge Base Indicators The student 1. 2. 3. understands ethical issues related to technology. understands cultural issues related to technology. understands societal issues related to technology. Instructional Examples The LMS/teacher librarian has the student 1. understand that the development of technology may be influenced by societal opinions and demands, in addition to corporate cultures. 2. understand the importance of diverse information and access to information in a democratic society. 3. contrast ethical considerations and how they are important in the development, selection, an use of technologies. 4. describe/discuss the ethical considerations involved in the development or deployment of a technology. 5. provide examples of how transfer of a technology from one society to another can cause cultural, social, economic, and political changes. 6. analyze advantages and disadvantages of widespread use and reliance on technology in the workplace and in society as a whole. 7. demonstrate and advocate for legal and ethical behaviors among peers, family and community regarding the use of technology and information. NOTES:
372
373
Eleventh Grade
Eleventh Grade Knowledge Base Indicators The student 1. 2. 3. understands ethical issues related to technology. understands cultural issues related to technology. understands societal issues related to technology. Instructional Examples The LMS/teacher librarian has the student 1. describe how changes caused by the use of technology can range from gradual to rapid, and from subtle to obvious. 2. examine and discuss how technology, its use, and resultant societal changes are viewed by different ethnic, cultural, and religious groups. 3. debate the ethical considerations involved in the development or deployment of new technologies (e.g., medical technologies to create or extend life, satellite imagery, and software to capture content or monitor user activity). 4. compare and evaluate the advantages and disadvantages of widespread use and reliance on technology in the workplace and in society as a whole. 5. demonstrate and advocate for legal and ethical behaviors among peers, family and community regarding the use of technology and information. NOTES:
374
Twelfth Grade
Twelfth Grade Knowledge Base Indicators The student 1. 2. 3. understands ethical issues related to technology. understands cultural issues related to technology. understands societal issues related to technology. Instructional Examples The LMS/teacher librarian has the student 1. debate the advantages and disadvantages of widespread use and reliance on technology in the workplace and in society as a whole. 2. forecast changes in laws and legislation that might result from the exponential growth of technology. 3. debate the position that technology has been a powerful force in reshaping the social, cultural, political, and economic landscape, citing references and examples. 4. demonstrate and advocate for legal and ethical behaviors among peers, family and community regarding the use of technology and information. NOTES:
375
Pre-Kindergarten
Benchmark 2: The student practices responsible use of technology systems, information, and software.
NOTES:
376
Kindergarten
Kindergarten Knowledge Base Indicators The student 1. 2. 3. practices responsible use of technology systems. practices responsible use of information. practices responsible use of software. Instructional Examples The LMS/teacher librarian has the student use a variety of media and technology resources for directed and independent learning activities (e.g., interactive electronic books and curriculum-based related games).
NOTES:
377
First Grade
First Grade Knowledge Base Indicators The student 1. 2. 3. practices responsible use of technology systems. practices responsible use of information. practices responsible use of software. Instructional Examples The LMS/teacher librarian has the student use a variety of media and technology resources for directed and independent learning activities (e.g., interactive electronic books and curriculum-based related games).
NOTES:
378
Second Grade
Second Grade Knowledge Base Indicators The student 1. 2. 3. practices responsible use of technology systems. practices responsible use of information. practices responsible use of software. Instructional Examples The LMS/teacher librarian has the student use developmentally appropriate multimedia resources (e.g., interactive books, educational software, and elementary multimedia encyclopedias to support learning).
NOTES:
379
Third Grade
Third Grade Knowledge Base Indicators The student 1. 2. 3. practices responsible use of technology systems. practices responsible use of information. practices responsible use of software. Instructional Examples The LMS/teacher librarian has the student use general purpose productivity tools to support personal productivity, remediate skills deficits, and facilitate learning throughout the curriculum (e.g., compare and contrast the use of paper and electronic resources, and explore content specific software).
NOTES:
380
Fourth Grade
Fourth Grade Knowledge Base Indicators The student 1. 2. 3. practices responsible use of technology systems. practices responsible use of information. practices responsible use of software. Instructional Examples The LMS/teacher librarian has the student 1. use general purpose productivity tools to support personal productivity, remediate skills deficits, and facilitate learning throughout the curriculum (e.g., compare and contrast the use of paper and electronic resources, and explore content specific software). describe why it is important for everyone to have access to information sources and information technology.
NOTES:
381
Fifth Grade
Fifth Grade Knowledge Base Indicators The student 1. 2. 3. practices responsible use of technology systems. practices responsible use of information. practices responsible use of software. Instructional Examples The LMS/teacher librarian has the student 1. use general purpose productivity tools to support personal productivity, remediate skills deficits, and facilitate learning throughout the curriculum (e.g., compare and contrast the use of paper and electronic resources, and explore content specific software). 2. distinguish basic issues related to responsible use of technology and information, and relate personal consequences of inappropriate use.
NOTES:
382
Sixth Grade
Sixth Grade Knowledge Base Indicators The student 1. 2. 3. practices responsible use of technology systems. practices responsible use of information. practices responsible use of software. Instructional Examples The LMS/teacher librarian has the student use content specific tools, software, and simulations (e.g., environmental probes, graphing calculators, exploratory environments, and web tools) to support learning and research.
NOTES:
383
Seventh Grade
Seventh Grade Knowledge Base Indicators The student 1. 2. 3. practices responsible use of technology systems. practices responsible use of information. practices responsible use of software. 2. understand that installations of software requires an appropriate software license, and that the license determines how many times the software may be installed. Instructional Examples The LMS/teacher librarian has the student 1. use content specific tools, software, and simulations (e.g., environmental probes, graphing calculators, exploratory environments, and web tools) to support learning and research.
NOTES:
384
Eighth Grade
Eighth Grade Knowledge Base Indicators The student 1. practices responsible use of technology systems. Instructional Examples The LMS/teacher librarian has the student 1. use content specific tools, software, and simulations (e.g., environmental probes, graphing calculators, exploratory environments, and web tools) to support learning and research. 2. understand that installations of software requires an appropriate software license, and that the license determines how many times the software may be installed. 3. discuss technological piracy, its impact on the technology industry, and possible repercussions to individuals and/or the school district.
2. 3.
practices responsible use of information. practices responsible use of software.
NOTES:
385
Ninth Grade
Ninth Grade Knowledge Base Indicators The student 1. 2. 3. practices responsible use of technology systems. practices responsible use of information. practices responsible use of software. 2. describe criteria for assessing the quality of information. 3. practice responsible usage of technologies (e.g., download legally, install licensed software, and adhere to copyright restrictions). Instructional Examples The LMS/teacher librarian has the student 1. discuss access to information in a democratic society.
NOTES:
386
Tenth Grade
Tenth Grade Knowledge Base Indicators The student 1. 2. 3. practices responsible use of technology systems. practices responsible use of information. practices responsible use of software. Instructional Examples The LMS/teacher librarian has the student understand the importance of diverse information and access to information in a democratic society.
NOTES:
387
Eleventh Grade
Eleventh Grade Knowledge Base Indicators The student 1. 2. 3. practices responsible use of technology systems. practices responsible use of information. practices responsible use of software. Instructional Examples The LMS/teacher librarian has the student assess technology systems and resources and services relative to responsible usage of technology.
NOTES:
388
Twelfth Grade
Twelfth Grade Knowledge Base Indicators The student 1. 2. 3. practices responsible use of technology systems. practices responsible use of information. practices responsible use of software. Instructional Examples The LMS/teacher librarian has the student make informed choices among technology systems, resources, and services.
NOTES:
389
Pre-Kindergarten
Benchmark 3: The student develops positive attitudes toward technology uses that support lifelong learning, collaboration, personal pursuits, and productivity.
NOTES:
390
Kindergarten
Kindergarten Knowledge Base Indicators The student n/a Instructional Examples The LMS/teacher librarian has the student n/a
NOTES:
391
First Grade
First Grade Knowledge Base Indicators The student n/a Instructional Examples The LMS/teacher librarian has the student n/a
NOTES:
392
Second Grade
