Wichita Public Schools
Library Media Standards - Seventh 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 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 independently use 'see' and 'see also' cross-reference
The student, with assistance, will extend their use of print and electronic indexes
The student, with assistance, will extend their use of bibliographies to a larger variety of sources
Indicator 3: Formulates questions based on information needs
Independently develops broad and specific questions on a topic
Identifies and gives examples of broad and specific questions that go beyond fact-finding
Indicator 4: Identifies a variety of potential sources of information
The student will use and expand, with assistance, the variety of information sources and the accompanying technology, e.g., world wide web searches, and specialized dictionaries and encyclopedias
Indicator 5: Develops and uses successful strategies for locating information
The student broadens, with assistance, location skills to include information found outside the library, e.g., virtual libraries, subject experts, field trips, museums; interacts with media of various types and lengths to gain information, e.g., indexes; including quotations and poetry, geographical dictionaries; historical atlases, constructs an electronic search, e.g. Boolean search, knowledge of search engines; 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 compares and contrasts multiple sources and formats with assistance to verify accuracy and relevance of information
Indicator 2: Distinguishes among fact, point of view, and opinion
The student determines, with assistance, how different points of view can influence the facts and opinions present in controversial issues
Indicator 3: Identifies inaccurate and misleading information
The student compares and contrasts sources with assistance, 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
Indicator 4: Selects information appropriate to the problem or question at hand
Previously discussed in Standard 1, Indicator 5 and Standard 2, Indicators 1-3
| Standard 3: The student who is information literate uses information accurately and creatively |
Indicator 1: Organizes information for practical application
The student, with assistance, organizes an information product, e.g., report, poster, display, electronic presentation, annotation
Indicator 2: Integrates new information into one’s own knowledge
The student, with assistance, synthesizes information on given topics from more than one source and more than one format to create new meanings, e.g., books, videos, audios
Indicator 3: Applies information to critical thinking and problem solving
The student, with assistance, will select and apply an appropriate problem-solving model with emphasis on rubrics
Indicator 4: Produces and communicates information and ideas in appropriate formats
The student expands their range of formats and chooses the best format to present information. The student justifies the choice with assistance
| 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 will expand and explore 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 Standard 1, Indicator 3 for academic 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 assistance, will explore and identify characteristics of a variety of genres, cultures, and time periods
With assistance, the student will evaluate the strengths and weaknesses of the literature read and will read self-selected materials from outside the school
Indicator 2: Derives meaning from information presented creatively in a variety of formats
The student, with assistance, 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 applies knowledge from visual and/or aural messages and uses this knowledge in expanded and more complex contexts, with assistance, e.g., video tapes, role playing, broadcasts, posters, computer-generated presentations, collage, and poems
| 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, with assistance, the product for clarification, reorganization, and elimination of extraneous information
Indicator 2: Devises strategies for revising, improving, and updating self-generating knowledge
The student, with assistance, selects and applies appropriate strategies for revising, improving and updating work e.g., proofreading
| Standard 7: The student who contributes positively to the learning community and to society is information literate and recognizes the importance to a democratic society |
Indicator 1: Seeks information from diverse resources, contexts, disciplines, and cultures
The student accesses and compares with assistance several information sources and seeks diverse perspectives to solve an informational problem or question
Indicator 2: Respects the principle of equitable access to information
The student uses information resources 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
Given a situation, the student will state how the First Amendment rights, responsibilities and intellectual freedom apply
Indicator 2: Respects intellectual property rights
The student with assistance analyzes sources and/or products to determine the steps necessary to respect intellectual property rights, e.g. creation of research paper, development of multimedia product
Indicator 3: Uses information technology responsibly
The student with assistance demonstrates their ability to follow all school guidelines related to the use of computing and communications hardware, software, and networks when resolving information problems or questions
| 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 productively and actively communicates and integrates information within a group to create a common product
Indicator 2: Respects others’ ideas and backgrounds and acknowledges their contributions
The student with assistance is able to encourage 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 with assistance in discussion 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, with assistance, creates and evaluates a group product that communicates complex information and ideas
Revised June, 2004