K-12 Library Media Curriculum
2006
Nancy Curry ─ Teaching Assistant,
Introduction
The Dartmouth Public Schools (DPS) Library Media K-12 Curriculum reflects current research and best practices in the field of school library media services. This curriculum is an extension of the DPS mission statement:
Dartmouth Public Schools are dedicated to “Quality Learning for All.” Each student will learn in an environment that encourages academic and personal growth. We want to build a community of lifelong learners who, as citizens of an ever-changing world, will be prepared to meet its challenges successfully.
In addition, this curriculum supports the Massachusetts Curriculum Frameworks ― across the content areas.
POWER STANDARDS:
1. Students will survey an information topic by defining the problem and identifying the information needed. 2. Students will develop information-seeking strategies by investigating a wide variety of resources. 3. Students will access information resources to locate specific information. 4. Students will evaluate resources for their appropriateness, select the best and extract the most relevant information. 5. Students will organize new information from multiple sources to construct a product that communicates the results of their research. 6. Students will assess the final product and the research process. This may include both self and peer evaluation. 7. Students will gain an increased enjoyment of literature and grow in their abilities to locate and select appropriate reading materials independently.
Learning Expectation 1: Define Information Task
Students will survey an information topic by defining the problem and identifying the information needed.
Primary (K-2) students will be able to:
· Rephrase the classroom assignment: What am I supposed to do?
· List some types of resources on the topic that might be helpful.
· Complete a topic chart: What I know, What I think I know, What I need to find out.
· Brainstorm questions about the topic.
Intermediate (3-5) students will be able to:
· Understand the criteria for the research assignment.
· List the types of information that will be most helpful.
· Read from print and electronic encyclopedias for an overview of the topic.
· Develop questions about the topic.
Middle School (6-8) students will be able to:
· Understand the criteria for the research assignment.
· Identify the types of materials with useful information: reference, periodicals, non-fiction, electronic, interviews, media resources.
· Skim and read from print and electronic general reference sources to gain an overview of the topic.
· Break down the topic into several researchable questions.
High School (9-12) students will be able to:
· Understand the criteria for the research assignment.
· Read from print and electronic encyclopedias to survey the topic.
· Skim and read from general and specialized print/electronic reference sources to develop preliminary questions about the topic.
· Determine the types of information required.
· Investigate the scope of resources available.
· Develop preliminary questions about the topic.
Learning Expectation 2: Develop Information Seeking Strategies
Students will develop information-seeking strategies by investigating a wide variety of resources.
Primary (K-2) students will be able to:
· Gather and/or read information on the topic from a variety of sources including the classroom, the
library media center and the public library
· Determine which resources are best to use and tell why.
· Web or map a topic from background information and preliminary searching.
Intermediate (3-5) students will be able to:
· Gather background information by reading, viewing or listening to a variety of pre-selected and
self-selected learning resources.
· Competently investigate resources listed in the online catalog to determine what information is
available in the library media center.
· Skim general and specialized reference sources, print and electronic.
· Web, map or diagram a main topic with sub-topics.
Middle School (6-8) students will be able to:
· Understand organizational systems for resources.
· Independently, search the library media center online catalog.
· Read, view and listen to a variety of pre-selected and self-selected resources.
· Assess the value of the various types of electronic resources for data gathering, including
internet sites and electronic databases.
· Identify and understand keywords related to a topic.
· Map or outline a topic with subtopics.
High School (9-12) students will be able to:
· Independently search the library online catalog.
· Read, view and listen to a variety of sources on the topic to refine the questions.
· Assess the value of the various types of electronic resources for data gathering, including
databases, internet sites, electronic reference works, community and
government electronic resources.
· Use search engines and directories to survey a topic.
· Develop a vocabulary for the topic.
· Develop a list of search words.
· Prepare a search statement.
· Narrow or expand the topic based on preliminary searching.
· Frame a research question.
Students will access information resources to locate specific information.
Primary (K-2) students will be able to:
· Identify different areas of the library media center.
· Identify parts of the collection by proper name and determine which parts will be most helpful.
· Know the location of specific book collections and find books on a specific topic.
· Differentiate between fiction and non-fiction.
· Use a simple table of contents and index.
· Understand check in/check out procedures and circulation rules.
· Recognize the online catalog as a tool for locating media center materials for library materials.
· Understand procedures for use of library media center.
Intermediate (3-5) students will be able to:
· Understand the location and organization of library media center materials.