Second Grade Knowledge Base Indicators The student n/a Instructional Examples The LMS/teacher librarian has the student n/a
NOTES:
393
Third Grade
Third Grade Knowledge Base Indicators The student 1. develops positive attitudes toward technology uses that support for lifelong learning. 2. develops positive attitudes toward technology uses that support collaboration. 3. develops positive attitudes toward technology uses that support personal pursuits. 4. develops positive attitudes toward technology uses that support productivity. Instructional Examples The LMS/teacher librarian has the student understand that hardware and software can be used for individual and collaborative projects.
NOTES:
394
Fourth Grade
Fourth Grade Knowledge Base Indicators The student 1. develops positive attitudes toward technology uses that support for lifelong learning. 2. develops positive attitudes toward technology uses that support collaboration. 3. develops positive attitudes toward technology uses that support personal pursuits. 4. develops positive attitudes toward technology uses that support productivity. Instructional Examples The LMS/teacher librarian has the student develop collaborative strategies for using various hardware/ software applications for individual or group projects.
NOTES:
395
Fifth Grade
Fifth Grade Knowledge Base Indicators The student 1. develops positive attitudes toward technology uses that support for lifelong learning. 2. develops positive attitudes toward technology uses that support collaboration. 3. develops positive attitudes toward technology uses that support personal pursuits. 4. develops positive attitudes toward technology uses that support productivity. Instructional Examples The LMS/teacher librarian has the student identify and show cooperative and collaborative strategies to work with others when using technology systems.
NOTES:
396
Sixth Grade
Sixth Grade Knowledge Base Indicators The student 1. develops positive attitudes toward technology uses that support for lifelong learning. 2. develops positive attitudes toward technology uses that support collaboration. 3. develops positive attitudes toward technology uses that support personal pursuits. 4. develops positive attitudes toward technology uses that support productivity. Instructional Examples The LMS/teacher librarian has the student use technology to collaborate with others and credit all participants for their contribution to the work.
NOTES:
397
Seventh Grade
Seventh Grade Knowledge Base Indicators The student 1. develops positive attitudes toward technology uses that support for lifelong learning. 2. develops positive attitudes toward technology uses that support collaboration. 3. develops positive attitudes toward technology uses that support personal pursuits. 4. develops positive attitudes toward technology uses that support productivity. Instructional Examples The LMS/teacher librarian has the student describe how the use of technology affects humans in various ways including their safety, comfort, choices, and attitudes about technologys development and use.
NOTES:
398
Eighth Grade
Eighth Grade Knowledge Base Indicators The student 1. develops positive attitudes toward technology uses that support for lifelong learning. 2. develops positive attitudes toward technology uses that support collaboration. 3. develops positive attitudes toward technology uses that support personal pursuits. 4. develops positive attitudes toward technology uses that support productivity. Instructional Examples The LMS/teacher librarian has the student describe how societal and personal expectations drive the acceptance and use of technology products and systems.
NOTES:
399
Ninth Grade
Ninth Grade Knowledge Base Indicators The student 1. develops positive attitudes toward technology uses that support for lifelong learning. 2. develops positive attitudes toward technology uses that support collaboration. 3. develops positive attitudes toward technology uses that support personal pursuits. 4. develops positive attitudes toward technology uses that support productivity. Instructional Examples The LMS/teacher librarian has the student understand that the appropriate design of technological systems maximizes performance.
NOTES:
400
Tenth Grade
Tenth Grade Knowledge Base Indicators The student 1. develops positive attitudes toward technology uses that support for lifelong learning. 2. develops positive attitudes toward technology uses that support collaboration. 3. develops positive attitudes toward technology uses that support personal pursuits. 4. develops positive attitudes toward technology uses that support productivity. Instructional Examples The LMS/teacher librarian has the student identify capabilities and limitations of contemporary and emerging technology resources to address lifelong learning and workplace needs.
NOTES:
401
Eleventh Grade
Eleventh Grade Knowledge Base Indicators The student 1. develops positive attitudes toward technology uses that support for lifelong learning. 2. develops positive attitudes toward technology uses that support collaboration. 3. develops positive attitudes toward technology uses that support personal pursuits. 4. develops positive attitudes toward technology uses that support productivity. Instructional Examples The LMS/teacher librarian has the student compare and evaluate the advantages and disadvantages of widespread use and reliance on technology in the workplace and in society as a whole.
NOTES:
402
Twelfth Grade
Twelfth Grade Knowledge Base Indicators The student 1. develops positive attitudes toward technology uses that support for lifelong learning. 2. develops positive attitudes toward technology uses that support collaboration. 3. develops positive attitudes toward technology uses that support personal pursuits. 4. develops positive attitudes toward technology uses that support productivity. Instructional Examples The LMS/teacher librarian has the student articulate how different factors, such as individual curiosity, advertising, strength of the economy, the goals of a company and current trends, contribute to shaping the design of, and demand for, various technologies.
NOTES:
403
Technology Literacy Standard 12: The student uses technology productivity tools.
Pre-Kindergarten
Benchmark 1: The student uses technology tools to enhance learning, increase productivity, and promote creativity.
NOTES:
404
Kindergarten
Kindergarten Knowledge Base Indicators The student 1. 2. 3. uses technology tools to enhance learning. uses technology tools to increase productivity. uses technology tools to promote creativity. Instructional Examples The LMS/teacher librarian has the student create, as a class, an electronic project by publishing original ideas with word processing software and selecting related images.
NOTES:
405
First Grade
First Grade Knowledge Base Indicators The student 1. 2. 3. uses technology tools to enhance learning. uses technology tools to increase productivity. uses technology tools to promote creativity. Instructional Examples The LMS/teacher librarian has the student create a family genealogy/family tree using concept-mapping software (e.g., Kidspiration, with adult assistance).
NOTES:
406
Second Grade
Second Grade Knowledge Base Indicators The student 1. 2. 3. uses technology tools to enhance learning. uses technology tools to increase productivity. uses technology tools to promote creativity. 2. respond electronically using a classroom performance system (e.g., eInstruction, Qwizdom, Interwrite Pads, or Smartboards). Instructional Examples The LMS/teacher librarian has the student 1. explore simulations through interactive software and websites.
NOTES:
407
Third Grade
Third Grade Knowledge Base Indicators The student 1. 2. 3. uses technology tools to enhance learning. uses technology tools to increase productivity. uses technology tools to promote creativity. Instructional Examples The LMS/teacher librarian has the student access online databases to retrieve information (e.g., heroes, space exploration).
NOTES:
408
Fourth Grade
Fourth Grade Knowledge Base Indicators The student 1. 2. 3. uses technology tools to enhance learning. uses technology tools to increase productivity. uses technology tools to promote creativity. Instructional Examples The LMS/teacher librarian has the student incorporate digital images/video clips into artwork and class projects.
NOTES:
409
Fifth Grade
Fifth Grade Knowledge Base Indicators The student 1. 2. 3. uses technology tools to enhance learning. uses technology tools to increase productivity. uses technology tools to promote creativity. Instructional Examples The LMS/teacher librarian has the student access scientific simulations using interactive software and websites.
NOTES:
410
Sixth Grade
Sixth Grade Knowledge Base Indicators The student 1. 2. 3. uses technology tools to enhance learning. uses technology tools to increase productivity. uses technology tools to promote creativity. Instructional Examples The LMS/teacher librarian has the student organize information by creating a graphic organizer using concept-mapping software (e.g., Inspiration).
NOTES:
411
Seventh Grade
Seventh Grade Knowledge Base Indicators The student 1. 2. 3. uses technology tools to enhance learning. uses technology tools to increase productivity. uses technology tools to promote creativity. Instructional Examples The LMS/teacher librarian has the student participate in web quest activities to discover new information about a given topic.
NOTES:
412
Eighth Grade
Eighth Grade Knowledge Base Indicators The student 1. 2. 3. uses technology tools to enhance learning. uses technology tools to increase productivity. uses technology tools to promote creativity. Instructional Examples The LMS/teacher librarian has the student create a multimedia presentation that synthesizes multiple resources (e.g., the organization of American politics).
NOTES:
413
Ninth Grade
Ninth Grade Knowledge Base Indicators The student 1. 2. 3. uses technology tools to enhance learning. uses technology tools to increase productivity. uses technology tools to promote creativity. Instructional Examples The LMS/teacher librarian has the student record and respond to literature in an electronic journal or blog.
NOTES:
414
Tenth Grade
