SCSD Information Literacy Curriculum and Library/Media Services Plan

Solon Community School District

Information Literacy Curriculum and

Library/Media Services Plan

The mission of the Solon Community School District is to nurture positive, productive and responsible members of society by providing diverse and challenging school experiences that enable students to be lifelong learners.

Approved April 11, 2007

Information Literacy Curriculum and Library/Media Services Plan

Solon Community School District 1 2006-2007

Contents

Development Process ....................................................................................................................................................... 2 Information Literacy Curriculum and Library/Media Services Plan Team ............................................................. 2

Mission .............................................................................................................................................................................. 3 Philosophy......................................................................................................................................................................... 3 Principles ........................................................................................................................................................................... 3 Information Literacy Standards and Benchmarks .......................................................................................................... 4

Standards....................................................................................................................................................................... 4 Scope and Sequence ......................................................................................................................................................... 4

Elementary School (Grades PK-4).............................................................................................................................. 4 Middle School (Grades 5-8) ........................................................................................................................................ 4 High School (Grades 9-12).......................................................................................................................................... 4

Program Evaluation ........................................................................................................................................................13 Sample Evaluation Methods......................................................................................................................................13

Role of the Teacher/Librarian ........................................................................................................................................14 Teaching and Learning ..............................................................................................................................................14 Leadership ..................................................................................................................................................................14 Curriculum Involvement............................................................................................................................................14 Management ...............................................................................................................................................................14 Literature Promotion ..................................................................................................................................................14 Services .......................................................................................................................................................................14

Library/Media Services Program Management ............................................................................................................14 Goals ...........................................................................................................................................................................14 Management ...............................................................................................................................................................15

Curriculum integration ..........................................................................................................................................15 Patron services .......................................................................................................................................................15 Collection development and maintenance............................................................................................................15 Facility operations..................................................................................................................................................15 Technology associated with library/media center operation and/or information literacy skills .......................15 Audiovisual services ..............................................................................................................................................15 Special program coordination ...............................................................................................................................15 Professional development .....................................................................................................................................15 Supervision of staff and volunteers ......................................................................................................................15

Resources.........................................................................................................................................................................16 Staffing........................................................................................................................................................................16 Facilities......................................................................................................................................................................16 Technology .................................................................................................................................................................16 Budget .........................................................................................................................................................................16

References .......................................................................................................................................................................16



Development Process

The Solon Community School District staff engaged in a process to establish a curriculum, standards and benchmarks for the Information Literacy and Library/Media Services Plan. This process was part of an effort to develop a comprehensive curriculum for all as a foundation for decisions about information literacy for student learning.

The Solon Community School District Information Literacy Curriculum and Library/Media Services Plan team developed a curriculum that represents the domain of information literacy ensuring a comprehensive curriculum scope and sequence, standards, benchmarks and activities supportive of the student learning.

A central aspect of curriculum development and renewal is organizing and planning for instructional and programmatic decisions about these matters. This process ensures equity of access to a high-quality curriculum, coordination from level to level and contributes significantly to student achievement.

The Solon Community School District has established long-range goals for the development and implementation of comprehensive school improvement plans. Of those goals, the primary responsibility for the development of the Information Literacy Curriculum and Library/Media Services Plan was encompassed in a long-range goal for curriculum.

Comprehensive School Improvement Plan Long Range Goal — Curriculum

The Solon Community School District will have developed a curriculum based on vertically articulated standards and benchmarks including, but not limited to, math, reading and science that will include defined assessment for determining student learning.

Information Literacy Curriculum and Library/Media Services Plan TeamJulie Breza Grade 5 Jim Erickson High School Lori Grimoskas Grade 1 Natalie Heineman Grade 4 Kathy Kaldenberg District Teacher/Librarian

Todd Kopecky High School Ivy Nielsen High School Julie Smith Grade 6 Ross Abels Administration

Meetings of the Solon Community School District Information Literacy Curriculum and Library/Media Services Plan Team during the 2006-2007 school year focused on a review of American Association of School Librarians standards for information literacy as a component of Information Literacy Curriculum and Library/Media Services Plan development. The resulting developmental Information Literacy Curriculum and Library/Media Services Plan is aligned with the Iowa Contextual Framework for Technology Literacy and the National Educational Technology Standards for Students.

