Library Program

The Library Media Program (click here for a PDF copy)

The library media program is designed to include instruction, services, and a variety of resources and materials where students can develop the literacy skills needed to achieve success in meeting elements of the ELA Common Core Standards as well as the Information Literacy Standards.

The program provides instruction divided into 3 levels. The library program will be instituted annually.

Research Skills Orientation & Information Seeking Strategies

These lessons are designed to familiarize students with the library, library procedures and protocol.

(It is required for all incoming 6^th grade students, but open to all classes and individual students as needed.)

Instruction includes:

Unit A Basic Library Skills

a. Library Organization (Location and Access)

b. The Dewey Decimal System

c. Navigating the OPAC and the Digital Library systems.

Unit B Reading/ELA

a. Reading Comprehension

b. Literary Response and Analysis

c. Elements of Literature

d. Citing Evidence

Unit C Writing Applications

a. Expository

b. Descriptive

Unit D Research Strategies

a. Introduction to Reference Sources

b. Big Six Research Skills

c. Plagiarism

d. Bibliographic Formats & Source Citations

Study Skills

a. Note taking (Cornell)

b. Outlining

c. Notebook organization

d. Test Prep

Technology

a. Introduction to various multimedia applications for use in student assignments and projects.

Professional Developments

a. Text Complexity (as relates to common core and SBAC)

b. Source Evaluations

c. Academic Language (Acquisition and Use)

d. Technology Integration

1. Core concepts and Keys to Media Literacy

Information Literacy Standards

S1 The student who is information literate accesses information efficiently and effectively.

S2 The student who is information literate evaluates information critically and competently.

S3 The student who is information literate uses information accurately and creatively.

S4 The student who is an independent learner is information literate and pursues information

related to personal interests.

S5 The student who is an independent learner is information literate and appreciates literature

and other creative expressions of information.

S6 The student who is an independent learner is information literate and strives for excellence in

information seeking and knowledge.

S7 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.

S8 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.

S9 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.

**For a complete copy of the Information Literacy Standards. (which includes the sub

standards), see Librarian.

**For our program purposes, the nine information literacy standards have been grouped

to the needs and specific curriculum standards of middle school students and condensed

to five standards labeled “A- E”.

Specific Information Literacy Standards Addressed

A. A student should understand how information and resources are organized.

A student who meets the content standard should:

1) recognize that libraries use classification systems to organize, store and provide

access to information and resources;

2) understand how information in print, non-print and electronic formats are

organized and accessed;

3) understand how library classification and subject heading systems work;

4) search for information and resources by author, title, subject or keyword, as

appropriate; and

5) identify and use search strategies and terms that will produce appropriate results.

B. A student should understand and use the research processes necessary to

locate, evaluate and communicate information and ideas.

A student who meets the content standard should:

1) state a problem, question or information need;

2) consider the variety of available resources and determine the best ones to use;

3) access information;

4) evaluate the validity, relevancy, currency and accuracy of information;

5) organize and use information to create a product; and

6) evaluate the effectiveness of the product in conveying the intended message.

C. A student should recognize that being an independent reader, listener, and

viewer of material in print, non-print, and electronic formats will contribute to

personal enjoyment and lifelong learning.

A student who meets the content standard should:

1) read for pleasure and information;

2) read, listen to, and view a wide variety of literature and other creative expressions; and

3) recognize and select materials appropriate to personal abilities and interests.

D. A student should be aware of the freedom to seek information and possess the

confidence to pursue information needs beyond immediately available sources.

A student who meets the content standard should:

1) know how to access information through local, national and international sources

in printed and electronic formats;

2) recognize the importance of access to information and ideas in a democratic society;

3) access information on local, state, national and world cultures and issues;

4) evaluate information representing diverse views in order to make informed

decisions; and

5) assimilate and understand how newly acquired information relates to oneself and

others.

E. A student should understand ethical, legal and social behavior with respect to

information resources.

