Information Literacy Standard

Kindergarten

First Grade

Second Grade

1.The student who is information literate accesses information efficiently and effectively.

Kindergarten Focus:  Broaden background knowledge

Basic introduction to LMC, staff, checkout procedures, borrowing, returning, independence in selection, book parts, types of books, sections in library.

Information comes to me through my senses.

I learn when emotions are engaged.

Projects on subjects related to kindergarten curriculum with an emphasis on:

Fiction

True information

Library sections

Call numbers

Senses

Projects:

. Games

. “Reading” to animals

. Interactive discussions

. Research  (Introduce Curious QueSPER and his story)

First Grade Focus: Develop curiosity

 Introduction and focus on ways humans learn using the following steps and “hands-on” research tables.  Topics at tables include: Rocks, insects, seashells, authors, space, butterflies, animals.

How we learn:

. Be Curious:  Ask questions

. Investigate:  Look closely

. Describe:  Tell what it looks like, sounds, like, feels like, smells like, and tastes like (if appropriate).

. Compare:  Compare two or more things on one variable.

. Match:  Place together items that match on one variable.

. Learn from others:  Listen, look, read, discuss to find out more.

. Conclude:  Make decisions about what you have investigated

. Report: Tell what you learned or concluded.

. Reflect about your work

Second Grade Focus:  Strengthen alphabetic and categorizing skills

 Introduction and focus on skills and strategies for ordering: include alphabetical order, numerical order, indexes, simple first searches, call numbers, shelves, catalog.

Reinforce learning strategies learned in grade l

Introduce a simple research plan: QueSPER

Alphabetical and Numerical order through

. Interactive games

. Stories and books

. Simple research projects

Projects

. Whales

. Penguins and other animals of the polar regions

2. The student who is information literate evaluates information critically and competently.

Introduction

Tell difference between fiction and nonfiction and reasons.

Predict what will happen.

“Read” pictures for clues.

Make decisions based on information.

Introduction

Uses learning strategies to work at Research Tables.

Introduction

Uses strategies for solving information location problems.  Alphabetical order and numerical order., indexes.

3.  The student who is information literate uses information accurately and creatively.

Introduction

Beginning Note taking

Beginning Bibliography

Student written books, reports, activities.

Introduction

Note taking & Bibliography

Student written books, reports, activities.

Introduction

Notetaking & Bibliography

Student written books, reports, activities.

4.  The student who is an independent learner is information literate and pursues information related to personal interest.

Student needs skills to pursue interests.

Focus and Reinforce

How to come to the LMC in a small group or alone

How to check out a book

How to find a book by section

How to find a book by fiction or nonfiction

How to ask for help

Student needs skills to pursue interests.

Focus Reinforce  Introduce

How to come to the LMC in a small group or alone

How to check out a book

How to find a book by section

How to find a book by fiction or nonfiction

How to ask for help

How to use the computer catalog for simple search

Reinforce previous year’s skills

Student needs skills to pursue interests: Focus:

Focus Reinforce Introduce

How to use the computer catalog

How to use a dictionary

How to use an atlas

How to use an index

How to match call numbers

How to find a book on a shelf

How to read a shelf

Reinforce previous year’s skills

5. The student who is an independent learner is information literate and appreciates literature and other creative expressions of information.

Book discussions  by genre and interest

Concepts of literature

Book discussions  by type and interest

Concepts of literature

Book discussions by type and interest

Concepts of literature

6. The student who is an independent learner is information literate and strives for excellence in information seeking  and  knowledge generation.

Given time to practice skills and strategies introduced   R

Whenever using  books, the LMC, public library, computers,  writing,  etc.

Given time to practice skills and strategies introduced  R

Whenever using  books, the LMC, public library, computers, writing, etc.

Practices skills and strategies introduced  R

Whenever using  books, the LMC, public library, computers, writing, etc.

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.

Introduce and Reinforce

Knows and  uses the 8 Traits of an Independent Learner.  (Attached)

Knows purpose for independent information use.

Reinforce

Knows and  uses the 8 Traits of an Independent Learner. (Attached)

Knows purpose for independent information use.

Reinforce

Knows and  uses the 8 Traits of an Independent Learner. (Attached)

Knows purpose for independent information use.

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.

Introduce

Knows and can tell what is ethical use of community property. (Borrow books, take care of the, return on time, check out carefully, ask for help if needed.)

Introduce

Knows and can tell what is ethical use of community property. (Borrow books, take care of the, return on time, check out carefully, ask for help if needed.)

Introduce

Knows and can tell what is ethical use of community property. (Borrow books, take care of the, return on time, check out carefully, ask for help if needed.)

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.

Reinforce

Works on search and research projects in groups, with groups, and independently.  Knows when to seek assistance.

See projects listed above

Reinforce

Works on search and research projects in groups, with groups, and independently.  Knows when to seek assistance.

See projects listed above

Reinforce

Works on search and research projects in groups, with groups, and independently.  Knows when to seek assistance.

See projects listed above.