The Information Literacy Curriculum and Library/Media Services Team consolidated input into a draft that was forwarded to the School Improvement Advisory Committee. Following review by the School Improvement Advisory Committee, a recommendation for approval was forwarded to the Solon Community School District Board of Education.



Mission

The mission of the school library media program is to ensure that students and staff are effective users of ideas and information.

Philosophy

SCSD Library/Media Services activities reflect the overall philosophy, mission and goals of the school and the district. The SCSD Library/Media Services program recognizes that in an age of information and media saturation, it is critical that students acquire information literacy skills as well as a commitment to lifelong reading and learning. Through the SCSD Library/Media Services program and in the classroom, students develop critical thinking, problem solving, and communication skills as they use a variety of traditional and technological resources. In an environment that is dynamic and effective, the school library/media services program does not exist in isolation. The librarian works in partnership with students, teachers, administrators, Board of Education members, the local public library and the school community to develop and execute a comprehensive, integrated program. Through collaboration, the library/media services program also incorporates the goals and objectives of the National Information Literacy Standards for Student Learning as prepared by the American Association of School Librarians (AASL) and the Association for Educational Communications and Technology (AECT). The combined vision supports the goal for educational excellence and the concept of intellectual freedom.

Principles

The principles for learning and teaching of school library/media programs have been identified and developed by the American Association of School Librarians’ Information Power Vision Committee (Information Power, 1998).

Principle 1: The school library media program is essential to learning and teaching and must be fully integrated into the curriculum to promote students’ achievement of learning goals.

Principle 2: The information literacy standards for student learning are integral to the content and objectives of the school’s curriculum.

Principle 3: The school library/media program models and promotes collaborative planning and curriculum development.

Principle 4: The school library/media program models and promotes creative, effective, and collaborative teaching.

Principle 5: Access to the full range of information resources and services through the school library/media program is fundamental to learning.

Principle 6: The school library/media program encourages and engages students in reading, viewing, and listening for understanding and enjoyment.

Principle 7: The school library/media program supports the learning of all students and other members of the learning community who have diverse learning abilities, styles, and needs.

Principle 8: The school library/media program fosters individual and collaborative inquiry.

Principle 9: The school library/media program integrates the uses of technology for learning and teaching.

Principle 10: The school library/media program is an essential link to the larger learning community.



Information Literacy Standards and Benchmarks

The Solon Community School District Information Literacy Curriculum and Library/Media Services Plan organizes, integrates and engages students in information literacy content and processes which are intentionally designed to foster understanding.

Standards 1. The student who is information literate accesses information efficiently and effectively. 2. The student who is information literate evaluates information critically and competently. 3. The student who is information literate uses information accurately and critically. 4. The student who is an independent learner is information literate and pursues information related to

personal interests. 5. The student who is an independent learner is information literate and appreciates literature and other

creative expressions of information.

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

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.

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.

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.

Scope and Sequence

A curriculum identifies, organizes and integrates the content and processes of instructional experiences that are intentionally designed to engage students in a series of planned events to foster student understanding. A curriculum informs instructional decisions by creating structures for the organization of specific knowledge and processes that establish parameters for classroom learning and professional practice. A curriculum provides sufficient structure and guidance for experiences to be of educational value.

Elementary School (Grades PK-4) In grades PK – 4, students are introduced to the information literacy skills they will need to become contributing members of the community. Students will learn how libraries and media centers are organized, the use of classification systems, and how to select reading materials for research or for pleasure. Students will begin to learn how to express an information need and how to search using various print and electronic resources and how to evaluate the quality of the information found. Students will be exposed to a variety of literatures and media formats and to concepts such as copyright and the ethical use of resources.

Middle School (Grades 5-8) In grades 5 – 8, students will practice and review concepts introduced at the elementary level. They will be exposed to more sophisticated levels of strategy, research and evaluation. Students will demonstrate skill in the use of various online and print resources. Students will learn to distinguish between different types and elements of literature. The responsible use of intellectual/creative content and of technological resources will be emphasized.

