Library Curriculum

What, A District Library Curriculum?What, A District Library Curriculum?We’ve Got One!We’ve Got One!

What, A District Library Curriculum?What, A District Library Curriculum?We’ve Got One!We’ve Got One!

Carol Kohnen, Library CoordinatorCarol Kohnen, Library CoordinatorShannon Burger, Librarian, Southwest MiddleShannon Burger, Librarian, Southwest Middle

Eve Diel, Librarian, North HighEve Diel, Librarian, North HighKim Becherer, Librarian, McKelvey ElementaryKim Becherer, Librarian, McKelvey Elementary

Parkway School District

Goals for GraduatesGoals for Graduates

We developed “I-Can” statements for what We developed “I-Can” statements for what our graduates should be able to do.our graduates should be able to do.

The “I-Can” statements were drawn from The “I-Can” statements were drawn from national and state standards.national and state standards.

I-Cans became “Goals for Graduates” that I-Cans became “Goals for Graduates” that are part of our curriculum.are part of our curriculum.

LMEs – Library Media ExpectationsLMEs – Library Media Expectations

I-Can statements were expanded into I-Can statements were expanded into LMEs (Library Media Expectations)LMEs (Library Media Expectations)

I-Cans are in “kid-friendly” language, and I-Cans are in “kid-friendly” language, and LMEs are “teacher talk”LMEs are “teacher talk”

Ensured the LMEs were aligned across Ensured the LMEs were aligned across grade levelsgrade levels

Four strands - FUSEFour strands - FUSE

Curriculum Strands - Curriculum Strands - FUSEFUSE

F: Find Information F: Find Information

U: Use InformationU: Use Information

S: Share InformationS: Share Information

E : Enjoy and GrowE : Enjoy and Grow

Library Course GuideLibrary Course Guide

Online Curriculum GuideOnline Curriculum Guide

UbD (Understanding by Design) formatUbD (Understanding by Design) format

Essential Questions, Enduring Essential Questions, Enduring UnderstandingsUnderstandings

Same four units at each grade levelSame four units at each grade level

How and why we developed our How and why we developed our curriculumcurriculum

Evolution of the School Library Program Evolution of the School Library Program

Comparison of AASL Library Mission Comparison of AASL Library Mission StatementsStatements

Guiding documentsGuiding documents

Library Program EvaluationLibrary Program Evaluation

Evolution of the School Library ProgramEvolution of the School Library ProgramFromFrom ToTo

Teaching only skills that involve Teaching only skills that involve location and retrieval of library location and retrieval of library resourcesresources

Teaching skills that involve evaluation, Teaching skills that involve evaluation, synthesis, and interpretation of synthesis, and interpretation of informationinformation

Emphasizing productEmphasizing product Emphasizing process as well as Emphasizing process as well as productproduct

Measuring effectiveness solely Measuring effectiveness solely through (input) data on the through (input) data on the collection, circulation, etc.collection, circulation, etc.

Measuring effectiveness through how Measuring effectiveness through how well students meet defined learning well students meet defined learning objectives (outputs)objectives (outputs)

Viewing assessment as the evaluation Viewing assessment as the evaluation of student products, as a means to of student products, as a means to assign a final gradeassign a final grade

Viewing assessment as an ongoing Viewing assessment as an ongoing examination of student learningexamination of student learning

Believing that assessment is solely the Believing that assessment is solely the responsibility of the teacherresponsibility of the teacher

Believing that assessment is the Believing that assessment is the shared responsibility of the teacher shared responsibility of the teacher and the LMSand the LMS

… … adapted from Harada and Yoshina, adapted from Harada and Yoshina, Assessing Learning Assessing Learning p.6.p.6.

Evolution of the School Library ProgramEvolution of the School Library ProgramFromFrom ThroughThrough ToTo

What can I help you find?What can I help you find? What can I help you learn?What can I help you learn? How can I help you share what How can I help you share what you’ve learned with others?you’ve learned with others?

LMS gathers and organizes LMS gathers and organizes local resources.local resources.