Tenth Grade Knowledge Base Indicators The student 1. 2. 3. uses technology tools to enhance learning. uses technology tools to increase productivity. uses technology tools to promote creativity. Instructional Examples The LMS/teacher librarian has the student reflect on their learning and how technology has affected the process of learning and sharing in an electronic portfolio.
NOTES:
415
Eleventh Grade
Eleventh Grade Knowledge Base Indicators The student 1. 2. 3. uses technology tools to enhance learning. uses technology tools to increase productivity. uses technology tools to promote creativity. Instructional Examples The LMS/teacher librarian has the student present a visual representation using concept-mapping software (e.g., character relationships with Inspiration).
NOTES:
416
Twelfth Grade
Twelfth Grade Knowledge Base Indicators The student 1. 2. 3. uses technology tools to enhance learning. uses technology tools to increase productivity. uses technology tools to promote creativity. Instructional Examples The LMS/teacher librarian has the student compile an electronic exit portfolio that demonstrates his/her college or vocational readiness.
NOTES: Clarifications of information provided in the indicators, benchmarks, and instructional examples. Some examples have been adapted from: National Educational Technology Students for Students: Connecting Curriculum and Technology. International Society for Technology in Education, 2000.
417
Pre-Kindergarten
Benchmark 2: The student uses productivity tools to collaborate in constructing technology-enhanced models, prepare publications, and produce other creative works.
NOTES:
418
Kindergarten
Kindergarten Knowledge Base Indicators The student 1. uses productivity tools to collaborate in constructing technology-enhanced models. 2. uses productivity tools to prepare publications. Instructional Examples The LMS/teacher librarian has the student use concept-mapping/graphic-organizing software with adult direction (e.g., retell story as a class using Kidspiration).
3. uses productivity tools to produce other creative works.
NOTES:
419
First Grade
First Grade Knowledge Base Indicators The student 1. uses productivity tools to collaborate in constructing technology-enhanced models. 2. uses productivity tools to prepare publications. Instructional Examples The LMS/teacher librarian has the student sequence images from smallest to largest using concept-mapping software with adult assistance (e.g., Kidspiration).
NOTES:
420
Second Grade
Second Grade Knowledge Base Indicators The student 1. uses productivity tools to collaborate in constructing technology-enhanced models. 2. uses productivity tools to prepare publications. Instructional Examples The LMS/teacher librarian has the student research a topic (e.g., in books or online, or both), take notes using a graphic organizer, and present information using multimedia software in small groups.
NOTES:
421
Third Grade
Third Grade Knowledge Base Indicators The student 1. uses productivity tools to collaborate in constructing technology-enhanced models. 2. uses productivity tools to prepare publications. Instructional Examples The LMS/teacher librarian has the student research advertisements found in various types of media in small groups, use presentation software to present the attributes of a single ad, and create their own advertisement.
NOTES:
422
Fourth Grade
Fourth Grade Knowledge Base Indicators The student 1. uses productivity tools to collaborate in constructing technology-enhanced models. 2. uses productivity tools to prepare publications. Instructional Examples The LMS/teacher librarian has the student create a database of U.S. regional facts and design a tri-fold travel brochure or a billboard for the region. Then compare/ contrast the regions using concept-mapping software (e.g., Inspiration).
NOTES:
423
Fifth Grade
Fifth Grade Knowledge Base Indicators The student 1. uses productivity tools to collaborate in constructing technology-enhanced models. 2. uses productivity tools to prepare publications. 2. produce a classroom newsletter with images using word-processing/publishing software. Instructional Examples The LMS/teacher librarian has the student 1. create a digital map, including their own written direction, to navigate from home to school. They can check their own work using Map Quest website.
NOTES:
424
Sixth Grade
Sixth Grade Knowledge Base Indicators The student 1. uses productivity tools to collaborate in constructing technology-enhanced models. 2. uses productivity tools to prepare publications. Instructional Examples The LMS/teacher librarian has the student use concept-mapping software (e.g., Inspiration, to design flow charts such as how water and nutrients are absorbed and used by a plant).
NOTES:
425
Seventh Grade
Seventh Grade Knowledge Base Indicators The student 1. uses productivity tools to collaborate in constructing technology-enhanced models. 2. uses productivity tools to prepare publications. Instructional Examples The LMS/teacher librarian has the student use a spreadsheet and drawing software to design a room (e.g., the ideal bedroom, limited by size and price).
NOTES:
426
Eighth Grade
Eighth Grade Knowledge Base Indicators The student 1. uses productivity tools to collaborate in constructing technology-enhanced models. 2. uses productivity tools to prepare publications. Instructional Examples The LMS/teacher librarian has the student investigate the Pythagorean Theorem using dynamic geometry software to test their understandings and allow them to explain their findings.
NOTES:
427
Ninth Grade
Ninth Grade Knowledge Base Indicators The student 1. uses productivity tools to collaborate in constructing technology-enhanced models. 2. uses productivity tools to prepare publications. Instructional Examples The LMS/teacher librarian has the student use word processing and/or multimedia software to present analytical essays on various topics.
NOTES:
428
Tenth Grade
Tenth Grade Knowledge Base Indicators The student 1. uses productivity tools to collaborate in constructing technology-enhanced models. 2. uses productivity tools to prepare publications. Instructional Examples The LMS/teacher librarian has the student use image software (e.g., Paint, Photoshop, to create original work).
NOTES:
429
Eleventh Grade
Eleventh Grade Knowledge Base Indicators The student 1. uses productivity tools to collaborate in constructing technology-enhanced models. 2. uses productivity tools to prepare publications. Instructional Examples The LMS/teacher librarian has the student use desktop publishing software to produce a school newspaper, yearbook, and/or magazine.
NOTES:
430
Twelfth Grade
Twelfth Grade Knowledge Base Indicators The student 1. uses productivity tools to collaborate in constructing technology-enhanced models. 2. uses productivity tools to prepare publications. Instructional Examples The LMS/teacher librarian has the student create a resume or portfolio to apply for positions on interest.
NOTES: Some examples have been adapted from: National Educational Technology Students for Students Connecting Curriculum and Technology. International Society for Technology in Education, 2000. Salina Public Schools Technology Document.
431
Technology Literacy Standard 13: The student uses technology communication tools.
Pre-Kindergarten
Benchmark 1: The student uses telecommunications to collaborate, publish, and interact with peers, experts, and other audiences.
NOTES:
432
Kindergarten
Kindergarten Knowledge Base Indicators The student 1. uses telecommunications to collaborate with peers, experts, and other audiences. 2. uses telecommunications to publish with peers, experts, and other audiences. 3. uses telecommunications to interact with peers, experts, and other audiences. Instructional Examples The LMS/teacher librarian has the student identify common telecommunications formats (e.g., telephone, e-mail, webpage, etc.) with the adult direction.
NOTES:
433
First Grade
First Grade Knowledge Base Indicators The student 1. uses telecommunications to collaborate with peers, experts, and other audiences. 2. uses telecommunications to publish with peers, experts, and other audiences. 3. uses telecommunications to interact with peers, experts, and other audiences. Instructional Examples The LMS/teacher librarian has the student explore common telecommunications formats with adult assistance.
NOTES:
434
Second Grade
Second Grade Knowledge Base Indicators The student 1. uses telecommunications to collaborate with peers, experts, and other audiences. 2. uses telecommunications to publish with peers, experts, and other audiences. 3. uses telecommunications to interact with peers, experts, and other audiences. Instructional Examples The LMS/teacher librarian has the student demonstrate knowledge of telecommunications tools (e.g., telephone, e-mail, bulletin boards, newsgroups, and blogs, with adult guidance).
NOTES:
435
Third Grade
First Grade Knowledge Base Indicators The student 1. uses telecommunications to collaborate with peers, experts, and other audiences. 2. uses telecommunications to publish with peers, experts, and other audiences. 3. uses telecommunications to interact with peers, experts, and other audiences. Instructional Examples The LMS/teacher librarian has the student produce a media-based telecommunications product (e.g., online newsletter, bulletin boards, newsgroups, and blogs).
NOTES:
436
Fourth Grade
Fourth Grade Knowledge Base Indicators The student 1. uses telecommunications to collaborate with peers, experts, and other audiences. 2. uses telecommunications to publish with peers, experts, and other audiences. 3. uses telecommunications to interact with peers, experts, and other audiences. Instructional Examples The LMS/teacher librarian has the student identify the components of e-mail (e.g., address, subject, and message) and use a classroom account to communicate with others.
NOTES:
437
Fifth Grade
Fifth Grade Knowledge Base Indicators The student 1. uses telecommunications to collaborate with peers, experts, and other audiences. 2. uses telecommunications to publish with peers, experts, and other audiences. 3. uses telecommunications to interact with peers, experts, and other audiences. Instructional Examples The LMS/teacher librarian has the student use available telecommunication tools to gather information for collaborative projects or topics of personal interest.
NOTES:
438
Sixth Grade