High School (Grades 9-12) In grades 9 – 12, students will master the information literacy skills necessary to be positive, productive and responsible members of society. Students will master concepts introduced at the elementary school level and practiced and reviewed at the middle school level. Students will understand the scope, depth and potential usefulness of more advanced, sophisticated and diverse resources. Students will be able to develop and execute successful search strategies using a wide variety of sophisticated resources in a responsible manner.



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

Benchmark 1: Recognizes the need for information

The Lower Primary [K-2) student will:

The Upper Primary [3-4] student will:

The Middle School [5-8] student will:

The High School [9-12] student will:

Express wonder and curiosity about the world of information

Identify what information is already known about the problem or question

Define the task Identify the strengths and weaknesses in knowledge and experience

Identify information needs and sources from which these can be met

Determine what additional information is needed

Identify the purpose of the information search and audience

Actively seek information to expand personal knowledge and understanding, and questions if more is needed

Give examples of occasions when additional information is needed to resolve an information problem or question

Get an overview of a topic from a variety of reference sources

State what is already known about the topic, problem or question

Go beyond familiar sources for information

Determine time required to complete tasks

Use a variety of reference sources to acquire background information

Curriculum Connections: Curriculum Connections: Curriculum Connections: Curriculum Connections:

Benchmark 2: Recognizes that accurate and comprehensive information is the basis for intelligent decision making





Know the features of and can use general/specialty encyclopedias and dictionaries in traditional formats

Know the features of and can use general/specialty encyclopedias, dictionaries, almanacs and atlases in traditional and electronic formats

Know the features of and can use general/specialty encyclopedias, dictionaries, almanacs, atlases, gazetteers, yearbooks and handbooks in traditional and electronic formats

Know the features of and can use general/specialty encyclopedias, dictionaries, almanacs, atlases, gazetteers, cumulative indexes, yearbooks and handbooks in traditional and electronic formats

Explain why selected information is important

Check information for currency, relevance and substance

Explain the difference between accurate and inaccurate information and complete and incomplete information

Seek and confirm accuracy and attempts to locate information from various points of view/bias to gain a full understanding of the topic

Consult several information sources for an information need

Use criteria to evaluate information for currency, relevance and substance

Ascertain appropriate criteria to evaluate information for currency, relevance and substance (i.e. copyright date, authority, fact vs. opinion, source viewpoint, validity


Benchmark 3: Formulates questions based on information needs





Clarify aspects of an information task

Formulate questions to guide research

Formulate essential questions to guide research

Prioritize essential questions for significance, relevance and practicality







Refine (narrows, focuses, defines, broadens) questions as needed


Benchmark 4: Identifies a variety of potential sources of information





Know that information exists in a variety of formats (audio, visual, electronic)

Identify possible sources of information including print, non-print, electronic or human resources

Identify and locate various potential sources of information: print, non-print, electronic or human resources

Understand and effectively use a wide variety of sources for information including: books, magazines and journals, online subscription databases, personal interviews and email, debates, electronic conferences, community/government/ corporate resources and Internet resources

Know that information can be obtained from various sources (print, non-print, electronic, human)

Select more than one resource when appropriate

Use multiple sources for gathering information

Identify the difference between primary and secondary resources and how to use them

Know that the Internet is both a source of information and a means of communication

Use subscription databases for information

Use several online subscription databases to obtain evaluated journal/magazine/newspaper articles and research

Ask parents, teachers and/or librarians when assistance is required

Identify the difference between primary and secondary sources

Curriculum Connections: Media Center - Introduction to the concepts of nonfiction and fiction

Curriculum Connections: 3rd grade rain forest studies; penguins 4th grade - Wonder projects; PickleTime

Curriculum Connections: Research papers: 5th grade - Famous Iowans; 6th grade - Astronomy; Greece

Curriculum Connections: U.S. History research projects; English research papers (9 – 12)

Benchmark 5: Develops and uses successful strategies for locating information





Use the Dewey Decimal Classification system to locate materials. Be guided by signs in the Library Media Center