LMS maps the library collection LMS maps the library collection to the curriculum; to the curriculum; collaborates with other collaborates with other teachers; guides access to teachers; guides access to resources beyond school, resources beyond school, including electronic including electronic resources.resources.

LMS facilitates student-LMS facilitates student-centered information centered information learning; collaborates in learning; collaborates in assessment; provides assessment; provides access to resources based access to resources based on student needs. on student needs.

LMS responds to requests – LMS responds to requests – “How can I help?”“How can I help?”

LMS teaches information skills LMS teaches information skills in isolation – “This is what I in isolation – “This is what I teach.”teach.”

LMS teaches 21LMS teaches 21stst-Century -Century skills, dispositions, skills, dispositions, responsibilities and self-responsibilities and self-assessment*, integrated to assessment*, integrated to all areas of the curriculum.all areas of the curriculum.

*AASL Learning Standards*AASL Learning Standards

LMS is ReactiveLMS is Reactive LMS is ProactiveLMS is Proactive LMS is InteractiveLMS is Interactive

……..adapted from Callison and Preddy, adapted from Callison and Preddy, The Blue Book of Information Age Inquiry, Instruction and The Blue Book of Information Age Inquiry, Instruction and Literacy Literacy p. 154.p. 154.

Comparison of AASL Library Mission StatementsComparison of AASL Library Mission Statements

1988, 19981988, 1998 20092009

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

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

This mission is accomplished:This mission is accomplished: The school library media specialist The school library media specialist empowers studentsempowers students to be to be critical thinkers, enthusiastic readers, critical thinkers, enthusiastic readers, skillful researchers, and ethical users of skillful researchers, and ethical users of informationinformation by: by:

3) by working with other educators to design learning 3) by working with other educators to design learning strategies to meet the needs of individual students.strategies to meet the needs of individual students.

Collaborating with educators Collaborating with educators and studentsand students to to design and design and teachteach engaging learning experiences that meet engaging learning experiences that meet individual needs.individual needs.

2) by providing instruction to foster competence and 2) by providing instruction to foster competence and stimulate interest in reading, viewing and using stimulate interest in reading, viewing and using information and ideas.information and ideas.

Instructing students and assisting educators in using, Instructing students and assisting educators in using, evaluating, and producing information and ideas evaluating, and producing information and ideas through active use of a broad range of appropriate through active use of a broad range of appropriate tools, resources, and tools, resources, and information technologies.information technologies.

1) by providing intellectual and physical access to 1) by providing intellectual and physical access to materials in all formats.materials in all formats.

Providing access to materials in all formats, including Providing access to materials in all formats, including up-up-to-date, high-quality, variedto-date, high-quality, varied literature literature to develop to develop and strengthen a love of reading.and strengthen a love of reading.

Providing students and staff with instruction and resources Providing students and staff with instruction and resources that reflect current information needs and anticipate that reflect current information needs and anticipate changes in technology and education.changes in technology and education.

Providing leadership in the total education programProviding leadership in the total education program and advocating for strong school library media and advocating for strong school library media programs as essential to meeting local, state, and programs as essential to meeting local, state, and national education goals.national education goals.

From From Information Power: Building Partnerships for LearningInformation Power: Building Partnerships for Learning. American . American Library Association and Association for Educational Library Association and Association for Educational Communications and Technology. 1998Communications and Technology. 1998

From From Empowering Learners: Guidelines for School Library Media Empowering Learners: Guidelines for School Library Media Programs. Programs. American Association of School Librarians. 2009.American Association of School Librarians. 2009.

Guiding DocumentsGuiding Documents

AASL Standards for the 21AASL Standards for the 21stst Century Learner Century Learner

Show-Me StandardsShow-Me Standards

NETS for Students 2007NETS for Students 2007

DESE Grade- and Course-Level Expectations DESE Grade- and Course-Level Expectations (includes new Information and Communications (includes new Information and Communications Technology Literacy)Technology Literacy)

Aligning to Standards: Aligning to Standards: Find Information: Find Information: Inquire, think critically, and gain knowledge.Inquire, think critically, and gain knowledge.