· Understand how to access the media facilities, equipment and materials as an individual or as part
of a class.
· Understand and use the online catalog to locate resources.
· Identify material types in the catalog by call number information.
· Locate materials by proper call numbers.
· Locate a book by author, title or subject.
· Use bibliographies to locate materials.
· Locate specific reference materials.
· Use the table of contents and the index of a book or reference tool.
· Investigate a variety of print, non-print and electronic resources.
Middle School (6-8) students will be able to:
· Understand the location and organization of library media center materials.
· Access appropriate print reference sources, general and specialized.
· Use the organizational features of a book, such as table of contents, indexes and bibliographies.
· Use search engines and search directories.
· Use basic and advanced search features and Help screens in electronic sources.
· Identify and use cross-references.
· Identify and use keywords related to a topic.
· Locate periodical articles using traditional and electronic indexes.
High School (9-12) students will be able to:
· Comprehend the systematic organization of resources within the library media center, including specialized collections.
· Access materials to match and challenge ability level.
· Use indexes, tables of contents, bibliographies, and chronologies.
· Distinguish between electronic resources: online subscription databases, free web, etc.
· Understand the features of electronic and print periodical indexes.
· Use a full text electronic periodical resource.
· Access various search engines/directories and use advanced search features and Help screens.
· Recognize differences in search engines.
Learning Expectation 4: Use Information
Students will evaluate resources for their appropriateness, select the best and extract the most relevant information.
Primary (K-2) students will be able to:
· Identify different kinds of books -i.e. biographies, poetry, fiction, non-fiction.
· Sort and select materials for a specific purpose.
· Determine whether reading level of material selected is appropriate.
· Know if fiction or non-fiction is appropriate for the task.
· Browse through magazines and books for visual information.
· Skim through an easy informational book to find something specific.
· Read, view or listen for relevant information.
· Orally, contribute new information to the understanding of the topic.
· Relate details to the topic - in a sentence or paragraph.
Intermediate (3-5) students will be able to:
· Use skimming and scanning techniques to identify important information.
· Read, listen or view information selected from the catalog.
· Use copyright information to determine timeliness.
· Evaluate materials for individual skill, level and purpose.
· Interpret information from various non-print media.
· Interpret visual information from maps, graphs, charts, tables and pictures.
· Use special biographical references.
· Read for understanding magazine articles in electronic format.
· Evaluate information from the print and nonprint
· Use the interview as a primary source periodical collection.
· Take notes in own words.
· Compose a bibliography.
· Develop an awareness of copyright guidelines. Web or outline the selected information in own words.
Middle (6-8) students will be able to:
· Scan the parts of a book to evaluate its usefulness.
· Evaluate materials based on relevant criteria (copyright, author, publication data, reading level, organization and content).
· Determine differences among types of resources and select accordingly.
· Distinguish between primary and secondary resources.
· Use primary sources when appropriate.
· Use special biographical, historical and literary references. Use special topic encyclopedias.
· Use reading strategies to determine which information is appropriate (scan, read for understanding, take notes).
· Collect evidence and details to support the topic.
· Recognize point of view or bias in the presentation of the information.
· Cite and credit resources with an accurate bibliography according to MLA guidelines.
· Identify copyright issues, plagiarism, and ethical conduct (Acceptable Use Policy – “AUP,” Student Handbook, etc.) related to print and electronic information.
· Web or outline the selected information in student’s own words.
High School (9-12) students will be able to:
· Use reading strategies to determine which information is appropriate (scan, read for understanding, take notes).
· Read from specialized biographical, historical, and literary references.
· Read from special topic encyclopedias.
· Distinguish between primary and secondary sources.
· Read primary sources when appropriate.
· Collect and use bibliographic information.
· Evaluate timeliness, point of view or bias, and accuracy of all materials.
· Evaluate selected resources for specific appropriateness to the topic.
· Collect evidence and details to support the topic.
· Scan and evaluate results of information searches.
· Evaluate the authoritativeness of web sites.
· Understand copyright guidelines, plagiarism, and ethical conduct (AUP and Student Handbook) related to print and electronic information.
· Cite and credit sources with an accurate bibliography based on MLA or APA guidelines.
Learning Expectation 5: Synthesize Information:
Students will organize new information from multiple sources to construct a product that communicates the results of their research.
Primary (K-2) students will be able to:
· Create and share pictures.
· Use new words or sentences with the pictures.
