Wichita Public Schools
Library Media Standards - Twelfth 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 reviews and extends (evaluation tools, accuracy and completeness of information, validity); constructs appropriate bibliographic citations for research papers
Indicator 3: Formulates questions based on information needs
The student revises (adds and deletes) questions as information needs change
Indicator 4: Identifies a variety of potential sources of information
The student recognizes and utilizes alternative systems for organizing and accessing information, e.g., archives, government sources, and world wide web
Indicator 5: Develops and uses successful strategies for locating information
The student locates information sources independently; interacts 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; refines 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 judges the accuracy, relevance, and completeness of sources and information in relation to a range of topics and information problems
Indicator 2: Distinguishes among fact, point of view, and opinion
The student assembles facts, opinions, and point of view as appropriate in one's own work
Indicator 3: Identifies inaccurate and misleading information
The student judges and supports judgment of the degree of misleading information
Indicator 4: Selects information appropriate to the problem or question at hand
Integrates accurate, relevant, and comprehensive information to resolve 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 that presents different types of information in the most effective way
Indicator 2: Integrates new information into one’s own knowledge
The student independently reviews and extends their ability to synthesize information on 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 with emphasis on process evaluation
Indicator 4: Produces and communicates information and ideas in appropriate formats
The student refines both selection of format and production skills
| 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 extends the use of information literacy strategies when seeking resources 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 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 evaluates strengths and weaknesses of the content of various formats; relates information and ideas from visual and/or aural messages to personal experiences
Indicator 3: Develops creative products in a variety of formats
The student integrates knowledge from visual and/or aural messages to create a new message, e.g., multimedia presentations 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 evaluates the information-seeking process at each stage as it occurs and makes adjustments as necessary to improve both the process and product
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 accesses, integrates, and evaluates various resources for knowledge and information seeking; seeks sources representing a variety of contexts, perspectives, cultures and evaluates their usefulness for resolving an information problem or question
Indicator 2: Respects the principle of equitable access to information
The student actively supports and/or creates strategies for ensuring equitable access to information 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 will be able to discuss/debate both sides of an issue to show how access to information supports intellectual freedom and First Amendment rights
Indicator 2: Respects intellectual property rights
The student cites sources properly, makes copies and incorporates texts and images only with appropriate copyright clearance, etc., when creating information products in order to avoid plagiarism
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 helps groups move to consensus after substantive conversation and sharing among all members of the group
Indicator 2: Respects others’ ideas and backgrounds and acknowledges their contributions
The student helps to organize and integrate the contributions of all the members of the group into information products
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 devise solutions to informational problems that integrates group members' information and ideas
Indicator 4: Collaborates with others, both in person and through technologies, to design, develop, and evaluate information products and solutions
The student creates and evaluates complex information products that integrate information in a variety of formats
Revised June, 2004