The student who is information literate accesses information efficiently and effectively
Benchmark 1
Recognizes the need for information.
Indicator 1
By the end of High School, the student determines and refines need for additional information .
Research Methods and AP English critical and persuasive papers. Skills: Students practice refining question through the development of their paper.
Benchmark 2
Recognizes that accurate and comprehensive information is the basis for intelligent decision making
Indicator 1
By the end of High School, the student reviews and extends; constructs appropriate bibliographic citations for research papers
Sophomore current research unit, Jr.American history paper. Skills: Students practice searching and citing print and electronic sources
Benchmark 3
Formulates questions based on information needs
Indicator 1
By the end of High School, the student revises questions as information needs change
Research Methods and AP English critical and persuasive papers. Skills: Students visit Axe Library and Pittsburg Public Library to search critical sources. Students use print and electronic sources to search for multiple points of view.
Benchmark 4
Identifies a variety of potential sources of information
Indicator 1
By the end of High School, the student recognizes alternative systems for organizing and accessing information, e.g., archives, government sources, and world wide web.
Sophomore reference unit, Jr.American history paper. Skills: Students learn both print and electronic methods of organization of information.
Benchmark 5
Develops and uses successful strategies for locating information
Indicator 1
By the end of High School, the student locates information sources independently; interacts with media of various types and lengths to gain information, e.g. a periodical index in a variety of formats, government documents, sources of career information, online databases, interlibrary loan, or other media; refines electronic searches.
Sophomore Current Research, Freshman Focus, Research Methods, American Government. Skills: Students learn both print and electronic methods of searching Information. Students locate career information in print, online and video formats. Students use electronic databases both at PHS and Axe Library.
The student who is information literate evaluates information critically and competently
Benchmark 1
Determines accuracy, relevance, and comprehensiveness
Indicator 1
By the end of High School, the student judges accuracy and completeness of source(s) in relation to informational needs
Sophomore web evaluation, Research Methods critical paper. Skills: Students evaluate websites according to checklists and rate sites on accuracy and authority.
Benchmark 2
Distinguishes among fact, point of view, and opinion
Indicator 1
By the end of High School, the student assembles facts, opinions, and points of view as appropriate to the purpose of one's own work
Sophomore persuasive paper, Research Methods persuasive paper, Beginning Speech. Skills: Students search for multiple points of view and assemble them into a persuasive work.
Benchmark 3
Identifies inaccurate and misleading information
Indicator 1
By the end of High School, the student judges and supports judgment of the degree of misleading information
Sophomore English Current Research. Skills: Students compare print and electronics sources and evaluate accuracy.
Benchmark 4
Selects information appropriate to the problem or question at hand Previously discussed in Standard 1, Benchmark 5 and Standard 2, Benchmarks 1-3
The student who is information literate uses information accurately and creatively
Benchmark 1
Organizes information for practical application
Indicator 1
By the end of High School, the student reviews and extends skills in organizing an information product.
Freshman Decades unit, Jr. American history project. Skills: Students create timeline of 20th century decades.
Benchmark 2
Integrates new information into one's own knowledge
Indicator 1
By the end of High School the student reviews and extends skills in synthesizing information from more than one source and more than one format to create new meanings.
Freshman Decades unit, Jr. American history project. Skills: Students use a variety of print, electronic and media sources to create a representation of a 20th century decade and a view of the Vietnam
Benchmark 3
Applies information to critical thinking and problem solving
Indicator 1
By the end of High School, the student independently applies problem solving model with emphasis on process evaluation
American History character profile, World Geography country aid project . Skills: Students solve a problem using a systematic form of research.
Benchmark 4
Produces and communicates information and ideas in appropriate formats ** ** Students should be expanding their range of format as they work through the levels. School resources may influence range.
Indicator 1
By the end of High School, the student refines both selection of format and production skills
American History project, Freshmen Decades unit. Skills: Students choose an appropriate media format for their presentation.
