The student who is information literate accesses information efficiently and effectively.
Benchmark 1
Recognizes the need for information.
Indicator 1
By the end of K - 1, the student recognizes the library media center as a source of information.
Instructional Example: 1. Students are given tours of the library media center including types/formats of information. 2. Students check out books.
Benchmark 2
Recognizes that accurate and comprehensive information is the basis for intelligent decision making
Indicator 1
By the end of K-1, the student identifies the cover and spine of a book; indentifies the concept of classification as it applies to locating accurate information. Instructional Example: 1. When reading a story, draw attention to parts of a book such as cover and spine, and proper care of books is explained. 2. LMS shares examples of fiction and nonfiction books, showing location in library.
Benchmark 3
Formulates questions based on information needs
Indicator 1
By the end of K-1, the student formulates broad questions with prompting.
Instructional Example: 1. Students are encouraged to seek information by asking questions, such as "I have a new puppy, how do I learn how to take care of it?" "I want to draw a dinosaur, are there any books that would show me?"
Benchmark 4
Identifies a variety of potential sources of information
Indicator 1
By the end of K-1, the student recognizes information appropriate to task, e.g., fiction, nonfiction.
Instructional Example: 1. Students are encouraged to check out both fiction and nonfiction materials. 2. LMS shows examples and guides student discussion of the difference between fiction ("stories" ) and nonfiction ("true information"). For example: Hold up Dr. Seuss book: Would you look in this book to find information about pets?
Benchmark 5
Develops and uses successful strategies for locating information
Indicator 1
By the end of K-1, the student locates the library media center with minimal supervision; knows how to locate fiction, non-fiction, picture book sections.
Instructional Examples: 1. LMS and classroom teacher lead a tour of the building and the best way for students to locate the library from their classroom 2. Students are given a visual tour of how library materials are arranged, and are shown where the picture books and appropriate non-fiction materials are located. Students then are encouraged to check out from these areas depending on interests.
The student who is information literate evaluates information critically and competently
Benchmark 1
Determines accuracy, relevance, and comprehensiveness
Indicator 1
Not introduced at the K-1 level
Benchmark 2
Distinguishes among fact, point of view, and opinion
Indicator 1
By the end of K-1, the student determines point of view.
1. After listening to a story, students will answer oral questions about who is telling the story; e.g. Is the pig telling the story? Is the boy telling the story? If you were a pig, would you feel this way, too?
Benchmark 3
Identifies inaccurate and misleading information
Indicator 1
Not introduced at the K-1 level
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 K-1, the student, after listening to, or viewing a selection, identifies ways of organizing information with teacher guidance.
Instructional Example: 1. The LMS will guide students to use a graphic organizer to identify the main characters, setting, problem and solution.
Benchmark 2
Integrates new information into one's own knowledge
Indicator 1
By the end of K-1 the student draws conclusions from open ended selections.
Instructional Example: 1. When reading a story to the group, the LMS stops to allow students to predict what happens next. Students may brainstorm endings for the story. 2. When pre-reading, the students learn to use the pictures to predict what will happen in the story.
Benchmark 3
Applies information to critical thinking and problem solving
Indicator 1
By the end of K-1, the student recognizes steps in a basic problem solving model with teacher guidance
1. LMS guides students in the KWL strategy e.g. what they know, what they want to know, what they have learned. 2. LMS asks students to retell the story.
Benchmark 4
Produces and communicates information and ideas in appropriate formats.
Indicator 1
By the end of K-1, the student identifies various formats to share information.
1. The LMS shares stories with students through reading, telling, finger plays, puppets, songs, videos, and poetry.
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 K-1, the student occasionally seeks information related to personal interest.
1. Students are encouraged to seek and check out books based on their interests, such as pets, hobbies, favorite authors, and series.
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 K-1, the student participates in and responds to oral language development experiences; identifies emotional reactions of story characters; shares library books with classmates and parents.
1. Students participate in nursery rhymes, finger plays, wordless pictures books, poetry, stories that rhyme, alphabet books, counting books and concept books. 2. Students illustrate a story to demonstrate their understanding of the story. 3. Students share library books with classmates and family.
Benchmark 2
Derives meaning from information presented creatively in a variety of formats
Indicator 1
By the end of K-1, the student recognizes that different formats for information exist.
1. Students practice active listening skills: a. Focus attention on the speaker. b. Listen without interrupting. c. Listen for a specific purpose. 2. Students are exposed to various information sources, such as CD-ROM's, videos, audio CD's, and a variety of books, such as picture, poetry, and pop-up books.
Benchmark 3
Develops creative products in a variety of formats
Indicator 1
By the end of K-1, the student interprets a visual and/or auditory message in a different format.
1. After hearing or reading selected literature, the student will be able to identify or draw the main characters. 2. After hearing or reading selected literature, the student will draw a picture of the setting. 3. After hearing or reading selected literature, the student dramatizes the story.
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 K-1, the student retraces steps in a basic problem-solving model with teacher prompts.
1. Group discussion following reading of story using KWL. 2. Students participate in a discussion-Did this source answer my question? Is this the best source available for this question?
Benchmark 2
Devises strategies for revising, improving, and updating self-generating knowledge (see glossary)
Indicator 1
Not introduced at the K-1 level
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 K-1, the student participates in library programs; participates in activities that represent a variety of cultures.
1. Students will listen to and discuss various multicultural stories to develop awareness of others' opinions, attitudes and customs. 2. Students use CD-ROM's such as "Living Books" to learn about different cultures.
Benchmark 2
Respects the principle of equitable access to information
Indicator 1
By the end of K-1, the student checks out library materials
1. Students learn the concept of sharing and finite resources e.g. "There is only one copy of this book in our library, so please bring it back on time so someone else may use it."
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
Not introduced at the K-1
Benchmark 2
Respects intellectual property rights
Indicator 1
By the end of K-1, the student recognizes the role of ownership.
1. Students do author/illustrator studies: read books by the same author, talk about the author's life, show a picture or draw a picture of their favorite story or character. 2. LMS creates a library display of books by a selected author/illustrator such as an author of the month.
Benchmark 3
Uses information technology responsibly
Indicator 1
By the end of K-1, the student uses equipment with guidance, for purposes intended.
1. Student uses cassette recorder to listen to read-aloud books that reinforce core curriculum. 2. Student uses Living Books and Wonders of Learning CD's with assistance when needed. 3. Students demonstrate appropriate use of computer technology.
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 K-1, the student shares information with others.
1. Students participate in show and tell. 2. Students recall story content and relate it to personal experiences.
Benchmark 2
Respects others' ideas and backgrounds and acknowledges their contributions
Indicator 1
By the end of K-1, the student respects the ideas of others by listening, waiting for one's turn and using appropriate body language
1. Students practice active listening skills: a. Focus attention on the speaker. b. Listen without interrupting. c. Listen for a specific purpose. 2. Students practice using appropriate body language and taking turns during story time.
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 K-1, the student expresses own ideas appropriately, both individually and in a group setting.
1. Students appropriately respond to questions after listening to a story.
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
Not introduced at K-1 level.
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