The student who is information literate accesses information efficiently and effectively.
Benchmark 1
Recognizes the need for information.
Indicator 1
By the end of Grade 4-5, the student determines need for additional information.
Instructional Example: 1. Students will understand how to use a variety of resources for information purposes, including encyclopedias, electronic sources, CD-ROM's, trade
Benchmark 2
Recognizes that accurate and comprehensive information is the basis for intelligent decision making
Indicator 1
By the end of Grade 4-5, the student expands identification and use of the parts of a book including appendix, bibliography, glossary, copyright date, publisher, title page, table of contents and index; understands and uses subject heading/descriptors, authors' names, and titles and key words when using the automated catalogs; constructs a simple bibliography.
Instructional Example: 1. Each student will be asked to demonstrate their understanding of the parts of a book in a hands-on activity answering questions. Pair-share with another student. 2. Students will demonstrate their ability to use the online catalog by using searches, including author, title, and subject key words to find specific materials. 3. Students will look at sample bibliographies and make a bibliography using author name, book title, publisher and copyright date.
Benchmark 3
Formulates questions based on information needs
Indicator 1
By the end of Grade 4-5, the student refines questions as information needs change.
Instructional Example: 1. In collaboration with classroom teacher, students brainstorm what questions need to be answered when preparing a simple research project. 2. Students demonstrate in an interactive activity that they can formulate a question for what they need to know e.g. not just "I want to know about dinosaurs" but "I need to know what the various theories are that caused dinosaurs to become extinct."
Benchmark 4
Identifies a variety of potential sources of information
Indicator 1
By the end of Grade 4-5, the student selects the most appropriate reference source of information, e.g., children's periodicals, online databases, world wide web searches, almanacs, thesauruses, primary sources, unabridged dictionaries, news sources.
Instructional Example: 1. When preparing a simple research project, students demonstrate they can select the appropriate material to find the necessary information. 2. Students in pairs will be given a set of questions. They must decide which reference materials to use to find the answer, using encyclopedias, almanacs, atlases, thesaurus, dictionaries, children's periodicals, world wide web sources, etc. After completing the activity, small groups share with each other which
Benchmark 5
Develops and uses successful strategies for locating information
Indicator 1
By the end of Grade 4-5, the student locates nonfiction materials to demonstrate a basic understanding of Dewey Decimal classification; interacts with media of various types and lengths, e.g., magazines, dictionary, foreign language dictionaries, thesaurus; uses the call number to locate materials on the shelves.
Instructional Example: 1. Students will participate in a scavenger hunt activity to locate a) specific books using the Dewey Decimal numbers and b) Everybody and Fiction books, arranged by author. 2. Students will locate and learn to use other reference materials, including periodicals, dictionaries, almanacs, etc. through a question/answer format.
The student who is information literate evaluates information critically and competently
Benchmark 1
Determines accuracy, relevance, and comprehensiveness
Indicator 1
By the end of Grade 4-5, the student seeks multiple sources to verify accuracy of information.
Instructional Examples: 1. Students will be guided by the classroom teacher, in collaboration with the LMS, to use several different sources for a research project, comparing information found in various sources. 2. Students will be led in a discussion about how to best determine the accuracy of materials, such as checking copyright date, authority of author, and research-base of material.
Benchmark 2
Distinguishes among fact, point of view, and opinion
Indicator 1
By the end of Grade 4-5, the student explains how facts, opinions, and points of view are different from one another.
Instructional Example: 1. Students discuss different points of view found in various books/stories they have read, such as versions of The Three Little Pigs written from the viewpoint of the wolf or the pig. 2. Students will be given a topic, and asked to share a fact and an opinion on that topic.
Benchmark 3
Identifies inaccurate and misleading information
Indicator 1
By the end of Grade 4-5, the student identifies sources that demonstrate misleading information.
Instructional Example: 1. The LMS shows examples of misleading information, including outdated materials and bias of author, and credibility of sources from the world wide web. Students will be asked to compare some sources and see if they can find some misleading information.
The student who is information literate uses information accurately and creatively
Benchmark 1
Organizes information for practical application
Indicator 1
By the end of Grade 4-5, the student independently organizes information.
Instructional Example: 1. Students will construct a story web, simple outline or chart to organize information. 2. Students will learn to construct a simple bibliography to give credit to sources.
Benchmark 2
Integrates new information into one's own knowledge
Indicator 1
By the end of Grade 4-5 the student combines information on a given topic from more than one source and more than one format.
Instructional Example: 1. Students will, in collaboration with the classroom teacher and LMS, use various information sources for a research project, such as an encyclopedia, children's periodical, almanac, electronic encyclopedia, and a world wide web search.
Benchmark 3
Applies information to critical thinking and problem solving
Indicator 1
By the end of Grade 4-5, the student follows steps of basic problem solving model with minimal guidance. 1. Through skill activities, students demonstrate that they can use the Big 6 problem solving model: Task definition-what am I supposed to do? Information seeking strategies-where do I find information? Location and access of materials-what are the best sources? Use of information--how will I record the information that I find? Synthesis-how will I show my results? Evaluation-how will I know if I have done my best?
Benchmark 4
Produces and communicates information and ideas in appropriate formats
Indicator 1
By the end of Grade 4-5, the student chooses the most appropriate format for presenting information.
Instructional Example: 1. Students will be given various examples in which they must choose the best format for their information considering audience, length, and type of information. 2. In a research activity done in collaboration with the classroom teacher, students choose in what format they want to present their information.
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 begin, such as career interest, community involvement, health matters, and recreational pursuits
Indicator 1
By the end of Grade 4-5, the student generally seeks information related to personal interest and well-being.