Use the Dewey Decimal Classification system to locate materials on specific topics

Identify the main sections of the school library media center and will know how to indentify similar sections in other libraries

Use the Dewey Decimal Classification system to locate materials. Be guided by signs in the Library Media Center

Identify relevant keywords and phrases with assistance

Use the Internet and online subscription databases to access information

Determine the best resources for the task

Identify relevant keywords and phrases with assistance

Search the Online Public Access Catalog (OPAC) by subject, author, title or keyword

Adjust search strategies, if necessary

Understand and use keyword, natural language and Boolean search techniques for effective information searches

Search the Online Public Access Catalog (OPAC) by subject, author, title or keyword

Use indexes, tables of contents, lists and menus to locate information in a print or an electronic source

Understand the concept of “bookmarking/tagging” web sites for future reference

Search the Internet using a range of strategies relevant to different search engines

Use indexes, tables of contents, lists and menus to locate information in a print or an electronic source

Know how to use an Internet search engine

Clarify meaning with a dictionary

Revise search strategies and locate additional information as needed

Know how to use an Internet search engine




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

Benchmark 1: Determines accuracy, relevance and comprehensiveness





Know how to check information with the original question or information needed to determine relevance

Identify the sponsoring organization, author or responsible entity for books, web sites and other resources

Identify main ideas and supporting details

Filter large amounts of information collected from a variety of formats

Persist in searching – by reading, viewing or listening to sources – until information is located which is sufficient to meet the information need

Use criteria to determine the accuracy of relevance of information

Determine information that is relevant and eliminate what is irrelevant

Use only accurate, relevant, comprehensive, authoritative print and electronic resources

Evaluate print and electronic resources for accuracy, relevance, currency, comprehensiveness and authority


Benchmark 2: Distinguishes among fact, point of view and opinion





Know the difference between a storybook (fiction) and a fact book (nonfiction)

Differentiate between fiction and nonfiction resources

Recognize points of view Utilize the source bibliography to ascertain fact, point of view or opinion

Know the difference between fact and opinion

Use point of view and opinion to present pro/con arguments

Not assume all information is factual regardless of format


Benchmark 3: Identifies inaccurate and misleading information





Identify discrepancies or errors in text or graphics

Distinguish the materials with stereotypes and bias

Use at least one other source to verify information

Identify bias and differences between academic, government, organizational, and commercial information

Recognize bias, stereotype or propaganda

Explain why information should be viewed critically


Benchmark 4: Selects information appropriate to the problem or question at hand





Choose appropriate resources

Reread, scan and skim to select appropriate information

Use key questions to guide selection of information

Discern what forms of information (text, map, graph, etc.) are required

Select relevant information from a range of print and electronic resources

Recognize that appropriate information can be found in different formats (video, graph, chart, map, audio, etc.)

Ensure that all available sources of relevant information are considered

Scan and skim heading to locate the most relevant details




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

Benchmark 1: Organizes information for practical application





Identify ways information is organized

Take notes or records information in own words by using manual or electronic tools

Keep notes (including rudimentary citation) of information found

Keep notes (including full citation) of information found

Explain how dictionaries and encyclopedias are organized

Arrange notes to help answer the information problem

Summarize and paraphrase from resources

Analyze whether information is progressively organized (leads to and contributes to the conclusion)

Extract information from the sources using simple note-taking

Identify connecting ideas Use visual organizers to connect, expand and organize ideas (concept maps, flowcharts, outlines)

Use concept mapping to organize and make notations related to information found

Group related information Use the elements of charts, diagrams, and graphs to collect information

Enter text in word processor Use paper or electronic folders to organize a variety of information

Prepare simple flow charts with timelines


Benchmark 2: Integrates new information into one’s own knowledge





Recognize when new information and ideas have been found

Develop own opinion by considering ideas from various materials

Develop opinions by considering and discussing ideas with others

Welcome new ideas, insights and opinions from findings

Talk about new learning, restating information in own words

Relate research finding to personal knowledge and experience

Seek to make a connection between personal experiences and new information

Proactively seek to make a connection between personal experiences and new information