Sixth Grade Knowledge Base Indicators The student 1. uses telecommunications to collaborate with peers, experts, and other audiences. 2. uses telecommunications to publish with peers, experts, and other audiences. 3. uses telecommunications to interact with peers, experts, and other audiences. Instructional Examples The LMS/teacher librarian has the student use Ask an Expert sites to research a topic.
NOTES:
439
Seventh Grade
Seventh Grade Knowledge Base Indicators The student 1. uses telecommunications to collaborate with peers, experts, and other audiences. 2. uses telecommunications to publish with peers, experts, and other audiences. 3. uses telecommunications to interact with peers, experts, and other audiences. Instructional Examples The LMS/teacher librarian has the student engage in virtual learning activities (e.g., virtual museum tours/simulations).
NOTES:
440
Eighth Grade
Eighth Grade Knowledge Base Indicators The student 1. uses telecommunications to collaborate with peers, experts, and other audiences. 2. uses telecommunications to publish with peers, experts, and other audiences. 3. uses telecommunications to interact with peers, experts, and other audiences. Instructional Examples The LMS/teacher librarian has the student 1. choose an appropriate communications tool to gather information and share findings. 2. use telecommunication tools independently to collaborate with others in producing products or solving problems.
NOTES:
441
Ninth Grade
Ninth Grade Knowledge Base Indicators The student 1. uses telecommunications to collaborate with peers, experts, and other audiences. 2. uses telecommunications to publish with peers, experts, and other audiences. 3. uses telecommunications to interact with peers, experts, and other audiences. Instructional Examples The LMS/teacher librarian has the student use online communication technologies to inquire, research, and share results.
NOTES:
442
Tenth Grade
Tenth Grade Knowledge Base Indicators The student 1. uses telecommunications to collaborate with peers, experts, and other audiences. 2. uses telecommunications to publish with peers, experts, and other audiences. 3. uses telecommunications to interact with peers, experts, and other audiences. Instructional Examples The LMS/teacher librarian has the student use online writing software (e.g., www.writely.com) to collaboratively create and edit a document.
NOTES:
443
Eleventh Grade
Eleventh Grade Knowledge Base Indicators The student 1. uses telecommunications to collaborate with peers, experts, and other audiences. 2. uses telecommunications to publish with peers, experts, and other audiences. 3. uses telecommunications to interact with peers, experts, and other audiences. Instructional Examples The LMS/teacher librarian has the student 1. locate and employ web-based leaning (e.g., tutorials, virtual classes, etc.). 2. locate and use online applications (e.g., educational, career, scholarship).
NOTES:
444
Twelfth Grade
Twelfth Grade Knowledge Base Indicators The student 1. uses telecommunications to collaborate with peers, experts, and other audiences. 2. uses telecommunications to publish with peers, experts, and other audiences. 3. uses telecommunications to interact with peers, experts, and other audiences. Instructional Examples The LMS/teacher librarian has the student 1. plan and conduct their own collaborative projects using their schools available telecommunication tools (e.g., interactive websites and videoconferencing). 2. locate and use online applications (e.g., educational, career, scholarship).
NOTES: Adapted from NETS and Ohio technology standards.
445
Pre-Kindergarten
Benchmark 2: The student uses a variety of media and formats to communicate information and ideas effectively to multiple audiences.
NOTES:
446
Kindergarten
Kindergarten Knowledge Base Indicators The student 1. uses a variety of media to communicate information and ideas effectively to multiple audiences. 2. uses a variety of formats to communicate information and ideas effectively to multiple audiences. Instructional Examples The LMS/teacher librarian has the student participate in online learning, such as virtual field trips or web cams, with the direction of the teacher.
NOTES:
447
First Grade
First Grade Knowledge Base Indicators The student 1. uses a variety of media to communicate information and ideas effectively to multiple audiences. 2. uses a variety of formats to communicate information and ideas effectively to multiple audiences. Instructional Examples The LMS/teacher librarian has the student participate in online projects, with adult assistance.
NOTES:
448
Second Grade
Second Grade Knowledge Base Indicators The student 1. uses a variety of media to communicate information and ideas effectively to multiple audiences. 2. uses a variety of formats to communicate information and ideas effectively to multiple audiences. Instructional Examples The LMS/teacher librarian has the student 1. share information in teacher-directed group e-mail sessions. 2. use presentation software (e.g., Kid Pix or Power Point or newsletter templates to communicate classroom/school news).
NOTES:
449
Third Grade
Third Grade Knowledge Base Indicators The student 1. uses a variety of media to communicate information and ideas effectively to multiple audiences. 2. uses a variety of formats to communicate information and ideas effectively to multiple audiences. Instructional Examples The LMS/teacher librarian has the student create a slide show using presentation software (e.g., Kid Pix or Power Point) to introduce self to classmates or others.
NOTES:
450
Fourth Grade
Fourth Grade Knowledge Base Indicators The student 1. uses a variety of media to communicate information and ideas effectively to multiple audiences. 2. uses a variety of formats to communicate information and ideas effectively to multiple audiences. Instructional Examples The LMS/teacher librarian has the student work in a group to create a web quest on a unit of study.
NOTES:
451
Fifth Grade
Fifth Grade Knowledge Base Indicators The student 1. uses a variety of media to communicate information and ideas effectively to multiple audiences. 2. uses a variety of formats to communicate information and ideas effectively to multiple audiences. Instructional Examples The LMS/teacher librarian has the student select the best available media to create and edit a product to share with audiences inside and outside school.
NOTES:
452
Sixth Grade
Sixth Grade Knowledge Base Indicators The student 1. uses a variety of media to communicate information and ideas effectively to multiple audiences. 2. uses a variety of formats to communicate information and ideas effectively to multiple audiences. Instructional Examples The LMS/teacher librarian has the student combine individually designed slides to create a presentation on a unit of study to share with parents at a Family Night or parentteacher conferences.
NOTES:
453
Seventh Grade
Seventh Grade Knowledge Base Indicators The student 1. uses a variety of media to communicate information and ideas effectively to multiple audiences. 2. uses a variety of formats to communicate information and ideas effectively to multiple audiences. Instructional Examples The LMS/teacher librarian has the student work collaboratively on a newsletter reflecting unit of study using publication software (e.g., Publisher).
NOTES:
454
Eighth Grade
Eighth Grade Knowledge Base Indicators The student 1. uses a variety of media to communicate information and ideas effectively to multiple audiences. 2. uses a variety of formats to communicate information and ideas effectively to multiple audiences. Instructional Examples The LMS/teacher librarian has the student 1. page. write and publish book reviews for the schools web
2. join a teacher-monitored online discussion with a remote audience about a topic of mutual interest (modeled after NPRs Story Corps).
NOTES:
455
Ninth Grade
Ninth Grade Knowledge Base Indicators The student 1. uses a variety of media to communicate information and ideas effectively to multiple audiences. 2. uses a variety of formats to communicate information and ideas effectively to multiple audiences. Instructional Examples The LMS/teacher librarian has the student create and publish information in building/district web pages.
NOTES:
456
Tenth Grade
Tenth Grade Knowledge Base Indicators The student 1. uses a variety of media to communicate information and ideas effectively to multiple audiences. 2. uses a variety of formats to communicate information and ideas effectively to multiple audiences. Instructional Examples The LMS/teacher librarian has the student contribute own ideas and knowledge to online communication tools (e.g., e-mail discussions, listserv, or blogs).
NOTES:
457
Eleventh Grade
Eleventh Grade Knowledge Base Indicators The student 1. uses a variety of media to communicate information and ideas effectively to multiple audiences. 2. uses a variety of formats to communicate information and ideas effectively to multiple audiences. Instructional Examples The LMS/teacher librarian has the student gather information and share results using online communication tools (e.g., e-mail discussions, listserv, www.writely.com, or blogs).
NOTES:
458
Twelfth Grade
Twelfth Grade Knowledge Base Indicators The student 1. uses a variety of media to communicate information and ideas effectively to multiple audiences. 2. uses a variety of formats to communicate information and ideas effectively to multiple audiences. Instructional Examples The LMS/teacher librarian has the student design own online portfolio, resume, or webpage to share with potential employers.
NOTES: Adapted from NETS and Ohio standards.
459
Technology Literacy Standard 14: The student uses technology research tools.
Pre-Kindergarten
Benchmark 1: The student uses technology to locate, collect, and evaluate information from a variety of sources.
NOTES:
460
Kindergarten
Kindergarten Knowledge Base Indicators The student uses appropriate technology tools to locate information. Instructional Examples The LMS/teacher librarian has the student navigate a website on a topic of interest with adult direction.
NOTES:
461
First Grade
First Grade Knowledge Base Indicators The student 1. uses appropriate technology tools to locate information. 2. uses appropriate technology tools to collect information. Instructional Examples The LMS/teacher librarian has the student with adult guidance, use appropriate multimedia or online resources to gather information.