I can identify a focused topic for research. GLE CA IL1A, SS TSSI 7E, ICT 1A; NETS I can identify a focused topic for research. GLE CA IL1A, SS TSSI 7E, ICT 1A; NETS 3A, 4A; AASL 1.1.1, 1.1.3; Big6 1; SMS 1.1, 3.13A, 4A; AASL 1.1.1, 1.1.3; Big6 1; SMS 1.1, 3.1

I can develop questions to guide my research. GLE CA IL1A, I can develop questions to guide my research. GLE CA IL1A, ICT 2B; NETS 3A, 4A, B; AASL 1.1.1, 1.1.3; Big6 1; SMS 1.1, ICT 2B; NETS 3A, 4A, B; AASL 1.1.1, 1.1.3; Big6 1; SMS 1.1, 3.1, 3.3 3.1, 3.3 I can revise my research plan as necessary. GLE ICT 1Ah; NETS 4B; AASL 1.1.2, I can revise my research plan as necessary. GLE ICT 1Ah; NETS 4B; AASL 1.1.2, 1.1.3, 1.2.5, 1.4.1, 1.4.3; Big6 1, 2; SMS 1.1, 3.2, 3.3, 4.51.1.3, 1.2.5, 1.4.1, 1.4.3; Big6 1, 2; SMS 1.1, 3.2, 3.3, 4.5

I can use primary and secondary sources in various formats (such as books, I can use primary and secondary sources in various formats (such as books, databases, websites, etc.) to find information. GLE CA R 1E, CA IL1B, SS TSSI 7A, databases, websites, etc.) to find information. GLE CA R 1E, CA IL1B, SS TSSI 7A, ICT 3Aa; NETS 3B; AASL 1.1.4, 1.1.6, 1.1.8, 1.2.3; Big6 3, 4; SMS 1.2, 1.4, 1.5 ICT 3Aa; NETS 3B; AASL 1.1.4, 1.1.6, 1.1.8, 1.2.3; Big6 3, 4; SMS 1.2, 1.4, 1.5

I can evaluate a source for accuracy, validity, bias and appropriateness. GLE CA IL I can evaluate a source for accuracy, validity, bias and appropriateness. GLE CA IL 1B, ICT 4B, 4C, 4D; NETS 3C, SS TSSI 7C; AASL 1.1.4, 1.1.5, 1.2.4; Big6 2,6; SMS 1B, ICT 4B, 4C, 4D; NETS 3C, SS TSSI 7C; AASL 1.1.4, 1.1.5, 1.2.4; Big6 2,6; SMS 1.2, 1.7; PTF V 1.2, 1.7; PTF V

I can locate and record relevant information from within my selected resource. GLE I can locate and record relevant information from within my selected resource. GLE CA IL1C, ICT 5A; NETS 3B; AASL 1.1.6; Big6 3; SMS 1.2, 1.4, 1.5 CA IL1C, ICT 5A; NETS 3B; AASL 1.1.6; Big6 3; SMS 1.2, 1.4, 1.5

Link to the other annotated I-Cans

Link to the abbreviation key for the standards

Library Program EvaluationLibrary Program Evaluation

Surveying students, teachers, LMSs, Surveying students, teachers, LMSs, administrators, parents, and recent administrators, parents, and recent graduates.graduates.

Student survey questions based on the Student survey questions based on the curriculum/rigor. Translated some of our curriculum/rigor. Translated some of our I-Cans into survey questions.I-Cans into survey questions.

Created other survey questions based on Created other survey questions based on Relationships, Engagement, and Equity.Relationships, Engagement, and Equity.

How are we using our curriculum?How are we using our curriculum?

ElementaryElementary

MiddleMiddle

HighHigh

ElementaryElementary

Here is a sample of an email I use in the collaboration process.Here is a sample of an email I use in the collaboration process.

Another email sample.Another email sample.