Link knowledge from various disciplines

Suggest areas for further research


Benchmark 3: Apply information in critical thinking and problem solving





Make predictions about stories and information, and revise/confirm these predictions

Make judgments and draw conclusions to solve problems

Synthesize information from a variety of sources

Analyze conflicting information

Draw conclusions based on completed research

Identify case and effect relationships

Verify the logic of an argument

Determine trends and patterns in information

Use information skills and reading experience to investigate global issues

Use matrixes to sort facts, identify similarities, evaluate and classify

Analyze data to make inferences and judgments and to draw conclusions




Benchmark 4: Integrates new information into one’s own knowledge





Identify, with guidance, a variety of ways for presenting information clearly based on audience and purpose

Choose a presentation format: oral, written or electronic

Use a variety of formats, with and without technology, to display data and information

Produce quality products in a variety of formats appropriate to specific needs

Create a simple research report or composition in various print or physical forms

Use graphics and images to convey a message

Select a presentation format appropriate to the topics, audience, purpose and content

Integrate information from a variety of print and electronic sources to communicate effectively

Use simple computer technology to present information (i.e. word processing)

Share information using appropriate presentation technologies

Identify criteria to assess the product or presentation and the process


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

Benchmark 1: Seeks information related to various dimensions of personal well-being, such as career interests, community involvement, health matters, and recreational pursuits





Sometimes seek information on matters of personal interest and well-being

Select resources appropriate to interests, abilities and information needs

Use information skills and reading experiences to explore areas of personal interest and enjoyment

Use information skills and reading experiences to investigate ongoing education and career interests

Select books which are suited to personal interests


Benchmark 2: Designs, develops, and evaluates information products and solutions related to personal interests





Organize and present basic information related to personal interests and well being

Choose research topics related to personal interests

Design and organize the personal research process

Evaluate information from a variety of fields to create solutions for personal growth or change

Set evaluation criteria according to personal priorities


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

Benchmark 1: Is a competent and self-motivated reader





Select reading material for personal enjoyment and information needs

Read a variety of literary genres and information texts

Read for pleasure on a regular basis

Choose to read for pleasure on a regular basis

Identify favorite texts and retell the stories in his/her own words

Begin to develop criteria for selecting reading materials

Choose to read both fiction and nonfiction

Explore unfamiliar genres of fiction and nonfiction

Read recreationally on a regular basis

Express support and opinions about personal reading

Seek information about various genres and authors




Benchmark 2: Derives meaning from information presented creatively in a variety of formats





Connect own experiences to those of characters in fiction and nonfiction

Connect stories to own experiences and the experience of others

Design and organizes the personal research process

Evaluate information from a variety of fields to create solutions for personal growth or change

Appreciate the structure and content of stories, and the relationship between words and illustrations

Compare differences between a book and a version produced in another media

Set evaluation criteria according to personal priorities


Benchmark 3: Develops creative products in a variety of format





Develop a portfolio collection of creative pieces with the help of peers and teachers

Prepare letters, stories, poems and simple media works to express thoughts and feelings

Use various literary forms (including poetry), drama and multi-media works to express thoughts and feelings

Use various literary forms, drama, extemporaneous speaking, debate and complex media works to express thoughts and feelings


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

Benchmark 1: Assesses the quality of the process and products of personal information seeking





Talk about the steps taken during the process of gathering information

Review the steps taken to find information and identify which ones were most useful for resolving the information problem

Evaluate the research process regarding time invested, personal diligence, and skills learned

Independently self-evaluate the process and the product

Recognize the importance of quality personal work

Follow a rubric to assess quality of process and product

Set high standards for own information seeking, knowledge generation and end product


Benchmark 2: Devises strategies for revising, improving, and updating self-generated knowledge





Identify the difference between a draft copy and a finished one

Suggest ways in which the process/products can be improved

Use a rubric to guide process and check clarity of ideas

Review successes and failures in information seeking

Respond to teacher guidance and feedback

Edit and revise to improve work

Use learning logs and journals to self-monitor work

Set goals for improvement in next research activity

Seek and act upon feedback from peers and teachers during and at conclusion of work