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 High School, the student explores a range of sources related to personal interest and well-being.
Health projects, Sustained Silent Reading Time, Seminar. Skills: Students read material of their choice for Sustained Silent Reading time.
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 High School, the student identifies characteristics of essays representing a variety of cultures and time periods; recognizes use of more complex literary devices, such as tone, irony, mood, satire, symbolism, allusion dialogue, diction, characters point of view, archetype, and analogy; reads self- selected material from outside the school, e.g Interlibrary Loan (ILL), college library, bookstore; recognizes award winning authors/books and best sellers, in cooperation with classroom teachers.
Skills: This is assessed by the Communications teachers and supported by the wide range of fiction and non-fiction available in the library, as well as through inter-library loan.
Benchmark 2
Derives meaning from information presented creatively in a variety of formats
Indicator 1
By the end of High School, the student evaluates strengths and weaknesses of the content of various formats.
Sophomore Reference and Current Sources units, American History project. Skills: Students choose which information source is most appropriate for their presentation use based on criteria such as currency, authority and level of detail.
Benchmark 3
Develops creative products in a variety of formats
Indicator 1
By the end of High School, the student integrates knowledge from visual and/or aural messages to create new message, e.g., multimedia presentation and reports
Freshman Focus Career unit, Decades Unit, American History Project. Skills: Students choose an appropriate media format for their presentation.
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 High School, the student evaluates the information-seeking process at each stage as it occurs and makes adjustments as necessary to improve both the process and product.
Sociology Poverty Simulation. Skills: Students must change their strategy to solve problems in the simulation.
Benchmark 2
Devises strategies for revising, improving, and updating self-generating knowledge (see glossary)
Indicator 1
By the end of High School, the student recognizes gaps in one's own knowledge with minimal guidance and selects and applies appropriate strategies for filling them.
High level research papers such as Research Methods and AP English. Skills: Students continue to research and gather information as their paper develops, returning to old sources and gathering new.
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 High School, the student accesses, integrates, and evaluates various resources for knowledge and information seeking; seeks sources representing a variety of contexts, perspectives, disciplines, cultures and evaluates their usefulness for resolving an information problem or question.
Sophomore persuasive paper, Research Methods persuasive paper.
Benchmark 2
Respects the principle of equitable access to information
Indicator 1
By the end of High School, the student actively supports ensuring equitable access to information resources.
Reserve carts, orientation, web page creation. Skills: Students understand the concept of reserve carts and use them appropriately.
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 High School, the student will be able to discuss/debase both sides of an issue to show how access to information supports intellectual freedom and First Amendment Rights
Benchmark 2
Respects intellectual property rights
Indicator 1
By the end of High School, the student cites sources properly, makes copies and incorporates texts and images only with appropriate copyright clearance, etc., when creating information products in order to avoid plagiarism
Sophomore current sources, Reseach Methods, Government. Skills: Students practice proper citing of both print, electronic and media forms.
Benchmark 3
Uses information technology responsibly
Indicator 1
By the end of High School, the student demonstrates proper use of electronic information, including network protocol, user privacy, and computer etiquette. electronic resources
Sophomore Current Sources, orientation, everyday use. Skills: Students are presented with information about computer etiquette.
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 High School, the student helps groups move to consensus after substantive conversation and sharing among all members of the group
Decades unit, Early Civilization newspaper, American history tabloid. Skills: Students practice working together to create an information product
Benchmark 2
Respects others' ideas and backgrounds and acknowledges their contributions
Indicator 1
By the end of High School, the student helps to organize and integrate the contributions of all the members of the group into information products
Decades unit, Early Civilization newspaper, American history tabloid. Skills: Students practice working together to create an information product.
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 High School, the student participates actively in discussion with others, in person and remotely through technologies, to devise solutions to informational problems that integrates group members' information and ideas
Decades unit, Early Civilization newspaper, American history tabloid. Skills: Students practice working together to create an information product.
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 High School, the student creates and evaluates complex information.
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