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Mankato Schools Information Literacy Curriculum Guidelines
Revised Summer 2010

IT/IL Curriculum as GoogleDocs

These guidelines have been developed to help insure that all graduates of Mankato schools will have a variety of experiences using information and technology. These experiences will allow students to demonstrate mastery of a comprehensive group of specific skills.

Teaching information skills is the joint responsibility of the building library media specialist and the classroom teacher. Information and technology skills are most meaningful when taught within a subject area, within an inter-disciplinary unit, or as part of an activity that addresses an authentic, real-life need or problem. Thoughtful planning and cooperation among all teachers and media specialists are essential.

ISD77's information skills curriculum is centered around 2 common projects at each grade level during each school year. These projects:
  • use a version of the Big6c. (Eisenberg and Berkowitz) information processing model,
  • have clearly stated objectives from I.S.D. 77 Information Skills curriculum, which in turn support MN state standards
  • are assessed in a complete and objective manner
  • use technology and identified productivity software
  • build cumulatively on skills learned the previous year.
  • meet district benchmarks for each grade level, K-12
  • form the basis of individual scores on K-6 progress reports
An individual learning profile for each student will be maintained by the media specialist and classroom teacher to document which skills have been attained and how that attainment was demonstrated.

The objectives which follow are to be mastered by all I.S.D. 77 students. Potential employers of Mankato public school graduates should be confident that their new employees will know how to identify information needs, locate relevant information in an efficient manner, understand and evaluate information, and use the information to solve a problem, complete a task, or be able to communicate that information clearly to others. Graduates will be able to use technology effectively in the information problem solving process.

See also:

  • AASL's INFORMATION POWER: The Nine Information Literacy Standards for Student Learning
  • ISTE Nets Technology Foundations for All Students
  • Computer Skills for Information Problem-Solving: Learning and Teaching Technology in Context (revised 2002) by Michael B. Eisenberg and Doug Johnson
1. Task Definition

1.1 Define the task (the information problem)

1.1.1 Learners will develop the question or problem to be explored
1.1.2 Learners will analyze their information needs in terms of the question or problem to be explored.

1.2 Identify information needed to complete the task

2. Information Seeking Strategies

2.1 Brainstorm possible sources

2.1.1 Learners will assess the value of various types of resources for data gathering. These resources may be indexes to information, communication tools, community information resources, and/or technological information systems such as on-line resources.

resources in the school media center
resources in other libraries
human resources
electronic resources
primary sources
original research sources such as surveys, interviews, experiments, etc.
2.2 Select the best sources

2.2.1 Learners will recognize various resources and select those appropriate to meet individual needs.
2.2.2 Learners will distinguish which resources are relevant to their task.
2.2.3 Learners will select materials which are:

accurate
authoritative
reliable
current
multi-culturally sensitive
gender fair
understandable
age/ability level appropriate
format and hardware appropriate
2.2.4 Learners will recognize and use many genres and forms of literature including autobiography, biography, comedy, easy/picture book fiction, mystery, historical fiction, romantic fiction, fantasy, science fiction, Western fiction, social/personal fiction, mythology, folk tale/fairy tale/legend, interactive fiction, drama, short story, novella, novel, poem, satire, parody, critical essay, documentary, editorial, news story, feature story, and travelogues.
2.2.5 Learners will distinguish between relevant and irrelevant resources.

3. Location and Access

3.1 Locate sources

3.1.1 Learners will locate the appropriate resources and technologies.

within the school library media center, and understand their function and organization, e.g., fiction, non-fiction, reference, periodicals, newspapers, computers, DVDs, CD-ROMs, audio-recordings, films, videotape, easy/picture book, professional materials, equipment
outside the school library media center
3.1.2 Learners will choose the appropriate activity area to complete a task: e.g., reading, researching, listening and viewing, producing, hearing stories, circulating materials and equipment, conferring in small or large groups, computing, and teleconferencing.
3.1.3 Learners will know the roles and expertise of the people working in the school media center and other places where they might obtain information.
3.1.4 Learners will recognize the limits of available information/materials at a specific location.
3.1.5 Learners will identify the arrangement of a variety of organizational systems and use them to locate information, e.g., the Dewey Decimal system, Boolean search strategies, alphabetical arrangements, electronic library catalogs, periodical and newspaper indexes, Internet search tools.
3.1.6 Learners will know and be able to use basic reference materials, print, non-print and electronic, including

encyclopedias
general and specialized dictionaries
biographic reference
maps, atlases, and globes
thesauri
almanacs and fact books
3.2 Find information within the resource

3.2.1 Learners use a systematic approach to get information that is relevant to a particular topic.
3.2.2 Learners will know that most resources have an organizational system which allows them to find both specific and general information. These systems include indexes, tables of contents, user's instructions, legends, boldface and italics, graphic clues, cross references, time lines, thesauri indexes, hypertext links, knowledge trees, etc.
3.2.3 Learners will know and use parts of books, electronic documents, spreadsheets, databases, etc.

