Wichita Public Schools
Library Media Standards - Pre-Kindergarten
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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 states the problem or need for information
Indicator 2: Recognizes that accurate and comprehensive information is the basis for intelligent decision making
The student identifies the cover and spine of a book; becomes aware of the concept of classification, e.g. fiction vs. nonfiction areas; becomes aware of the concept of giving credit to an information source
Indicator 3: Formulates questions based on information needs
The student, with prompting, formulates broad questions
Indicator 4: Identifies a variety of potential sources of information
The student is aware of information appropriate to task, e.g. easy/fiction, nonfiction
Indicator 5: Develops and uses successful strategies for locating information
The student locates the library media center with minimal supervision; listens to media of various types and lengths to gain information
| Standard 2: The student who is information literate evaluates information critically and competently |
Indicator 1: Determines accuracy, relevance, and comprehensiveness
Not introduced at the Pre-K level
Indicator 2: Distinguishes among fact, point of view, and opinion.
The student is aware of the point of view, e.g., who is telling the story
Indicator 3: Identifies inaccurate and misleading information
Not introduced at the Pre-K level
| Standard 3: The student who is information literate uses information accurately and creatively |
Indicator 1: Organizes information for practical application
The student, after listening to, or viewing a selection, identifies ways of organizing information, e.g., graphic organizers with teacher guidance
Indicator 2: Integrates new information into one’s own knowledge
The student begins to draw conclusions from open-ended selections, e.g. text, story telling, oral language
Indicator 3: Applies information to critical thinking and problem solving
Not introduced at the Pre-K level
Indicator 4: Produces and communicates information and ideas in appropriate formats
The student identifies various formats to share information, e.g. pictures, puppets, skits, videos
| 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
Not introduced at the Pre-K level
| 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 participates in and responds to oral language development experiences, e.g., nursery rhymes, finger plays, wordless picture books, poetry, stories that rhyme, alphabet books, counting books, and concept books; identifies emotional reactions of story characters
Indicator 2: Derives meaning from information presented creatively in a variety of formats
The student recognizes that different formats exist, e.g., video, CD-ROM, film, DVD, television, radio, concerts, field trips, photographs; understand the visual and/or aural (oral) message, e.g., retelling, pointing, matching, naming
Indicator 3: Develops creative products in a variety of formats
Not introduced at the Pre-K level
| 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
Not introduced at the Pre-K level
Indicator 2: Devises strategies for revising, improving, and updating self-generating knowledge (see glossary).
Not introduced at the Pre-K level
| 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 sources, contexts, disciplines, and cultures
The student participates in library programs; participates in activities that represent a variety of cultures
Indicator 2: Respects the principle of equitable access to information
Becomes aware of library procedures of selecting, checking out, and returning books
| 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
Not introduced at the Pre-K level
Indicator 2: Respects intellectual property rights
The student discusses the role of ownership, e.g., author, illustrator
Indicator 3: Uses information technology responsibly
The student uses equipment with guidance for purposes intended
| 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 shares information with others, e.g., show and tell
Indicator 2: Respects others’ ideas and backgrounds and acknowledges their contributions
The student begins to respect the ideas of others by listening, waiting for one’s turn and using appropriate body language
Indicator 3: Collaborates with others, both in person and through technologies, to identify information problems and to seek their solutions
The student, with guidance, expresses own ideas appropriately, both individually and in a group setting
Indicator 4: Collaborates with others, both in person and through technologies, to design, develop, and evaluate information products and solutions
Not introduced at the Pre-K level
Revised July 1, 2005