A student who meets the content standard should:

1) use library materials and information resources responsibly;

2) understand and respect for the principles of intellectual freedom;

3) understand and respect for intellectual property rights and copyright laws; and

4) develop and use citations and bibliographies.

ELA Standards Addressed

Reading Comprehension

2.6 Use information from a variety of consumer, workplace, and public documents to explain a

situation or decision and to solve a problem

2.7 Expository Critique: evaluate the unity, coherence, logic, internal consistency, and structural

patterns of text

Literary Response and Analysis

3.5 Narrative Analysis of Grade-Level-Appropriate Text: identify and analyze recurring themes (e.g.,

good versus evil) across traditional and contemporary works

3.6 Narrative Analysis of Grade-Level-Appropriate Text: identify significant literary devices (e.g.,

metaphor, symbolism, dialect, irony) that define a writer’s style and use those elements to interpret the

work

3.7 Literary Criticism: analyze a work of literature, showing how it reflects the heritage, traditions,

attitudes, and beliefs of its author (Biographical Approach)

Writing Applications

1.4 Plan and conduct multiple step information searches by using computer

networks and modems.

Give credit for both quoted and paraphrased information in a bibliography by using

a consistent and sanctioned format and methodology for citations.

Write research reports:

a. Record important ideas, concepts, and direct quotations from significant

information sources and paraphrase and summarize all perspectives on the

topic, as appropriate.

b. Use a variety of primary and secondary sources and distinguish the nature

and value of each.

c. Organize and display information on charts, maps and graphs.

Research and Technology

Plan and conduct multiple-step information searches by using computer networks and

modems.

Achieve an effective balance between researched information and original ideas.

Evaluation and Revision

Revise writing for word choice; appropriate organization; consistent point of view; and

transitions between paragraphs, passages, and ideas.

Performance Expectations

Information Literacy Standard A

Students as knowledge seekers

Educational experiences gained through a school library media program will assure that students know and can demonstrate how to:

Select an essential research question or topic using given information and narrow as necessary.
Use proper search criteria in reference and search sources (e.g. dictionary, encyclopedia, indexes).

Use the OPAC, and the Digital Library (databases).

Search for materials by author, title, subject, or keyword, and search catalogs (online or print) with minimal assistance.

Independently select resources (print, non-print, electronic) that are appropriate to topic or need from within the school, or from outside resources (e.g. Digital Library, etc.)

Follow an established research plan.
Use search tools (indexes, main menus, keywords), parts of a book (table of contents, glossaries, bibliography), and reading strategies (skim, scan, guide words, etc.), and apply Boolean logic for database searches, using appropriate organizational structure (URL’s, hyperlinks, etc).

Demonstrate ability to take notes, print, or record information from a wide range of sources.
Analyze search process, with assistance, and adjust search strategy if necessary.
Prepares bibliography, citing sources according to established methods.

Performance Expectations

Information Literacy Standard B

Students as a Quality Producer

Educational experiences gained through a school library media program will assure that students know and can demonstrate how to:

Identify quality work.
Demonstrate an understanding of the strengths and weaknesses of various media formats as means of communication.
Apply rubric-based criteria to evaluate the product produced.
Organize, analyze and interpret ideas from print, non-print, and electronic sources and present conclusions.
Create print, multimedia or other products to demonstrate understanding of the task.
Evaluate information used to develop and present the product for accuracy, organization, and relevance.

Performance Expectations

Information Literacy Standard C

Students as Self-directed Learners

Educational experiences gained through a school library media program will assure that students know and can demonstrate how to:

Select and use reading and reference, and electronic materials that are appropriate to age for personal enjoyment.
Locate fiction and non-fiction according to Dewey classifications.
Locate and use reference materials according to need and interest (encyclopedias, dictionaries, atlas, CD-ROM, on-line, periodicals).
Locate & access resources independently; ask for directions from the library staff and other library facilities when necessary.
Identify authors, list some favorites and titles, and know that reading is essential for life-long learning.