4. Use of Information

4.1 Engage in the source (read, hear, view, touch)

4.1.1 Learners will attend to live and recorded presentations.
4.1.2 Learners will operate the technology needed to access the information including computer operating systems, video players, DVD players, music CD players, tape players, digital music players, etc.
4.1.3 Learners will recognize and interpret media messages, including the persuasive methods inherent in some media messages.
4.1.4 Learners will distinguish between statements of inference, fact, and opinion
4.1.5 Learners will identify biases and value judgments
4.1.6 Learners will identify points of view in primary and secondary sources
4.1.7 Learners will recognize inadequacies or omission in information
4.1.8 Learners will recognize logical errors

4.2 Extract relevant information

4.2.1 Learners will identify central elements and main ideas
4.2.2 Learners will classify information through techniques such as grouping and labeling
4.2.3 Learners will make inferences from data
4.2.4. Learners will identify cause and effect relationships
4.2.5. Learners will differentiate between causation and correlation
4.2.6 Learners will identify stated and unstated assumptions
4.2.7 Learners will summarize information
4.2.8 Learners will record the source of print, non-print and electronic information

5. Synthesis and presentation

5.1 Organize information from multiple sources


5.1.1 Learners will efficiently organize and process information using these applications:

note taking and outlining by hand
note taking and outlining with a word processor
organization of information using a graphical organizer programs
construction of original databases
construction of original spreadsheets
computer generation of graphs and charts
5.1.2 Learners will use summarized information to:

answer questions
test hypotheses
draw conclusions from specific examples
offer solutions to problems
clarify issues
make predictions
ask for actions
generate further questions

5.2 Present the information


5.2.1 Learners will create an original production/presentation/report that:

is effectively organized
uses the correct production techniques
is multi-cultural and gender-fair
is appropriate for the intended audience
is aesthetic and creative in its design
has proper documentation of sources cited

5.2.2 Learners will work cooperatively with other students in creating a production by recognizing and completing specific tasks a part of the team effort.
5.2.3. Learners will be able to effectively use these items to share or present information:

verbally in both formal and informal settings
word processing
desktop publishing
computerized presentation programs
charts and poster creations
hypermedia and multimedia production
digital and analog video and audio production
hand and computer-generated graphics and art
hand and computer generated graphs and charts
telecommunications and telecomputing products
including e-mail messages, downloadable files and html pages

6. Evaluation

6.1 Judge the process (efficiency)

6.2 Judge the product (effectiveness)

6.2.1 Learners will evaluate the effectiveness of the communication efforts by using predetermined criteria.
6.2.2 Learners will analyze the evaluation results to improve their communications through developing evaluation criteria and doing self and peer evaluations

6.3 Judge the ethical use of information

6.3.1 Learners will voluntarily apply legal principles and ethical conduct related to information technology such as:

copyright
plagiarism
privacy
telecomputing etiquette
acceptable use of resources


7. Basic Skills

7.1. Learners will know basic operations, terminology, and proper care procedures for a variety of information technologies.

7.2 Learners will successfully transfer previously learned information technology concepts, applications, and skills to new, modified, or related information technology and other curriculum areas.

7.2.1. applying common concepts of all computer operations regardless of platform or computer brand.
7.2.2. applying common concepts of all productivity tools regardless of software title or platform.
7.2.3. connecting and operating the components of any audio, video, or personal computer system, such as the monitor, video tape recorder, compact disc player, and audio receiver of a home entertainment center
7.2.4. applying productivity applications to complete a task in any school subject, work task, or personal need.


7.3. Learners will know the policies and procedures of the school, library and community which pertain to information and technology resources

7.3.1 Learners will understand and practice the circulation and borrowing procedures for print, non-print and equipment.
7.3.2 Learners will identify and demonstrate actions which allow all users learning opportunities and will generalize that when media centers provide for many users, everyone must operate under established policy and operating procedures.

7.4 Learners will recognize the impact of technology on daily life and work.

7.5 Learners will develop life-long reading habits and positive attitudes toward reading

7.5.1 Learners will choose suitable materials to their reading ability, cognitive ability, and personal interests
7.5.1 Learners will know that literature and software awards are given for recognized quality including:

Caldecott Award
Lovelace Award
Newbery Award

7.5.2 Learners will have the opportunity to participate in reading contests and promotions