· Present information orally with print or electronic illustrations.
Intermediate (3-5) students will be able to:
· Consider the purpose and audience for the product and/or presentation.
· Organize the information in a way which is appropriate for the assignment.
Middle (6-8) students will be able to:
· Consider the purpose and audience for the product and/or presentation.
· Organize the information in a way which is appropriate for the assignment.
· Use word processing, editing and spelling tools to produce an original product that clearly communicates research results.
· Practice collaborative learning skills, when appropriate.
High School (9-12) students will be able to:
· Consider the purpose and audience for the product and/or presentation.
· Select an appropriate media format (oral, written, web/multimedia, TV/video) to communicate new understandings and knowledge.
· Organize the information in a way which is appropriate for the assignment.
· Create a storyboard, script, layout or rough draft of research notes.
· Use word processing, editing, dictionary and thesaurus tools to produce a polished, original product that clearly communicates research results.
· Practice collaborative learning skills.
Learning Expectation 6: Evaluate
Students will assess the final product and the research process. This may include both self and peer evaluation.
Primary (K-2) students will be able to:
· What I liked? What was easy? What was difficult?
· Ask questions, contribute a relevant comment.
· What I learned? What materials were most/least helpful?
What I might do differently next time?
Intermediate (3-5) students will be able to:
· Evaluate the product against the project criteria.
· Identify helpful resources and their features.
· Identify new information skills and technology skills.
· Summarize new knowledge gained through peer presentations.
· Offer constructive suggestions and comments to peers about the content and the format, when appropriate.
Middle (6-8) students will be able to:
· Review and evaluate the process of transforming information to knowledge.
· Identify new information and technology skills.
· Identify helpful resources and their features.
· Evaluate the product against the project criteria.
· Summarize new knowledge gained through peer presentations.
· With peer presentations, practice active listening by asking questions, making comments and offering constructive suggestions about the content, format and presentation, when appropriate.
High School (9-12) students will be able to:
· Evaluate the usefulness of resources.
· Comment on the appropriateness of materials.
· Identify new sources used, new skills acquired.
· Generate follow up questions to possibly investigate at a later time.
· Use the project criteria to evaluate peer and student’s own projects.
· Summarize new knowledge gained through peer presentations.
· With peer presentations, practice active listening by asking questions, making comments or constructive suggestions about the content, format and presentation, when appropriate.
Learning Expectation 7: Appreciate Literature
Students will gain an increased enjoyment of literature and grow in their abilities to locate and select appropriate
reading materials independently.
Primary (K-2) students will be able to:
· Differentiate between fiction and nonfiction.
· Identify Caldecott award-winning books, their selection criteria and attributes.
· Demonstrate an understanding of the characteristics of the different literary genres, including: fantasy, folklore, poetry, drama, biography.
· Use appropriate selection criteria for independent reading choices: reading comprehension level, personal interests.
· Recognize the need to expand skills and interests.
Intermediate (3-5) students will be able to:
· Differentiate between fiction and nonfiction.
· Recognize characteristic styles of various authors and illustrators
· Identify Newbery award-winning books, their selection criteria and attributes.
· Demonstrate an understanding of the characteristics of the different literary genres, including: fantasy, folklore, poetry, drama, biography, short stories, science fiction, and historical fiction.
· Use appropriate selection criteria for independent reading choices: reading comprehension level, personal interests.
· Recognize the need to expand skills and interests.
.
Middle (6-8) students will be able to:
· Differentiate between fiction and nonfiction.
· Recognize characteristic styles of various authors and illustrators.
· Identify Newbery award-winning books, their selection criteria and attributes.
· Demonstrate an understanding of the characteristics of the different literary genres, including: fantasy, folklore, poetry, drama, biography, short stories, science fiction, historical fiction, realistic fiction, humor, mystery, adventure, horror.
· Use appropriate selection criteria for independent reading choices: reading comprehension level, personal interests.
· Recognize the need to expand skills and interests.
High (9-12) students will be able to:
· Differentiate between fiction and nonfiction.
· Recognize characteristic styles of various authors and illustrators.
· Identify award-winning books, their selection criteria, and attributes.
· Demonstrate an understanding of the characteristics of the different literary genres, including: fantasy, folklore, poetry, drama, biography, short stories, science fiction, historical fiction, realistic fiction, humor,
· Use appropriate selection criteria for independent reading choices: reading comprehension level, personal interests.
· Recognize the need to expand skills and interests.
Translate