Wichita Public Schools
Library Media Standards - Second Grade
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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 locates information appropriate to problems or needs
Indicator 2: Recognizes that accurate and comprehensive information is the basis for intelligent decision making
The student identifies and uses parts of a book to gather information for classroom assignments, e.g., title page, glossary, index; understands and uses subject headings/descriptors, author’s names, and titles and key words when using the automated catalog; constructs a simple bibliography (works used) with author/title
Indicator 3: Formulates questions based on information needs
The student formulates broad and specific questions
Indicator 4: Identifies a variety of potential sources of information
The student identifies simple reference sources e.g., pre-encyclopedia, dictionaries, atlases, bookmarked worldwide web, and local experts
Indicator 5: Develops and uses successful strategies for locating information
The student locates the library media center independently and identifies sections, e.g. fiction, nonfiction, and reference; interacts with media of various types and lengths to gain information, e.g. pictures, captions, text, icons, CD-ROM; recognizes the call number and alphabetizes to the second letter with teacher guidance; uses a problem solving strategy to locate information e.g., The Handy 5, Big Six, Little Three
| Standard 2: The student who is information literate evaluates information critically and competently |
Indicator 1: Determines accuracy, relevance, and comprehensiveness
The student defines and gives examples of accurate information
Indicator 2: Distinguishes among fact, point of view, and opinion
The student recognizes facts, opinions, and point of view in various information sources
Indicator 3: Identifies inaccurate and misleading information
The student defines and gives examples of dated or inaccurate information
| Standard 3: The student who is information literate uses information accurately and creatively |
Indicator 1: Organizes information for practical application
The student in a group setting, organizes information, e.g., graphic organizers, simple note taking, timelines, paraphrasing
Indicator 2: Integrates new information into one’s own knowledge
The student draws conclusions by integrating prior knowledge with new information from materials viewed, read, or heard
Indicator 3: Applies information to critical thinking and problem solving
The student recognizes steps in a basic problem-solving model in a group setting
Indicator 4: Produces and communicates information and ideas in appropriate formats
The student uses various formats to gain and present information, e.g., multimedia
| 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 generally seeks information related to personal interest
| 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 identifies characteristics of folklore (fairy tale, folk tale and tall tale), animal fantasy, picture books, and biography representing a variety of cultures and time periods; identifies elements of a story, e.g., characters, problem, setting, main idea, sequence of events and resolution; reads a story to younger child and parent/adult; understands the significance of award winning books
Indicator 2: Derives meaning from information presented creatively in a variety of formats
The student accesses information using various formats; explains meaning of a visual and/or aural message, e.g., pictorially or orally, or in writing
Indicator 3: Develops creative products in a variety of formats
The student interprets a visual and /or aural (oral) message in a different format with more complexity, e.g., dramatizes simple stories, uses posters, murals, and puppets
| 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 begins to accurately apply the steps of a basic problem-solving model
Indicator 2: Devises strategies for revising, improving, and updating self-generating knowledge
The student is aware of basic strategies for revising, improving, and updating work e.g., peer editing with teacher guidance
| 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 accesses and uses a library with assistance; locates and reads stories about different cultures
Indicator 2: Respects the principle of equitable access to information
The student checks out materials without assistance and returns materials on time
| 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 Second Grade level
Indicator 2: Respects intellectual property rights
The student is aware of the importance of expressing information in the student’s own words
Indicator 3: Uses information technology responsibly
The student uses equipment, with minimal guidance, for intended purposes and leaves it in good working order
| 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 that will contribute to the success of the group, e.g., through collaborative activities, cooperative groups, pair-share
Indicator 2: Respects others’ ideas and backgrounds and acknowledges their contributions
The student describes others’ ideas accurately and completely
Indicator 3: Collaborates with others, both in person and through technologies, to identify information problems and to seek their solutions
The student expresses own ideas appropriately, individually and in a group setting to solve an information problem
Indicator 4: Collaborates with others, both in person and through technologies, to design, develop, and evaluate information products and solutions
The student creates a simple group information product with guidance
Revised June, 2004