Instructional Example: 1. Students are given a survey to determine their personal interests or career interests, and then are asked to locate appropriate materials to further their knowledge.
Benchmark 2
Designs, develops, and evaluates information products and solutions to related personal interests This process is previously discussed in Standards 1-3 for academic information needs. The same strategies and indicators can also be applied to information needs related to personal interests.
The student who is an independent learner is information literate and other creative expressions of information
Benchmark 1
Is a competent and self-motivated reader
Indicator 1
By the end of Grade 4-5, the student identifies characteristics of realistic fiction, historical fiction, fantasy, science fiction, legends, fables and informational text representing a variety of cultures and time periods; analyzes elements of a story including theme and plot; communicates reaction to books read.
Instructional Example: 1. While reading their book, students complete a graphic organizer detailing the elements of the story such as characters, setting, plot and theme. 2. Students keep a reading log to identify the different genres of literature to which they are exposed through teachers read alouds or independent reading. Students participate in Book Talks. 3. Students read books from the William Allen White list and vote on their choice to receive the award.
Benchmark 2
Derives meaning from information presented creatively in a variety of formats
Indicator 1
By the end of Grade 4-5, the student compares and contrasts information using various formats; interprets meaning of visual and/or auditory messages.
Instructional Example: 1. Students can summarize, compare and contrast, what they learned from a variety of information sources such as the internet, newspapers, plays, speakers.
Benchmark 3
Develops creative products in a variety of formats
Indicator 1
By the end of Grade 4-5, the student applies knowledge from visual and/or auditory messages in new context and products.
Instructional Example: 1. Students develop a visual project such as a map, diorama, model and computer generated project.
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 formats Discussed under Standard 3, Benchmark 3 for the process
Indicator 1
By the end of Grade 4-5, the student implements the problem solving model to create a quality product.
Instructional Example: 1. Students use the Big 6 problem solving model to write a report to reinforce their social studies or science curriculum. This is done in cooperation with the classroom teacher.
Benchmark 2
Devises strategies for revising, improving, and updating self-generating knowledge (see glossary)
Indicator 1
By the end of Grade 4-5, the student explains basic strategies for revising, improving, and updating work .
Instructional Example: 1. In cooperation with the classroom teacher, students will peer edit their research project.
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
Indicator 1
By the end of Grade 4-5, the student accesses several information resources; recognizes sources of information in the community, e.g. public library, museum; compares and contrasts different perspectives.
Instructional Example: 1. To better understand a specific time period in social studies, students read from 3 or 4 books with a setting of that time. Students identify author's purpose in each story. 2. Students visit and gather information from study trips to places such as Crawford County Museum, Fort Scott National Monument, Big Brutus and Prairie State Park. 3. When studying history, students work in groups to prepare oral history projects.
Benchmark 2
Respects the principle of equitable access to information Indicator 1 By the end of Grade 4-5, the student understands the concept of shared access to limited resources.
Instructional Example: 1. Students search for books on the online catalog, noting which libraries have the book, if it is checked out and when it is due. 2. Interlibrary loan is explained to the students. 3. Students demonstrate good citizenship habits for other library patrons by returning materials on time, careful use of materials, respect for rights of others and assisting younger students when needed.
The student who contributes positively to the learning community and to society is information literature and practices ethical behavior in regard to information and information technology
Benchmark 1
Respects the principles of intellectual freedom
Indicator 1
By the end of Grade 4-5, the student defines or gives examples of intellectual freedom, e.g., freedom of speech, right to self-select certain topics/titles, media ratings.
Instructional Example: 1. LMS directs a discussion on freedom of speech or expression. 2. Students are made aware of media ratings.
Benchmark 2
Respects intellectual property rights
Indicator 1
By the end of Grade 4-5, the student defines plagiarism and understands the importance of citation of information used for research.
Instructional Example: 1. Students create a simple bibliography when doing research-author, title publisher, copyright date. 2. Students can discuss plagiarism and understand the importance of paraphrasing when note taking. 3. Students demonstrate the ethical use of information such as respecting copyright restrictions and using their own words.
Benchmark 3
Uses information technology responsibly
Indicator 1
By the end of Grade 4-5, the student uses equipment, with minimal guidance, for purposes intended and leaves it in good working order.
Instructional Example: 1. Students continue to learn proper use and care of technology equipment.
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
Indicator 1
By the end of Grade 4-5, the student discusses ideas with others in the group, listens well, and changes ideas when appropriate.
Instructional Example: 1. Students will be given topic to discuss in a small group A reporter will report back to the class on main ideas and any consensus reached.
Benchmark 2
Respects others' ideas and backgrounds and acknowledges their contributions
Indicator 1
By the end of Grade 4-5, the student responds respectfully to the points of view and ideas of others and acknowledges the contributions of each.
Instructional Example: 1. Proper listening techniques and responses are discussed and listed. Students then practice these techniques during a class discussion. 2. Students show respect to a guest speaker and ask appropriate questions and give appropriate responses.
Benchmark 3
Collaborates with others, both in person and through technologies, to identify information problems and to seek their solutions
Indicator 1
By the end of Grade 4-5, the student expresses own ideas appropriately, individually and in a group setting to solve an information problem.
Instructional Example: 1. Students work in pairs or cooperative groups to solve a problem.
Benchmark 4
Collaborates with others, both in person and through technologies, to design, develop, and evaluate information products and solutions Discussed in Standard 9, Benchmark 3
Indicator 1
By the end of Grade 4-5, the student creates a group information product in collaboration with the classroom teacher.
Instructional Example: 1. In small groups, students will choose a Native American tribe to research. They will use the Big Six problem solving model to present their information to the class and other classes of the school. 2. In small groups, students will study various authors and present their information to the class.
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