Collaboration Ideas DocumentCollaboration Ideas Document

Lists by grade, and by what unit it Lists by grade, and by what unit it collaborates withcollaborates with

Ties to the library curriculumTies to the library curriculum

Shows the ideas that were formed Shows the ideas that were formed combing through the OCG as teachers combing through the OCG as teachers told me the units they were coveringtold me the units they were covering

I use this form with teachers when planning library lessons.

Middle School

We highlight the LME that will be addressed during the lesson.

- This is printed on the back of collaboration sheet

Library I Cans to Come…Library I Cans to Come…

Next year students at SWM will have a Next year students at SWM will have a Information Literacy I Can folder in Information Literacy I Can folder in addition to their Communication Arts and addition to their Communication Arts and Math I Can folders.Math I Can folders.

Stored in CA Room, although Science and Stored in CA Room, although Science and Social Studies can access.Social Studies can access.

The curriculum will be taught! The curriculum will be taught!

Example of CA I Can SheetExample of CA I Can Sheet

High SchoolHigh School

Talking point for increasing collaboration Talking point for increasing collaboration with classroom teacherswith classroom teachers

Talking with teachers one at a timeTalking with teachers one at a time

Starting this year with World History Starting this year with World History teachers during Professional Development teachers during Professional Development time (Curriculum Learning Team)time (Curriculum Learning Team)

Planning to expand to other subject areas Planning to expand to other subject areas in the futurein the future

What have we learned?What have we learned?

Librarian is still responsible for “marketing” Librarian is still responsible for “marketing” collaboration of the curriculum in each collaboration of the curriculum in each building.building.

Gives us a basis for more useful Gives us a basis for more useful collaboration and assessment of what we collaboration and assessment of what we teach.teach.

What’s left to do?What’s left to do?

Create I-Cans by grade level that Create I-Cans by grade level that demonstrate an aligned developmentdemonstrate an aligned development

Use I-Cans as a way for students to self-Use I-Cans as a way for students to self-assessassess

Develop common formative assessmentsDevelop common formative assessments

Where are we heading?Where are we heading?

Writing lesson plansWriting lesson plans

Working with curriculum writers in other Working with curriculum writers in other content areascontent areas

Lesson StudyLesson Study

Questions? Contact us!Questions? Contact us!

Carol Kohnen, Library CoordinatorCarol Kohnen, Library [email protected]@pkwy.k12.mo.us

Shannon Burger, Middle School LibrarianShannon Burger, Middle School [email protected]@pkwy.k12.mo.us

Eve Diel, High School LibrarianEve Diel, High School [email protected]@pkwy.k12.mo.us

Kim Becherer, Elementary LibrarianKim Becherer, Elementary [email protected]@pkwy.k12.mo.us

AppendixAppendix

Sample Survey QuestionsSample Survey Questions

LMEsLMEs

Annotated I-CansAnnotated I-Cans

Library Curriculum Documents in other Library Curriculum Documents in other placesplaces


Parents:Parents:– There are enough computers in the school library There are enough computers in the school library

for students to use.for students to use.– My child uses the PANDA website from home to My child uses the PANDA website from home to

access online information resources.access online information resources.

Administrators:Administrators:– The school library has reading material about The school library has reading material about

people from a wide variety of backgrounds, cultures people from a wide variety of backgrounds, cultures and ethnic groups.and ethnic groups.

– The librarian has taught students in my school The librarian has taught students in my school about a variety of genres of literature including about a variety of genres of literature including fiction, nonfiction, mysteries, fairy tales, etc.fiction, nonfiction, mysteries, fairy tales, etc.


Teachers:Teachers:– At the school library my students can find all the At the school library my students can find all the

research materials needed to complete my research materials needed to complete my assignments.assignments.

– Students in my classes use computers and other Students in my classes use computers and other technology in the school library.technology in the school library.

Library Media Specialists:Library Media Specialists:– I am teaching the students in my school that it is I am teaching the students in my school that it is

never OK to use the Internet to copy information never OK to use the Internet to copy information and claim it is their own work.and claim it is their own work.

– In my school, the library media specialist and In my school, the library media specialist and teachers are provided time to jointly plan, teach, teachers are provided time to jointly plan, teach, and evaluate the instruction of information literacy and evaluate the instruction of information literacy skills.skills.


