Wichita Public Schools
Library Media Standards - Ninth Grade
|
Power standards have been identified as the essential skills and content students should master in a particular grade level or course. Power standards are not, however, all that should be taught. In this document, power standards are indicated by bolded and enlarged type within the body of all standards and indicators. These standards and indicators replace all previous versions. |
The K-12 Library Media standards are aligned with the following national and state standards: American Library Association, American Association of School Librarians, Association for Educational Communication and Technology, 1998, and the Kansas Curricular Standards for Library Media, May 2001.
| Standard 1: The student who is information literate accesses information efficiently and effectively |
Indicator 1: Recognizes the need for information
The student reviews and extends skills in stating the problem or need for information, locating information appropriate to problems or needs and determining need for additional information
Indicator 2: Recognizes that accurate and comprehensive information is the basis for intelligent decision making
The student will complete, with guidance, evaluation tools for determining the accuracy and completeness of an information search; constructs appropriate bibliographic citations for research papers
Indicator 3: Formulates questions based on information needs
The student revises (adds and deletes) questions, with guidance, as information needs change
Indicator 4: Identifies a variety of potential sources of information
The student will review and extend, with guidance, their knowledge of a variety of primary and secondary information sources and accompanying technology to meet an information need
Indicator 5: Develops and uses successful strategies for locating information
The student, with guidance, will formulate and revise plans and vary strategies for accessing information for a range of needs and situations; interact 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; revise and refine electronic searches; reviews and extends
| Standard 2: The student who is information literate evaluates information critically and competently |
Indicator 1: Determines accuracy, relevance, and comprehensiveness
The student realizes that conflicting facts are found in different sources and understands the terms accurate, relevant, and comprehensive
Indicator 2: Distinguishes among fact, point of view, and opinion
Recognizes facts, opinion, and point of view and sometimes determines when it is appropriate in one's own work
Indicator 3: Identifies inaccurate and misleading information
With guidance, the student judges and supports judgments about the accuracy, bias, or misleading information in a variety of information sources and products
Indicator 4: Selects information appropriate to the problem or question at hand
The student recognizes the accuracy, relevance, and comprehensiveness of information as applied to an information problem or question
| Standard 3: The student who is information literate uses information accurately and creatively |
Indicator 1: Organizes information for practical application
The student organizes an information product, with guidance, e.g., report, poster, display, electronic presentation, annotation, thesis statement, research paper, scientific method, technical writing, persuasive writing
Indicator 2: Integrates new information into one’s own knowledge
The student reviews and synthesizes, with guidance, information on more complex topics from multiple sources and multiple formats to create new meanings
Indicator 3: Applies information to critical thinking and problem solving
The student independently applies problem solving model; reviews and extends emphasis on rubrics
Indicator 4: Produces and communicates information and ideas in appropriate formats
The student reviews the range of formats and their selection criteria to choose the most appropriate format for an information need
| Standard 4: The student who is an independent learner is information literate and pursues information related to personal interests |
Indicator 1: Seeks information related to various dimensions of personal well being, such as career interests, community involvement, health matters, and recreational pursuits
The student reviews and expands, with guidance, the range of sources related to personal interest and well-being
Indicator 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
| Standard 5: The student who is an independent learner is information literate and appreciates literature and other creative expressions of information |
Indicator 1: Is a competent and self-motivated reader
The student, with guidance, 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
Indicator 2: Derives meaning from information presented creatively in a variety of formats
The student analyzes and explains information presented in various formats; recognizes the relationships of parts and the whole in visual and/or aural messages
Indicator 3: Develops creative products in a variety of formats
The student integrates knowledge from visual and/or aural messages and uses this knowledge in new, more complex contexts, e.g., multimedia presentations, projects, and reports
| Standard 6: The student who is an independent learner is information literate and strives for excellence in information seeking and knowledge generation |
Indicator 1: Assesses the quality of the process and products of personal information seeking formats
The student analyzes and revises the product for clarification, reorganization, and elimination of extraneous information
Indicator 2: Devises strategies for revising, improving, and updating self-generating knowledge
The student recognizes gaps in one's own knowledge with minimal guidance and selects and applies appropriate strategies for filling them, e.g., peer review, focus groups, reaction panels, comparisons with models and trial and revision strategies
| Standard 7: 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 |
Indicator 1: Seeks information from diverse resources, contexts, disciplines, and cultures
The student uses a variety of sources covering diverse perspectives to resolve an information problem or question
Indicator 2: Respects the principle of equitable access to information
The student uses information resources and information technology efficiently so that they are available for others to use
| Standard 8: The student who contributes positively to the learning community and to society is information literate and practices ethical behavior in regard to information and information technology |
Indicator 1: Respects the principles of intellectual freedom
The student will analyze and interpret First Amendment rights, responsibilities, and intellectual freedom
Indicator 2: Respects intellectual property rights
The student analyzes and selects sources and/or products, with guidance, with respect to individual property rights, e.g., creation of research paper, development of a multimedia product
Indicator 3: Uses information technology responsibly
The student demonstrates proper use of electronic information, including network protocol, user privacy, and computer etiquette
| Standard 9: 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 |
Indicator 1: Shares knowledge and information with others
The student seeks, communicates actively, and integrates information within a group to create a common product
Indicator 2: Respects others’ ideas and backgrounds and acknowledges their contributions
The student encourages consideration of ideas and information from all group members
Indicator 3: Collaborates with others, both in person and through technologies, to identify information problems and to seek their solutions
The student participates actively in discussions with others, in person and remotely through technologies, to analyze information problems and to suggest solutions
Indicator 4: Collaborates with others, both in person and through technologies, to design, develop, and evaluate information products and solutions
The student works with others, in person and remotely through technologies, to create and evaluate products that communicate complex information and ideas
Revised June, 2004