NOTES:
462
Second Grade
Second Grade Knowledge Base Indicators The student 1. uses appropriate technology tools to locate information. 2. uses appropriate technology tools to collect information. Instructional Examples The LMS/teacher librarian has the student with adult guidance, use appropriate products to gather, evaluate, and cite source(s).
NOTES:
463
Third Grade
Third Grade Knowledge Base Indicators The student 1. uses appropriate technology tools to locate information. 2. uses appropriate technology tools to collect information. Instructional Examples The LMS/teacher librarian has the student use word processing software to create a class project.
NOTES:
464
Fourth Grade
Fourth Grade Knowledge Base Indicators The student 1. uses appropriate technology tools to locate information. 2. uses appropriate technology tools to collect information. Instructional Examples The LMS/teacher librarian has the student research a topic and gather information from the Internet using a hotlist (e.g., mathematics and computer science hotlist, Black history hotlist).
NOTES:
465
Fifth Grade
Fifth Grade Knowledge Base Indicators The student 1. uses appropriate technology tools to locate information. 2. uses appropriate technology tools to collect information. Instructional Examples The LMS/teacher librarian has the student research a topic and gather information from the Internet using a student-oriented search engine (e.g., Kids Click, Yahooligans).
NOTES:
466
Sixth Grade
Sixth Grade Knowledge Base Indicators The student 1. uses appropriate technology tools to locate information. 2. uses appropriate technology tools to collect information. 3. uses appropriate technology to evaluate information. Instructional Examples The LMS/teacher librarian has the student evaluate, as a class, a website for accuracy and reliability.
NOTES:
467
Seventh Grade
Seventh Grade Knowledge Base Indicators The student 1. uses appropriate technology tools to locate information. 2. uses appropriate technology tools to collect information. 3. uses appropriate technology to evaluate information. Instructional Examples The LMS/teacher librarian has the student locate online information that supports your point of view in two or more sources.
NOTES:
468
Eighth Grade
Eighth Grade Knowledge Base Indicators The student 1. uses appropriate technology tools to locate information. 2. uses appropriate technology tools to collect information. 3. uses appropriate technology to evaluate information. Instructional Examples The LMS/teacher librarian has the student research independently and synthesize information from multiple sources.
NOTES:
469
Ninth Grade
Ninth Grade Knowledge Base Indicators The student 1. uses appropriate technology tools to locate information. 2. uses appropriate technology tools to collect information. 3. uses appropriate technology to evaluate information. Instructional Examples The LMS/teacher librarian has the student research and evaluate online resources for accuracy and reliability.
NOTES:
470
Tenth Grade
Tenth Grade Knowledge Base Indicators The student 1. uses appropriate technology tools to locate information. 2. uses appropriate technology tools to collect information. 3. uses appropriate technology to evaluate information. Instructional Examples The LMS/teacher librarian has the student use a spreadsheet or database to collect and graph the results of data collection.
NOTES:
471
Eleventh Grade
Eleventh Grade Knowledge Base Indicators The student 1. uses appropriate technology tools to locate information. 2. uses appropriate technology tools to collect information. 3. uses appropriate technology to evaluate information. Instructional Examples The LMS/teacher librarian has the student evaluate the results of a data collection project and explain some future implications.
NOTES:
472
Twelfth Grade
Twelfth Grade Knowledge Base Indicators The student 1. uses appropriate technology tools to locate information. 2. uses appropriate technology tools to collect information. 3. uses appropriate technology to evaluate information. Instructional Examples The LMS/teacher librarian has the student take a computer skills inventory assessment when looking at future occupational decisions.
NOTES: Some examples have been adapted or taken from: USD 305 Salina Public Schools Technology Curriculum.
473
Technology Literacy Standard 14: The student uses technology research tools. Benchmark 2: The student uses technology tools to process data and report results.
Pre-Kindergarten
NOTES:
474
Kindergarten Knowledge Base Indicators The student uses appropriate technology tools to process data. Instructional Examples The LMS/teacher librarian has the student
Kindergarten
use a scanning device to save an original illustration with adult direction.
NOTES:
475
First Grade Knowledge Base Indicators The student 1. 2. uses appropriate technology tools to process data. uses appropriate technology tools to report results. Instructional Examples The LMS/teacher librarian has the student
First Grade
use simple graphing software to record the results of a survey as a class.
NOTES:
476
Second Grade Knowledge Base Indicators The student 1. 2. uses appropriate technology tools to process data. uses appropriate technology tools to report results. Instructional Examples The LMS/teacher librarian has the student
Second Grade
collect, process, and report classroom data with adult guidance (e.g., most popular candy bar).
NOTES:
477
Third Grade Knowledge Base Indicators The student 1. 2. uses appropriate technology tools to process data. uses appropriate technology tools to report results. Instructional Examples The LMS/teacher librarian has the student
Third Grade
collect, process, and report data from multiple classrooms (e.g., birthday, favorite TV program).
NOTES:
478
Fourth Grade Knowledge Base Indicators The student 1. 2. uses appropriate technology tools to process data. uses appropriate technology tools to report results. Instructional Examples The LMS/teacher librarian has the student
Fourth Grade
1. collect, process, and report data (e.g., use a digital camera to illustrate group height of mean, median, and mode). 2. choose the best technological application to present a researched topic.
NOTES:
479
Fifth Grade Knowledge Base Indicators The student 1. 2. uses appropriate technology tools to process data. uses appropriate technology tools to report results. Instructional Examples The LMS/teacher librarian has the student
Fifth Grade
collect data and create a timeline with available software (e.g., Inspiration, Timeliner).
NOTES:
480
Sixth Grade Knowledge Base Indicators The student 1. 2. uses appropriate technology tools to process data. uses appropriate technology tools to report results. Instructional Examples The LMS/teacher librarian has the student
Sixth Grade
use technology application to organize the main idea and supporting details (e.g., plot in narrative, main idea and supporting details in expository, technical or persuasive).
NOTES:
481
Seventh Grade Knowledge Base Indicators The student 1. 2. uses appropriate technology tools to process data. uses appropriate technology tools to report results. Instructional Examples The LMS/teacher librarian has the student
Seventh Grade
create a presentation using an application of their choice to compare and contrast a topic (e.g., the inner and outer planets).
NOTES:
482
Eighth Grade Knowledge Base Indicators The student 1. 2. uses appropriate technology tools to process data. uses appropriate technology tools to report results. Instructional Examples The LMS/teacher librarian has the student
Eighth Grade
use graphing application to graph data and present findings (e.g., U.S. and the world temperatures).
NOTES:
483
Ninth Grade Knowledge Base Indicators The student 1. 2. uses appropriate technology tools to process data. uses appropriate technology tools to report results. Instructional Examples The LMS/teacher librarian has the student
Ninth Grade
explore state-of-the-art devices to store data that will be used for researching projects.
NOTES:
484
Tenth Grade Knowledge Base Indicators The student 1. 2. uses appropriate technology tools to process data. uses appropriate technology tools to report results. Instructional Examples The LMS/teacher librarian has the student
Tenth Grade
identify/recognize state-of-the-art technology tools for solving problems and managing personal/professional information.
NOTES:
485
Eleventh Grade Knowledge Base Indicators The student 1. 2. uses appropriate technology tools to process data. uses appropriate technology tools to report results. Instructional Examples The LMS/teacher librarian has the student
Eleventh Grade
apply emerging technology tools and resources for managing and communicating personal/professional information (e.g., distance learning, voice-recognition tools, personal digital devices, automatic identification systems, bar codes, and radio frequency tags).
NOTES:
486
Twelfth Grade Knowledge Base Indicators The student 1. 2. uses appropriate technology tools to process data. uses appropriate technology tools to report results. Instructional Examples The LMS/teacher librarian has the student
Twelfth Grade
use technology tools to model complex systems of information to improve the communication of and access to the information (e.g., modeling physics principals, graphic/geographic information system, and weather modeling).
487
Pre-Kindergarten
Benchmark 3: The student evaluates and selects new information resources and technological innovations based on the appropriateness for specific tasks.
NOTES:
488
Kindergarten
NOTES:
489
First Grade
First Grade Knowledge Base Indicators The student surveys possible information resources and selects appropriate resources for specific tasks. Instructional Examples The LMS/teacher librarian has the student choose the best source(s) of information on a topic from a preselected group of materials.
NOTES:
490
Second Grade
Second Grade Knowledge Base Indicators The student surveys possible information resources and selects appropriate resources for specific tasks. Instructional Examples The LMS/teacher librarian has the student recognize that information can and should be gathered from a variety of print and non-print sources.
NOTES:
491
Third Grade