Fifth Grade Students:Fifth Grade Students:– What I learn about in the school library helps me to What I learn about in the school library helps me to

better understand what we are learning about in the better understand what we are learning about in the classroom.classroom.

– Going to the school library has helped to improve Going to the school library has helped to improve my reading skills.my reading skills.

a.a. Strongly DisagreeStrongly Disagreeb.b. DisagreeDisagreec.c. Neutral/no opinionNeutral/no opiniond.d. AgreeAgreee.e. Strongly AgreeStrongly Agree

– How often do you use each of the following on the How often do you use each of the following on the computer?computer?

Kids Search (etc)Kids Search (etc)Never, Sometimes, Often, I don’t know what this is, BlankNever, Sometimes, Often, I don’t know what this is, Blank


Secondary School Students:Secondary School Students:– I am better able to distinguish between reliable and I am better able to distinguish between reliable and

unreliable information on the Internet because of the unreliable information on the Internet because of the instruction I have received in the school library.instruction I have received in the school library.

– The library staff members and my teachers work The library staff members and my teachers work together to teach us research and library skills. together to teach us research and library skills.

a.a. Strongly DisagreeStrongly Disagreeb.b. DisagreeDisagreec.c. Neutral/no opinionNeutral/no opiniond.d. AgreeAgreee.e. Strongly AgreeStrongly Agree

– How often do you use each of the following How often do you use each of the following databases?databases?

Discovering Collection (etc)Discovering Collection (etc)Never, Sometimes, Often, I don’t know what this is, BlankNever, Sometimes, Often, I don’t know what this is, Blank


Graduates:Graduates:– My librarians in Parkway were nice and friendly to My librarians in Parkway were nice and friendly to

me.me.– I could find readings that were interesting and fun at I could find readings that were interesting and fun at

the Parkway school libraries.the Parkway school libraries.– When I was in Parkway, I needed to use the public When I was in Parkway, I needed to use the public

library or college/university libraries to get more library or college/university libraries to get more advanced or up-to-date research information.advanced or up-to-date research information.

a.a. Strongly DisagreeStrongly Disagree

b.b. DisagreeDisagree

c.c. Neutral/no opinionNeutral/no opinion

d.d. AgreeAgree

e.e. Strongly AgreeStrongly Agree

– ElementaryElementary– Middle SchoolMiddle School– High SchoolHigh School

LMEs (Library Media Expectations)LMEs (Library Media Expectations)

I can modify my search strategy to better find information in different I can modify my search strategy to better find information in different types of resources. GLE CA IL1A, ICT 1Ah, 2Bb, 3Aa; NETS 3A, types of resources. GLE CA IL1A, ICT 1Ah, 2Bb, 3Aa; NETS 3A, 3B; AASL 2.1.1, 2.2.1; Big6 2, 3; SMS 1.1, 3.4, 3.7, 4.5 3B; AASL 2.1.1, 2.2.1; Big6 2, 3; SMS 1.1, 3.4, 3.7, 4.5 I can seek more information when I detect conflicting information I can seek more information when I detect conflicting information and then draw my own conclusions. GLE CA IL1B, ICT 4Ab. 4Dc; and then draw my own conclusions. GLE CA IL1B, ICT 4Ab. 4Dc; NETS 4C, 4D; AASL 2.1.1, 2.1.3, 2.2.1, 2.2.2, 2.2.3, 2.4.1, 2.4.2; NETS 4C, 4D; AASL 2.1.1, 2.1.3, 2.2.1, 2.2.2, 2.2.3, 2.4.1, 2.4.2; Big6 3, 4; SMS 1.6, 3.6, 4.1Big6 3, 4; SMS 1.6, 3.6, 4.1I can identify misleading information and recognize gaps in I can identify misleading information and recognize gaps in information that could lead to inaccurate conclusions. GLE CA IL2A, information that could lead to inaccurate conclusions. GLE CA IL2A, IL1B, ICT 4DB; NETS 4C; SS TSSI 7C; AASL 2.1.1, 2.3.3, 2.4.1; IL1B, ICT 4DB; NETS 4C; SS TSSI 7C; AASL 2.1.1, 2.3.3, 2.4.1; Big6 3, 4; SMS 1.5, 1.6, 1.7; Big6 3, 4; SMS 1.5, 1.6, 1.7; I can make connections between real life and information gathered I can make connections between real life and information gathered through research. GLE CA: R 1I; NETS 1A, 2C; AASL 1.1.1, 2.1.3, through research. GLE CA: R 1I; NETS 1A, 2C; AASL 1.1.1, 2.1.3, 2.3.1, 2.4.1; Big 6 4, 5; SMS 1.102.3.1, 2.4.1; Big 6 4, 5; SMS 1.10