Stay abreast of current events, both locally and globally


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: Seeks information from diverse sources, contexts, disciplines and cultures





Describe religions, customs, art forms and other features from a variety of cultures

Know that the public library is another source of information within the community

Seek diverse opinions and points of view

Determine complex issues and seek to understand various points of view







Read fictional texts from other cultures

Question the context surrounding information, such as asking: whose opinion, what cultural background, what historical context

Collect information from sources produced in various parts of the world to obtain different cultural contexts

Seek information from a variety of fiction and nonfiction texts to understand and appreciate various cultures

Apply analysis of context surrounding information

Relate information/knowledge from one discipline to another discipline


Benchmark 2: Respects the principle of equitable access to information





Abide by rules and routines expected by the librarian and teachers

Return materials on time and maintain materials in good condition

Return materials to appropriate location in a timely fashion for others to access

Follow specific guidelines for use of library space and resources

Share access to resources Understand that everyone has the equal right to access information in library/media center

Recognize the reading, viewing and listening preferences of others

Respect that others have equally important information needs

Share access to electronic resources for educational use


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: Respects the principles of intellectual freedom





Respect personal differences

Respect the right of others to hold and express ideas differing from their own

Respect the privacy of others

Use resources to understand different perspectives which may contradict personal ideas or values

Understand when Internet filtering is appropriate and when it is not

Challenge censorship of information


Benchmark 2: Respects intellectual property rights





Note basic bibliographic information with guidance

Use own words for notes, projects and presentations

Demonstrate an understanding of intellectual property, including copyright and plagiarism

Understand the rights given to the creators of products (duplication, adaptation, distribution)

Be aware of the problem of plagiarism

Cite all sources used in gathering and presenting information (including graphical information)

Abide by copyright and intellectual property rights i.e. does not plagiarize (steal words, ideas, graphics or products from others) or neglect proper citation







Cite resources properly Endeavor to express thoughts and ideas in own words

Cites all sources used in gaining and presenting information, following the accepted formats for citations


Benchmark 3: Uses information technology responsibly





Follow basic rules regarding use of equipment

Understand and abide by Acceptable Use Policy

Sign and abide by the Acceptable Use Policy

Use school technology tools as if those items were their own

Describe the importance of appropriate online behavior

Practice safe and ethical electronic behavior

Handle technology tools with care

Report unethical actions/behavior by others


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: Shares knowledge and information with others





Take turns speaking in a group or class, sharing ideas

Work in a group for information seeking and problem solving

Perform assigned roles in small group discussions

Participate openly in group and classroom discussions

Share findings in different ways (i.e. poster, presentation software)

Discuss conclusions based on the information gathered

Participate in student-led conferences

Complete delegated work

Participate in small group discussions, including peer and teacher conferences

Share findings in electronic format (i.e. email, web page)

Analyze and share worthy educational comments

Recommend useful information sources

Teach others to use electronic tools for research (share search strategies and skills specific to electronic tools)


Benchmark 2: Respect others’ ideas and backgrounds and acknowledge their contributions





Demonstrate an understanding of the importance of allowing others to contribute in classroom activities

Listen to, acknowledge and consider differing opinion in group work

Consider and accommodate different learning styles and strengths of others

Take leadership role in discussions and seek input from all group members

Describe others’ ideas fairly and accurately

Actively listen when others are speaking

Encourage all group members to participate

Integrate varying ideas into group work


Benchmark 3: Uses information technology responsibly





Work in groups effectively, making personal contributions

Brainstorm with others to identify aspects of a problem

Initiate and participate in discussions to identify essential questions







Collaborates with peers and/or teacher/librarian to plan research

Suggest information sources to answer identified questions

Assist in designing and administering ways to identify and/or solve problems (i.e. surveys)


Benchmark 4: Collaborates with others, both in person and through technologies, to design, develop and evaluate information products and solutions





Develop presentation skills with guidance

Work collaboratively to produce presentations (i.e. PowerPoint, Keynote, web pages)