Third Grade Knowledge Base Indicators The student surveys possible information resources and selects appropriate resources for specific tasks. Instructional Examples The LMS/teacher librarian has the student demonstrate the selection of appropriate resources.
NOTES:
492
Fourth Grade
Fourth Grade Knowledge Base Indicators The student surveys possible information resources and selects appropriate resources for specific tasks. Instructional Examples The LMS/teacher librarian has the student choose the most appropriate technology application as a visual aid for a researched topic presentation.
NOTES:
493
Fifth Grade
Fifth Grade Knowledge Base Indicators The student surveys possible information resources and selects appropriate resources for specific tasks. Instructional Examples The LMS/teacher librarian has the student using a student-oriented search engine (e.g., Kids Click, Yahooligans, research a topic and choose and cite the best information sources).
NOTES:
494
Sixth Grade
Sixth Grade Knowledge Base Indicators The student surveys possible information resources and selects appropriate resources for specific tasks. Instructional Examples The LMS/teacher librarian has the student evaluate, as a class, a website for user appropriateness for specific needs (e.g., technical needs vs. general informational needs).
NOTES:
495
Seventh Grade
Seventh Grade Knowledge Base Indicators The student surveys possible information resources and selects appropriate resources for specific tasks. Instructional Examples The LMS/teacher librarian has the student find information resources about options for cell phone service and decide the best choice for their own needs.
NOTES:
496
Eighth Grade
Eighth Grade Knowledge Base Indicators The student surveys possible information resources and selects appropriate resources for specific tasks. Instructional Examples The LMS/teacher librarian has the student research a student selected topic independently and synthesize information from multiple sources.
NOTES:
497
Ninth Grade
Ninth Grade Knowledge Base Indicators The student surveys possible information resources and selects appropriate resources for specific tasks. Instructional Examples The LMS/teacher librarian has the student compare online resources on the same topic for format variations. Describe the impact of the format on the reader.
NOTES:
498
Tenth Grade
Tenth Grade Knowledge Base Indicators The student surveys possible information resources and selects appropriate resources for specific tasks. Instructional Examples The LMS/teacher librarian has the student use a spreadsheet or database to collect and evaluate the rise in crime rate of five major cities.
NOTES:
499
Eleventh Grade
Eleventh Grade Knowledge Base Indicators The student surveys possible information resources and selects appropriate resources for specific tasks. Instructional Examples The LMS/teacher librarian has the student preview three survey tools and select the best one for conducting a survey of student views on academic dishonesty.
NOTES:
500
Twelfth Grade
Twelfth Grade Knowledge Base Indicators The student surveys possible information resources and selects appropriate resources for specific tasks. Instructional Examples The LMS/teacher librarian has the student using a free subscription, take a computer-based personality test to determine his/her own potential for leadership positions.
501
Technology Literacy Standard 15: The student uses technology problem-solving and decision-making tools. Benchmark 1: The student uses technology resources for solving problems.
Pre-Kindergarten
NOTES:
502
Kindergarten
NOTES:
503
First Grade
NOTES:
504
Second Grade Knowledge Base Indicators The student uses technology resources to solve problems. Instructional Examples The LMS/teacher librarian has the student
Second Grade
access introductory non-print materials (e.g., ASPCA web site, with adult guidance, on how to prepare their homes for a pet).
NOTES:
505
Third Grade Knowledge Base Indicators The student uses technology resources to solve problems. Instructional Examples The LMS/teacher librarian has the student
Third Grade
collect data and graph results on the local topic (e.g., daily temperatures).
NOTES:
506
Fourth Grade Knowledge Base Indicators The student uses technology resources to solve problems. Instructional Examples The LMS/teacher librarian has the student
Fourth Grade
collect local environmental data and submit it to an online project to compare local data with other areas (e.g., GLOBE www.globe.gov).
NOTES:
507
Fifth Grade Knowledge Base Indicators The student uses technology resources to solve problems. Instructional Examples The LMS/teacher librarian has the student
Fifth Grade
work together to solve an inquiry-based problem (e.g., identify the main elements of a fingerprint at http://www.fbi.gov/kids/kids/htm to solve a mystery in ancient civilizations).
NOTES:
508
Sixth Grade Knowledge Base Indicators The student uses technology resources to solve problems. Instructional Examples The LMS/teacher librarian has the student
Sixth Grade
track, plot, and explain the local data (e.g., changing location of the sunrise and weekly zenith in the sky, explaining the changing seasons and why this information was so important in ancient civilizations).
NOTES:
509
Seventh Grade Knowledge Base Indicators The student uses technology resources to solve problems. Instructional Examples The LMS/teacher librarian has the student
Seventh Grade
track and use online data (e.g., track ocean vessels, collecting data on their location, direction, and speed and then predict where the vessel may be heading and its expected arrival time).
NOTES:
510
Eighth Grade Knowledge Base Indicators The student uses technology resources to solve problems. Instructional Examples The LMS/teacher librarian has the student
Eighth Grade
collect, plot, and analyze current world data on digital maps (e.g., earthquakes around the world leading to the identification of the earths plate tectonics).
NOTES:
511
Ninth Grade Knowledge Base Indicators The student uses technology resources to solve problems. Instructional Examples The LMS/teacher librarian has the student
Ninth Grade
collect, plot, and analyze current world data on digital maps, looking for cause/effect relationships and potential future problems (e.g., current population growth around the world).
NOTES:
512
Tenth Grade Knowledge Base Indicators The student uses technology resources to solve problems. Instructional Examples The LMS/teacher librarian has the student
Tenth Grade
investigate the cause(s) of a current world conflict and possible solutions (e.g., Middle East).
NOTES:
513
Eleventh Grade Knowledge Base Indicators The student uses technology resources to solve problems. Instructional Examples The LMS/teacher librarian has the student
Eleventh Grade
use government online data to analyze and make predictions (e.g., the federal census records to analyze ethnic diversity).
NOTES:
514
Twelfth Grade Knowledge Base Indicators The student uses technology resources to solve problems. Instructional Examples The LMS/teacher librarian has the student
Twelfth Grade
compile data, using it to make predictions (e.g., size and scope of the universe with an acceptable margin or error).
NOTES: 1. National Educational Technology Standards for Students: Connecting Curriculum and Technology.
515
Technology Literacy Standard 15: The student uses technology problem-solving and decision-making tools. Benchmark 2: The student uses technology resources to make informed decisions.
Pre-Kindergarten
NOTES:
516
Kindergarten
NOTES:
517
First Grade
NOTES:
518
Second Grade Knowledge Base Indicators The student selects technology resources to make informed decisions. Instructional Examples The LMS/teacher librarian has the student
Second Grade
use features such as Favorites or Filamentality hotlists to locate and select the most appropriate web site resources for a given project.
NOTES:
519
Third Grade Knowledge Base Indicators The student selects technology resources to make informed decisions. Instructional Examples The LMS/teacher librarian has the student
Third Grade
1. track local data and use it to make a decision (e.g., track the weather in order to recommend the best day for the schools fire drill). 2. use Readers Advisory tools such as Novelist or those on a public library web site to make informed choices about literature.
NOTES:
520
Fourth Grade Knowledge Base Indicators The student selects technology resources to make informed decisions. Instructional Examples The LMS/teacher librarian has the student
Fourth Grade
collect information and apply it to a problem (e.g., class sizes to create a seating plan that works best for building-wide assemblies).
NOTES:
521
Fifth Grade Knowledge Base Indicators The student selects technology resources to make informed decisions. Instructional Examples The LMS/teacher librarian has the student
Fifth Grade
access and evaluate online data sources (e.g., Kansas population maps and landscape/terrain/weather maps to analyze population distribution).
NOTES:
522
Sixth Grade Knowledge Base Indicators The student selects technology resources to make informed decisions. Instructional Examples The LMS/teacher librarian has the student
Sixth Grade
collect data on sources, cost, and technical details of music download websites to select the best option for their needs.
NOTES:
523
Seventh Grade Knowledge Base Indicators The student selects technology resources to make informed decisions. Instructional Examples The LMS/teacher librarian has the student
Seventh Grade
use current data in a design project (e.g., design their own room within set size and cost boundaries, calculating the amount of floor covering and paint required for the room, and then creating a spreadsheet to calculate the cost of these items).
NOTES:
524
Eighth Grade Knowledge Base Indicators The student selects technology resources to make informed decisions. Instructional Examples The LMS/teacher librarian has the student
Eighth Grade
use government resources to compare career options (e.g., data from the Kansas Department of Labor [http://laborstats.dol.ks.gov/]) to look at unemployment in different areas of the state and decide if their location provides options for future careers.
NOTES:
525
Ninth Grade Knowledge Base Indicators The student selects technology resources to make informed decisions. Instructional Examples The LMS/teacher librarian has the student