Use Information:Use Information:

Draw conclusions, make informed decisions, apply knowledge to new situations, and create new knowledge.

Use information:Use information: continuedcontinued

I can use various skills and tools to organize information so that it is useful I can use various skills and tools to organize information so that it is useful to me. GLE CA IL1C, ICT 5A, 5Cb; NETS 3B, 4C; AASL 2.1.2, 2.1.4; Big 6 to me. GLE CA IL1C, ICT 5A, 5Cb; NETS 3B, 4C; AASL 2.1.2, 2.1.4; Big 6 4, 5; SMS 1.4, 1.8; PTF III4, 5; SMS 1.4, 1.8; PTF III

I can evaluate whether my information need was met. GLE ICT 1Ag; AASL I can evaluate whether my information need was met. GLE ICT 1Ag; AASL 2.4.2, 3.4.2; BIG 6 6; SMS 3.4, 3.72.4.2, 3.4.2; BIG 6 6; SMS 3.4, 3.7

I can construct new knowledge based on information gathered from a I can construct new knowledge based on information gathered from a variety of sources, including collaboration. GLE ICT 1Bb; NETS 3B, 4C; variety of sources, including collaboration. GLE ICT 1Bb; NETS 3B, 4C; AASL 2.1.1, 2.1.5, 2.4.3; BIG 6 5; SMS 2.3, 3.2, 3.6AASL 2.1.1, 2.1.5, 2.4.3; BIG 6 5; SMS 2.3, 3.2, 3.6

Share Information: Share knowledge and participate ethicallyShare Information: Share knowledge and participate ethicallyand productively as members of our democratic society.and productively as members of our democratic society.

I can use technology tools to communicate new knowledge. GLEs CA: LS I can use technology tools to communicate new knowledge. GLEs CA: LS 2A, SS TSSI 7D, ICT 5Ca; NETS 1B, 2B, 2D, 3D, 6A, 6B; AASL 3.1.4; Big 6 2A, SS TSSI 7D, ICT 5Ca; NETS 1B, 2B, 2D, 3D, 6A, 6B; AASL 3.1.4; Big 6 5; SMS 1.4, 2.7; PTF II 5; SMS 1.4, 2.7; PTF II

I can evaluate my research process. GLE ICT 1Ah, 2Bb; AASL 3.4.1; Big 6 I can evaluate my research process. GLE ICT 1Ah, 2Bb; AASL 3.4.1; Big 6 6; SMS 3.4, 3.7 6; SMS 3.4, 3.7

I can evaluate the quality of my final product. GLE ICT 1Ag; AASL 3.4.2; I can evaluate the quality of my final product. GLE ICT 1Ag; AASL 3.4.2; Big 6 6; SMS 2.2, 3.7Big 6 6; SMS 2.2, 3.7

I can apply the concepts of intellectual property. GLE ICT 6Aa, 6Ba; NETS I can apply the concepts of intellectual property. GLE ICT 6Aa, 6Ba; NETS 5A; AASL 3.1.6, 1.3.3; Big 6 4, 5; SMS 4.1, 4.4; PTF V 5A; AASL 3.1.6, 1.3.3; Big 6 4, 5; SMS 4.1, 4.4; PTF V