Initiate reflection and evaluation of own work

Work with a group to design an information product/solution for others

Receive feedback from teachers and peers to edit/improve

Use group evaluation to improve content, delivery and work habits

Discuss evaluation of information resources used in group-work

Design and develop multimedia presentations


Program Evaluation

Student learning is the centerpiece of the SCSD Information Literacy and Library/Media Services Plan. The purpose of program evaluation is to determine the significance, effectiveness and relevance of curriculum, activities and resources identified in the Information Literacy and Library/Media Services Plan and establish a process of ongoing planning/improvement of the program. To achieve this continuous improvement of student learning and program effectiveness, SCSD staff develops and implements appropriate assessment methods incorporating multiple approaches, methods and formats of informal and formal assessments including brief surveys, in-depth questionnaires, statistical analysis, and longitudinal cohort analysis of measures of progress toward meeting the goals of the program. The goals of these assessment methods and program evaluation include: • To evaluate the progress of students in attaining and applying relevant information and technology literacy

skills. • To demonstrate the effectiveness of the program in helping the students attain these skills. • To help the general educational community assess the contribution of the Information Literacy Curriculum

and Library/Media Services Plan in maximizing student achievement and in the development of information-technology skills.

Sample Evaluation Methods Program • Iowa AEA Online resource access • Collection circulation

Lower Primary Upper Primary 5-8 9-12 • Informal observation of

Information Literacy curriculum

• Iowa Tests of Basic Skills Sources of Information subtests

• Informal and formal assessment of Information Literacy Curriculum

• Iowa Tests of Basic Skills Sources of Information subtests


• Toolkit for Success: Information Literacy for the 21st Century Learner <http://www.nilrc.org/IMLS/>

• Iowa Tests of Educational Development Sources of Information subtests




Role of the Teacher/Librarian

The teacher/librarian plays a key role in the development of information literacy.

Teaching and Learning • Assists students to seek, critically evaluate,

synthesize and present information • Helps students use a range of resources, both

print and electronic • Provides opportunities for students to work

in groups or independently • Collaboratively plans and teaches units of

work with subject and classroom teachers to develop information literacy skills

Leadership • Sustains a high level of professional

knowledge • Demonstrates practices that reflect current

educational directions • Develops and documents library/media

center policies, sets goals and objectives and evaluates according to changing needs

• Contributes to the professional development of staff

• Functions as a member of curriculum teams • Participates in building and district

technology planning • Advocates for student information literacy

skills Curriculum Involvement

• Is informed and proactive about current curriculum development and existing documents

• Advocates and promotes the integration of information literacy across the curriculum

• Develops with teachers an integrated information literacy curriculum

Management • Organizes efficient procedures and systems

for delivery of services • Develops and administers budgets

accountable to the school administration

• Coordinates the roles and daily tasks of media center associates and volunteers

• Manages the online integrated library system

• Coordinates displays, special events and activities to support student learning

• Contributes to the school web site Literature Promotion

• Exposes students to a range of genres in both print and non-print formats

• Develops strategies to foster a love of reading and literature for leisure

• Promotes best quality literature and authors reflecting a variety of cultures and themes

• Guides students in their reading choices • Uses selection tools to keep informed about

current literature for children, young adults and educators

• Collaborates with teachers to develop literature-based programs

Services • Selects resources to support the information

needs of the school community • Employs strategies to maximize access to

print and electronic resources • Facilitates access to community resources

and information services • Instructs students in the efficient use of

specialized resources • Provides a friendly learning environment in

which students feel confident that their needs will be addressed

• Provides access to local knowledge networks

• Assists clients in the use of the Internet and online resources

• Ensures that the library/media center is a multi-functional focal point for student learning

Library/Media Services Program Management

Goals Library/Media Services Program is centered on the needs of SCSD students:

• To provide intellectual access to information from learning activities that are integrated into the curriculum and that help all students achieve information literacy by developing effective cognitive strategies for selecting, retrieving, analyzing, synthesizing, creating and communicating information in all formats and in all content areas of the curriculum

• To provide physical access to information through: • A carefully selected and systematically organized collection of diverse learning resources that

represent a wide range of subjects, levels of difficulty and formats



• A systematic procedure for acquiring information and materials from outside the library/media center and the school through such mechanisms as the area education agency, partnerships with local libraries and cooperative agreements; and instruction in using a range of technology for accessing local and remote information in any format