Ninth Grade
use the Internet to research possible careers (e.g., collect data on salary, possible demand, and educational requirements).
NOTES:
526
Tenth Grade Knowledge Base Indicators The student selects technology resources to make informed decisions. Instructional Examples The LMS/teacher librarian has the student
Tenth Grade
research area educational institutions (e.g., current costs and their options for future educational training).
NOTES:
527
Eleventh Grade Knowledge Base Indicators The student selects technology resources to make informed decisions. Instructional Examples The LMS/teacher librarian has the student
Eleventh Grade
analyze prices and options to make a financial decision (e.g., the price per square foot of the housing market in their area to calculate the amount of insurance that should be carried on their home in case of total loss).
NOTES:
528
Twelfth Grade Knowledge Base Indicators The student selects technology resources to make informed decisions. Instructional Examples The LMS/teacher librarian has the student
Twelfth Grade
collect data to analyze how variables might affect results (e.g., the state by state results of the most recent Presidential election, looking at the key states in the election that could have changed the election results).
NOTES: National Educational Technology Standards for Students: Connecting Curriculum and Technology.
529
Technology Literacy Standard 15: The student uses technology problem-solving and decision-making tools.
Pre-Kindergarten
Benchmark 3: The student uses technology resources for solving problems and making informed decisions.
NOTES:
530
Kindergarten
NOTES:
531
First Grade
NOTES:
532
Second Grade
Second Grade Knowledge Base Indicators The student n/a Instructional Examples The LMS/teacher librarian has the student n/a
NOTES:
533
Third Grade
Third Grade Knowledge Base Indicators The student 1. selects appropriate technology to solve problems. 2. selects appropriate technology to make informed decisions. Instructional Examples The LMS/teacher librarian has the student with adult guidance, use geo-locating equipment (e.g., GPS to locate latitude and longitude of local historical landmarks).
NOTES:
534
Fourth Grade
Fourth Grade Knowledge Base Indicators The student 1. selects appropriate technology to solve problems. Instructional Examples The LMS/teacher librarian has the student analyze a product ad for accuracy )e.g., Product Xs claim to have Even More Great Tasting xxx).
2. selects appropriate technology to make informed decisions.
NOTES:
535
Fifth Grade
Fifth Grade Knowledge Base Indicators The student 1. selects appropriate technology to solve problems. Instructional Examples The LMS/teacher librarian has the student collect survey data from their school (e.g., most popular meals in the lunchroom and present the data to the district kitchen staff).
NOTES:
536
Sixth Grade
Sixth Grade Knowledge Base Indicators The student 1. selects appropriate technology to solve problems. Instructional Examples The LMS/teacher librarian has the student use technology to analyze data for personal improvement (e.g., state practice assessment data to calculate how many questions they will have to answer correctly to move up to the next proficiency level on the actual assessment).
NOTES:
537
Seventh Grade
Seventh Grade Knowledge Base Indicators The student 1. selects appropriate technology to solve problems. Instructional Examples The LMS/teacher librarian has the student use online map sources to draw conclusions (e.g., GoogleEarth to look at land use in their area, contact area residents to review land use trends).
NOTES:
538
Eighth Grade
Eighth Grade Knowledge Base Indicators The student 1. selects appropriate technology to solve problems. Instructional Examples The LMS/teacher librarian has the student collect data to predict future trends (e.g., local weather data to create graphs or charts to predict future weather).
NOTES:
539
Ninth Grade
Ninth Grade Knowledge Base Indicators The student 1. selects appropriate technology to solve problems. Instructional Examples The LMS/teacher librarian has the student use geo-locating equipment to analyze local data (e.g., GPS to plot the location of deer sightings or car accidents and analyze the data on GoogleEarth to study cause/effect).
NOTES:
540
Tenth Grade
Tenth Grade Knowledge Base Indicators The student 1. selects appropriate technology to solve problems. Instructional Examples The LMS/teacher librarian has the student create a plan to troubleshoot a computer problem, eliminating options in order to isolate the problem.
NOTES:
541
Eleventh Grade
Eleventh Grade Knowledge Base Indicators The student 1. selects appropriate technology to solve problems. Instructional Examples The LMS/teacher librarian has the student select appropriate technology to study a local problem and find possible causes and solutions (e.g., a local fish kill in a lake, collecting and evaluating data to draw conclusions about cause and solutions).
NOTES:
542
Twelfth Grade
Twelfth Grade Knowledge Base Indicators The student 1. selects appropriate technology to solve problems. Instructional Examples The LMS/teacher librarian has the student select appropriate technologies to create, present, and store projects as a part of their senior portfolio.
NOTES:
543
Appendix A Glossary
AA: See Alternate assessment AASA: American Association of School Administrators A-133 Audit: an annual audit of local Carl D. Perkins Vocational and Applied Technology Education Act spending as described in the U.S. Office of Management and Budgets Circular A-133, which explains the single audit requirements for state and local governments that received federal aid. (AVA Handbook) Annotations: critical or explanatory notes Appropriate: suitable for the developmental (intellectual and emotional) level of a student or audience Aural: received through the ear or sense of hearing Autobiography: credentials of the originator of the information Bibliography: list of information sources on a given subject. Also, a list of the books, articles, and other information sources used by or referred to by an author. Big 6: a problem-solving model developed by Berkowitz and Eisenberg Body language: nonverbal communication (gestures, body movements, facial expressions) Collaborative activities: pursuits where two or more individuals contribute. In the library program, collaborative activities are generated when the library media specialist plans, teaches, and assesses with one or more classroom teachers or specialists. Communications: any means for exchanging information Conclusions: a decision or opinion formed after gathering and synthesizing information Contexts: environments, settings Cooperative: to act or work with another for a common purpose Critical thinking: careful analysis and judgments Dimensions: aspects Electronic presentation: any means of synthesizing and sharing information that includes the use of hardware or software. Examples include: PowerPoint, Hyperstudio, web pages Format: means of presentation. Examples of print formats include: books, papers, articles, and pamphlets. Examples of nonprint formats include: video, audio, CD-ROM, realia, art works. Examples of electronic formats include: online databases, web sites, computer software. Graphic organizer: a means of arranging information based on graphs or diagrams Groups: two or more persons working in collaboration Handy 5: a problem-solving model developed by the Kansas Association of School Librarians Information: data gathered in any way Information literate: The ability to find and use information. (Information Power) Integrating: bringing parts together into a whole. Teaching the use of indexes in the context of a social studies research assignment is an example of integrating information literacy skills and a curriculum area.
544
Intellectual freedom: Intellectual Freedom is the right of every individual to both seek and receive information from all points of view without restriction. It provides for free access to all expressions of ideas through which any and all sides of a question, cause, or movement may be explored. Intellectual freedom encompasses the freedom to hold, receive, and disseminate ideas. (American Library Association) Intellectual property: something produced by the mind, of which the ownership or right to use may be legally protected by a copyright, patent, or trademark Little 3: a variation of the Big 6 for elementary grade levels Multimedia: a combination of media (text, data, pictures, sound, video) Notetaking: a strategy for extracting information and recording it for later use. Students are encouraged to look for key points, write them down in their own words, and cite where the information can be found. Outlining: the process of summarizing information on a subject, consisting of a systematic listing of its most important points Pair-share: a teaching strategy where students are presented with information. The teacher asks an essential or guiding question for the students to consider during the presentation. At some point during or after the presentation, the teacher directs the students to take 2-5 minutes to think and write down their thoughts. The students then form pairs and share their ideas with each other. Finally, one of the pair shares with the entire class a summary of what the two discussed. Paraphrasing: saying in ones own words Plagiarism: take the work or idea of another and pass it off as your own Practicality: workable, useful Problem solving: a process for answering a question Production skills: proficiencies necessary to create information products Products: reports, posters, displays, electronic presentations, annotations, web page Resources: means for providing information. Resources can be print, nonprint, electronic, or a person Respect: show consideration Rubrics: the criteria established for evaluating a process, an assignment or a project Self-generating: anything that originates from ones self. As students reflect on their own research and ask themselves questions about the process and the information they find, this will generate new ideas and questions in the mind of the student. These ideas and questions have been self-generated. Source: see resources Synthesize: pulling together parts to form a whole. Understanding: able to explain, comprehend, grasp
545
Appendix B: Selected Documents