I can apply copyright guidelines when gathering and using information. GLE I can apply copyright guidelines when gathering and using information. GLE CA IL1D, ICT 6Ba; NETS 5A AASL 1.3.1, 1.3.3, 3.1.6; Big 6 4, 5; SMS 4.4 CA IL1D, ICT 6Ba; NETS 5A AASL 1.3.1, 1.3.3, 3.1.6; Big 6 4, 5; SMS 4.4

I can correctly cite different types of sources. GLE CA IL1D, ICT 6Bc; I can correctly cite different types of sources. GLE CA IL1D, ICT 6Bc; NETS 5A; AASL 1.3.1, 3.1.6; Big 6 4,5; SMS 4.4 NETS 5A; AASL 1.3.1, 3.1.6; Big 6 4,5; SMS 4.4

Enjoy and Grow: Pursue personal and aesthetic growth.Enjoy and Grow: Pursue personal and aesthetic growth.

I can select books from various genres for leisure reading. GLE ICT 3Ab; I can select books from various genres for leisure reading. GLE ICT 3Ab; AASL 4.1.1, 4.1.2, 4.1.4, 4.2.4; SMS 1.9 AASL 4.1.1, 4.1.2, 4.1.4, 4.2.4; SMS 1.9

I can find information to satisfy personal interests and questions. NETS I can find information to satisfy personal interests and questions. NETS 5B,C; AASL 4.1.1, 4.1.4, 4.2.1, 4.4.1, 4.3.3, 4.4.3; Big 6 2, 3; SMS 1.1-10 5B,C; AASL 4.1.1, 4.1.4, 4.2.1, 4.4.1, 4.3.3, 4.4.3; Big 6 2, 3; SMS 1.1-10

I can evaluate media messages in daily life. GLE CA IL2A, ICT 4A; NETS I can evaluate media messages in daily life. GLE CA IL2A, ICT 4A; NETS 3B AASL 4.3.2 4.4.4; Big 6 4; SMS 1.5, 1.7, 2.3 3B AASL 4.3.2 4.4.4; Big 6 4; SMS 1.5, 1.7, 2.3

I can apply copyright guidelines when downloading music, videos or I can apply copyright guidelines when downloading music, videos or information for personal use. GLE ICT 6Aa, 6Cb; NETS 5C; AASL 4.3.4; Big information for personal use. GLE ICT 6Aa, 6Cb; NETS 5C; AASL 4.3.4; Big 6 4; SMS 4.2, 4.46 4; SMS 4.2, 4.4

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Key to Abbreviations Key to Abbreviations in I-Can Annotationsin I-Can Annotations

AASL = American Association of School Librarians AASL = American Association of School Librarians Standards for Standards for the 21the 21stst-Century Learner-Century Learner

Big 6 = 6-step problem-solving/process modelBig 6 = 6-step problem-solving/process model

GLE = DESE Grade Level ExpectationsGLE = DESE Grade Level Expectations

ICT = DESE Information, Communication, Technology LiteracyICT = DESE Information, Communication, Technology Literacy

NETS = National Educational Technology Standards (iste)NETS = National Educational Technology Standards (iste)

PTF = Parkway Technology ProficienciesPTF = Parkway Technology Proficiencies

SMS = MO Show Me Process standards SMS = MO Show Me Process standards

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Other Library Curriculum DocumentsOther Library Curriculum Documents

Other States Other States ColoradoColorado ConnecticutConnecticut MassachusettsMassachusetts

MontanaMontana North CarolinaNorth Carolina OhioOhio

Other Districts Other Districts PattonvillePattonville Webster Groves (library + technology)Webster Groves (library + technology)

Fayetteville, ArkansasFayetteville, Arkansas

Howard County Public Schools (MD)Howard County Public Schools (MD)

Weston, MAWeston, MA

Scope & Sequence DocumentsScope & Sequence DocumentsNew YorkNew York Texas (Georgetown)Texas (Georgetown)

K-16 Continuum Draft (from a Georgia Council oK-16 Continuum Draft (from a Georgia Council of Media Organizations conference)f Media Organizations conference)