Wichita Public Schools
Library Media Standards - Third 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, with guidance, determines the need for additional information
Indicator 2: Recognizes that accurate and comprehensive information is the basis for intelligent decision making
The student expands identification and use of the parts of a book including bibliography, glossary, copyright date, publisher, title page, table of contents and index; expands skills to include ‘see’ and ‘see also’ cross references and print/ electronic indexes; constructs bibliography (works used) with citation
Indicator 3: Formulates questions based on information needs
The student, with guidance, refines questions as information needs change
Indicator 4: Identifies a variety of potential sources of information
The student selects the most appropriate reference source of information, e.g. children’s periodicals, online databases, thesauruses, television and/or radio programs
Indicator 5: Develops and uses successful strategies for locating information
The student locates nonfiction materials to demonstrate a basic understanding of Dewey Decimal classification; interacts with media of various types and lengths, e.g. magazines, other indexing tools, dictionary for pronunciations, foreign language dictionaries, junior thesaurus; uses the call number to locate materials on the shelves
| Standard 2: The student who is information literate evaluates information critically and competently |
Indicator 1: Determines accuracy, relevance, and comprehensiveness
The student seeks multiple sources to verify accuracy of information, e.g., current and appropriate according to copyright date
Indicator 2: Distinguishes among fact, point of view, and opinion
The student, with assistance, recognizes how facts, opinions, and point of views are different from one another
Indicator 3: Identifies inaccurate and misleading information
The student identifies sources that demonstrate misleading information, e.g., copyright date
| Standard 3: The student who is information literate uses information accurately and creatively |
Indicator 1: Organizes information for practical application
The student, with guidance, organizes information, e.g. graphic organizers, simple note taking, timelines, paraphrasing
Indicator 2: Integrates new information into one’s own knowledge
The student combines information on a given topic from more than one source
Indicator 3: Applies information to critical thinking and problem solving
The student follows steps of a basic problem-solving model with guidance
Indicator 4: Produces and communicates information and ideas in appropriate formats
The student, with guidance, chooses the most appropriate format for presenting information, e.g., considers audience, length, type of information
| 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 and well-being
| 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 realistic fiction, historical fiction, fantasy, science fiction, legends, fables and informational text representing a variety of cultures and time periods; communicates reaction to books read, e.g. book talks, review, discussions and recommendations; reads award winners and/or honor books
Indicator 2: Derives meaning from information presented creatively in a variety of formats
The student, with guidance, compares and contrasts information using various formats; interprets meaning of 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 in new context and products, e.g., maps, dioramas, models
| 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, with guidance, implements the problem solving model to create a quality product, e.g., drafting/editing, revising
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 assistance
| 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 several information resources, e.g., public library, television/radio station, museum, newspaper office; compares and contrasts different cultures
Indicator 2: Respects the principle of equitable access to information
The student understands the concept of reserve system and shared access to limited resources
| 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 defines or gives examples of intellectual freedom, e.g., freedom of speech, right to self-select certain topics/titles, movie ratings with teacher guidance.
Indicator 2: Respects intellectual property rights
The student recognizes plagiarism
Indicator 3: Uses information technology responsibly
The student understands school guidelines for equipment use and uses equipment independently
| 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 discusses ideas with others in the group, listens well, and changes ideas when appropriate
Indicator 2: Respects others’ ideas and backgrounds and acknowledges their contributions
The student responds respectfully to the points of view and ideas of others and acknowledges the contributions of each
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 minimal guidance
Revised June, 2004