Library Bill of Rights of The American Library Association Delaracio`n De Los Derechos De Las Bibliotecas American Association of School Librarians American Library Association http://www.ala.org/work/freedom/lbr.html
http://www.ala.org/work/freedom/lbr_spanish.html Check this address, does not link http://www.ala.org/aasl/postions/index.html Check address above, does not link http://ala.org
Access to Resources and Services in the School Library Media Program: An Interpretation of the Library Bill of Rights, (a PDF version of this document is available at www.ala.org/alaorg/oif/librarymediaprogram.pdf), Revised Appropriate Staffing for School Library Media Centers Confidentiality of Library Records, Revised Flexible Scheduling Information Literacy: A Position Paper on Information Problem Solving, Revised Preparation of School Library Media Specialist Resources Based Instruction: Role of the School Library Media Specialist in Reading Development, Revised Role of the School Library Media Program Role of the Library Media Specialist in Outcomes-Based Education Role of the School Library Media Specialist in Site-Based Management School Library Media Supervisor Value of Independent Reading in the School Library Media Program, Revised Value Of Library Media Programs in Education
546

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Kansas Model Curricular Standards for

Library Media and Technology

June 13, 2007

Library Media and Technology Standards Writing Committee

Judi started here

NOTES: Progress toward student independence in citing sources is emphasized.

NOTES: Progress toward student independence in citing sources is emphasized.

NOTES: Progress toward student independence in citing sources is emphasized.

NOTES: The emphasis is on the process of correctly citing original sources.

NOTES: The emphasis is on achieving independence in using appropriate editorial style.

with assistance, develop a list of guiding questions about a given topic.

independently develop a list of guiding questions about a given topic.

identify visual cues that guide them through the library.

NOTES: Visual cues are likely to vary from library to library.

identify a variety of simple reference sources provided by the LMS/teacher librarian.

locate books by the first letter on an authors last name.

identify a book by the first two letters of an authors last name.

alphabetize words, using packets of word pairs.

use Dewey classification categories to organize a group of materials by title.

identify local off-campus sources of information relative to a specific topic.

participate in a curriculum based web quest.

critically review two or more web sites according to a list of criteria.

3. identify other personnel (e.g., the LMS/Teacher librarian principal, teacher).

NOTES: Information resources could be photographs.

2. create two different party invitations, one containing accurate

2. discuss which types of sources give the most accurate

3. examine some outdated sources, such as atlases where names

2. discuss how to best determine the accuracy of materials, such as

2. compare materials written by two opposing view points, such as,

2. discuss about how to best determine the accuracy of materials,

develop an annotated bookmark file of four primary sources.

2. create a Venn diagram showing fact and opinion on a given

2. use multicultural books as a focus for discussion of personal life

1. read excerpts from a controversial document such as Brown vs.

with assistance, organizes a literary critique, uses a variety of scholarly resources.

NOTES: Teach the learning domains in Blooms Taxonomy.

NOTES: Use the learning domains in Blooms Taxonomy.

NOTES: Use the learning domains in Blooms Taxonomy.

NOTES: Use the learning domains in Blooms Taxonomy.

2. understand the concept of borrowing materials for a defined period of use.

2. organizes and presents basic information related to topics of personal interest.

Wichita School District NOTES:

NOTES: Charlottes Web and Holes are excellent examples.

2. recognizes and understands own biases and cultural context.

NOTES: Use ALA Basic Principles of Intellectual Freedom.

NOTES: Use ALA Basic Principles of Intellectual Freedom.

NOTES: Use ALA Basic Principles of Intellectual Freedom.

NOTES: Use ALA Basic Principles of Intellectual Freedom.

NOTES: Use ALA Basic Principles of Intellectual Freedom.

NOTES: Use ALA Basic Principles of Intellectual Freedom.

NOTES: Use ALA Basic Principles of Intellectual Freedom.

NOTES: Use ALA Basic Principles of Intellectual Freedom.

NOTES: Use ALA Basic Principles of Intellectual Freedom.

NOTES: Use ALA Basic Principles of Intellectual Freedom.

NOTES: Use ALA Basic Principles of Intellectual Freedom.

NOTES: Check with the District for an adopted citation style.

practices responsible use of information. practices responsible use of software.

3. uses productivity tools to produce other creative works.

3. uses productivity tools to produce other creative works.

3. uses productivity tools to produce other creative works.

3. uses productivity tools to produce other creative works.

3. uses productivity tools to produce other creative works.

3. uses productivity tools to produce other creative works.