• Learning experiences that encourage students and others to become discriminating consumers and skilled creators of information through comprehensive instruction related to the full range of communications media and technology

• Leadership, collaboration and assistance to teachers and other in applying principles of instructional design to the use of instructional and information technology for learning

• The provision of resources and activities that contribute to lifelong learning while accommodating a wide range of differences in teaching and learning styles, methods, interests and capacities

• A program that makes the library/media center the center/heart of the school, offering integrated, interdisciplinary activities and access to a full range of information resources

• Resources and activities for learning that represent a diversity of experiences, opinions, and social and cultural perspectives and the support of intellectual freedom and access to information as prerequisites to effective and responsible citizenship in a democracy

Management Curriculum integration

• Familiarity with district curriculum, state guidelines and professional standards • Integration of information literacy curriculum with other district curriculums • Collaboration with teachers to integrate curriculums • Weekly lesson plans for Pre-4 that provide integrated skills

Patron services • Assistance to students and staff in locating materials • Provision of special collections for curriculum needs • Staff development in curriculum resources • Online catalog for each library/media center accessible from any internet capable computer

Collection development and maintenance • Selection and ordering of materials using professional review materials • Processing of materials and tracking of budgets • Weeding and inventory of collections

Facility operations • Oversight of all library/media center procedures • Collection security (retrieval or reimbursement for lost materials)

Technology associated with library/media center operation and/or information literacy skills • Oversight of the electronic Integrated Library System (ILS) • Day to day oversight of computer equipment housed in or booked by the library/media center • Oversight/promotion/instruction in use of subscription databases and electronic services

Audiovisual services • Knowledge of all AV equipment • Scheduling, distribution, inventory and purchasing of AV equipment

Special program coordination • National Library Week, gift book programs, bulletin boards, book displays, newsletters, web site

maintenance Professional development

• Active membership in district curriculum teams • Active association with local, state, and national professional groups • Familiarity with professional reading materials

Supervision of staff and volunteers



Resources

The Solon Community School District is committed to supporting information literacy and equitable access to library/media services for each learner. To accomplish this, the district provides staffing, facilities and budgetary resources to meet needs of each student and the program.

Staffing The Solon Community School District has a current student enrollment of approximately 1,250 in three attendance centers. The three attendance centers are Lakeview Elementary (PK-grade 4 enrollment 482), Solon Middle School (grades 5-8 enrollment 400), and Solon High School (grades 9-12 enrollment 367). Each building is staffed with 1.0 F.T.E. media associate. The district is served by 1.0 F.T.E. teacher/librarian.

Facilities Each attendance center provides a designated space for the delivery of the information literacy curriculum and identified media/library services. Each library has adequate shelving for existing collections with the elementary and high school libraries being the most conducive to the delivery of the information literacy curriculum and library/media services.

Technology The teacher/librarian and media associates use technology daily in the management and operation of libraries/ media centers. This technology includes the electronic Integrated Library System, Internet, general productivity software and student information system to gather, organize, analyze and present data. A cycle has been developed for the renewal of hardware and software for the ILS as well as for the circulation workstations in each library/media center.

Budget General fund and Instructional Support Levy funds provide financial resources to support the delivery of the information literacy curriculum and library/media services.

References

Information Literacy Standards for Student Learning: Standards and Indicators. American Association of School Librarians, Association for Educational Communications and Technology, 1998. <http://www.ala.org/aasl/ip_toc.html> <http://www.ala.org/ala/aasl/aaslproftools/informationpower/InformationLiteracyStandards_final.pdf>

ISTE National Educational Technology Standards for Students. International Society for Technology in Education, 2000-2005 <http///cnets.iste.org/index.shtml>

Contextual Framework for Technology Literacy, State of Iowa’s 8th Grade Technology Literacy component of NCLB, 2003 <http://www.aea1.k12.ia.us/technology/framework.doc>

The Big6 Skills, 2004 <http://www.big6.com/>

Documents

SCSD Information Literacy Curriculum and Library/Media Services Plan