The student who is information literate accesses information efficiently and effectively.
Benchmark 1
Recognizes the need for information.
Indicator 1
By the end of Middle School, 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 books, almanacs, etc.
Benchmark 2
Recognizes that accurate and comprehensive information is the basis for intelligent decision making
Indicator 1
By the end of Middle School, the student expands skills to include cross references and print and electronic indexes; uses bibliographies for information and documentation.
Instructional Example: 1. Students will demonstrate their ability to use the online catalog by using searches, including author, title, and subject key words to find specific materials. 2. Students will look at sample bibliographies and make a bibliography using
Benchmark 3
Formulates questions based on information needs
Indicator 1
By the end of Middle School, the student develops essential questions that go beyond fact-finding
Instructional Example: 1. In collaboration with classroom teacher, students brainstorm what questions need to be answered when preparing a simple research project and explore how subjects relate.
Benchmark 4
Identifies a variety of potential sources of information
Indicator 1
By the end of Middle School, the student independently uses information sources and the accompanying technology, e.g., interlibrary loan, world wide web searches, government agencies, geographical dictionary, news sources.
Instructional Example: 1. When preparing a research project, students demonstrate they can select the appropriate material to find the necessary information. 2. Students in groups participate in Internet treasure hunts and virtual field trips.
Benchmark 5
Develops and uses successful strategies for locating information
Indicator 1
By the end of Middle School, the student broadens skills to include information found outside the library.
Instructional Example: 1. Students will participate in activities utilizing virtual libraries, subject experts, field trips, museums; will interact with media of various types and lengths to gain information, e.g. indexes, including quotations and poetry, geographical dictionaries, historical atlases, will construct an electronic search, e.g. knowledge of search engines.
The student who is information literate evaluates information critically and competently
Benchmark 1
Determines accuracy, relevance, and comprehensiveness
Indicator 1
By the end of Middle School, the student compares and contrasts 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, current and appropriate according to copyright date, authority, bias. 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 Middle School, the student determines how different points of view can influence the facts and opinions present in controversial issues.
Instructional Example: 1. Students discuss different points of view found in various books/stories they have read. 2. Students will be given a topic, and asked to share a fact on that topic, a point of view, and an opinion.
Benchmark 3
Identifies inaccurate and misleading information
Indicator 1
By the end of Middle School, the student compares and contrasts sources to demonstrate misleading by slanting or by omission; identifies sources that protect against misleading information; demonstrates how misleading, slanting or omitting information can result in faulty conclusions.
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.
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 Middle School, the student organizes an information product.
Instructional Example: 1. Students will construct a report, poster, display, or electronic presentation. 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 Middle School, the student synthesizes information on given topics from more than one source and more than one format to create new meanings, e.g., books, videos, audios.
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, 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 Middle School, the student independently applies problem solving model.
1. Students demonstrate that they can use a basic problem solving model, such as formulate the question, choose a strategy, solve the problem, and then look back to see if they have answered the question.
Benchmark 4
Produces and communicates information and ideas in appropriate formats.
Indicator 1
By the end of Middle School, the student chooses the best format to present information and justifies the choice.
Instructional Example: 1. 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 Middle School, the student explores a range of sources related to personal interest and well-being
Instructional Example: 1. Students are encouraged to explore their personal interests or career interests, and then are asked to locate appropriate materials including Accelerated Reader books 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 Middle School, the student identifies characteristics of autobiography, drama, short stories and mythology representing a variety of cultures and time periods; reads self-selected material from outside the school.
Instructional Example: 1. Students keep a reading log to help identify the different genres of literature in their AR reading. 2. Students read books from the William Allen White list and vote on their choice.
Benchmark 2
Derives meaning from information presented creatively in a variety of formats
Indicator 1
By the end of Middle School, the student analyzes and explains information presented in various formats; recognizes the relationships of parts and the whole in visual and/or auditory messages.
Instructional Example: 1. Students use appropriate graphic organizers to analyze text or visual materials.
Benchmark 3
Develops creative products in a variety of formats
Indicator 1
Indicator: By the end of Middle School, in collaboration with the classroom teacher, the student applies knowledge from visual and/or auditory messages and uses this knowledge in new, more complex contexts.
Instructional Example: 1. Students use PowerPoint, posters, stories and poetry to share information.
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 Middle School, in collaboration with the classroom teacher, the student analyzes the product for clarification, reorganization, and elimination of extraneous information.
Benchmark 2
Devises strategies for revising, improving, and updating self-generating knowledge (see glossary)
Indicator 1
By the end of Middle School, the student selects and applies appropriate strategies for revising, improving and updating work.
Instructional Example: 1. Students utilize revision tools, such as spell check and proofreading.
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 Middle School, the student accesses and compares several information resources; seeks diverse perspectives to resolve an information problem or question.
Instructional Example: 1. Students compare fiction and non-fiction versions of Civil War events. 2. Students compare print and electronic sources of information.
Benchmark 2
Respects the principle of equitable access to information
Indicator 1
By the end of Middle School, the student uses information resources efficiently so that they are available for others to use.
Instructional Example: 1. Through inter-library loan, students learn to access resources outside the school and return them for other's use.
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 Middle School, the student participates in discussion about the First Amendment rights, responsibilities and intellectual freedom.
Instructional Example: 1. Students are aware of media ratings.
Benchmark 2
Respects intellectual property rights
Indicator 1
By the end of Middle School, the student analyzes sources and/or products to determine the steps necessary to respect intellectual property rights, e.g., creation of research paper, development of a multimedia product
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 restricting and using their own words.
Benchmark 3
Uses information technology responsibly
Indicator 1
By the end of Middle School, the student follows all school guidelines related to the use of computing and communications hardware, software, and networks when resolving information problems or questions.
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 Middle School, the student seeks, communicates actively, and integrates information within a group to create a common product.
1. Teacher observation and instruction in cooperative group settings.
Benchmark 2
Respects others' ideas and backgrounds and acknowledges their contributions
Indicator 1
By the end of Middle School, the student encourages consideration of ideas and information from all group members.
Instructional Examples: 1. Teacher observation and instruction in cooperative group settings. 2. Students participate in peer editing.
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 Middle School, the student participates actively in discussions with others, in person and remotely through technologies, to analyze information problems and to suggest solutions.
1. Students work in pairs or cooperative groups.
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 Middle School, the student creates and evaluates a group product that communicates complex information and ideas
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