Performance Expectations

Information Literacy Standard D

Students as Group Contributors

Educational experiences gained through a school library media program will assure that students know and can demonstrate how to:

Use the group process when listening and discussing ideas with group members, and help move the group toward consensus on an issue or task.

Seek contribution of everyone in the group.

Seek solutions to problems or tasks through interpersonal or interactive collaboration with others.

Work with others in synthesizing information into solutions to problems or tasks.

Evaluate their own and the group’s work, and attempt to improve content delivery, and work habits.

Performance Expectations

Information Literacy Standard E

Students as Responsible Information Users

Students practice ethical use of information and information technologies.

Educational experiences gained through a school library media program will assure that students know and can demonstrate how to:

Share limited resources and return materials on time.
Observe the ethical constraints imposed by copyright on using and transmitting information.
Provide bibliographic credit to material and information used.
Observe "fair use" guidelines for all copyrighted materials, and recognizes plagiarism, but does not engage in it.
Differentiate between different types of ownership protection of intellectual property (e.g. copyright, trademark, patents).
Demonstrate ethical and responsible use of hardware, software, print materials, and networks within, and outside of the school.
Recognize and apply the principles of the Library Bill of Rights.

Big 6® Research Skills

What is the Big6®?

Developed by Mike Eisenberg and Bob Berkowitz, the Big6 is the most widely known and widely used approach to teaching information and technology skills.

What is the focus of the Big6®?

The Big6® integrates information (search and use) skills along with technology tools in a systemic process to find, use, apply, and evaluate information for specific needs and tasks.

What are the Big® Skills?

1. Task Definition

< >Define the information problem.Identify information needed in order to complete the task (to solve the problem).2. Information Seeking Strategies

< >Determine the range of possible sources, brainstorm.Evaluate the different possible sources to determine priorities (select the best possible source or sources).3. Location and Access

3.1 Locate sources.

< >Find information within sources.4. Use of Information

< >Engage (e.g., read, hear, view, touch) information in a source.Extract relevant information from a source.5. Synthesis

5.1 Organize information from multiple sources.

< >Present information6. Evaluation

6.1 Judge the product (effectiveness)

6.2 Judge the information problem solving process (efficiency)

Research Skills	Information Literacy Standards	ELA Standards	Basic Activities	Advanced Activities
1 Task Definition	1.1 1.3	6^th (W) 2.3a 7^th (W) 1.4, 2.3a (RT) 1.4 8^th (W) 2.3a	Concept Mapping Graphic Organizers	Level Questioning
2 Information Seeking Strategies	1.4 2.4	6^th (W) 2.3b 7^th (W) 2.3c 8^th (RT) 1.4	Subject Directories Evaluating Web Sites	Web Site Evaluation
3 Location and Access	1.5 7.1	6^th (W) 2.3b, (RT) 1.4 7^th (W) 2.3c 8^th (W) 1.4, 2.3b, (RT) 1.4, 1.5	Keyword Searching Search Strategies Alternative sources	Advanced Search Strategies (Boolean Logic)
4 Use of Information	2.1 2.2	6^th (R) 2.4, (W) 2.3c (RT) 1.4 7^th (W) 1.3, 1.5, 2.3d (RT) 1.5 8^th (W) 2.3a, 2.3c (RT) 1.4, 1.5	Extract Information Analyze Sources Bibliographic Citations	Thinking Maps
5 Synthesis	3.1 3.2 3.3	6^th (R) 2.4 (W) 2.3 7^th (W) 1.3 8^th (W) 2.3a	Critical Thinking Appropriate Product	Classroom Applications
6 Evaluation	6.6 6.8	6^th (ER) 1.6 7^th (ER) 1.7 8^th (ER) 1.6	Assessment Rubrics	Research Journals

*(R) Reading (W) Writing (RT) Research and Technology (ER) Evaluation and Revision

Library

Library Program

John Liechty Middle School