Information and Technology
Literacy Across the Curriculum
Grades 6-8
Content
Standard 1 - Definition and Identification of Information Needs
What do
students need to know prior to using information and technology resources?
Define information needs and identify
effective courses of action to conduct research and solve problems
á
Clearly restate the scope and
criteria for a given task, independently
á
Identify and discuss existing
knowledge concerning a given task, without prompting
á
Determine an appropriate
course of action for addressing the essential question, with minimal
assistance
Making
connections
á
Frame an essential question
using given information, and pose additional questions related to completion of
the task
á
Identify,
locate, and use an array of print, non-print, and electronic resources
available through the library media center, independently
á
Identify,
locate and use possible resources outside the school setting, with assistance
What are the learning skills and strategies
that students need to successfully find information?
Understand
and demonstrate a command of information skills and strategies to locate and
effectively use print, non-print and/or digital resources to solve problems and
conduct research
Initial
Understanding
á
Use additional features of
online catalog records and demonstrate the ability to locate information from
all areas of the media center such as fiction, nonfiction and reference
á
Demonstrate
the ability to identify and use a variety of features to locate information
using an Internet search engine or directory
á
Demonstrate ability to take
notes, print out or record selected information from a wide range of
information sources
á
Use additional organizing
features of print and non-print (e.g. menus, bibliographies and hyperlinks) to
locate and use information
á
Demonstrate the ability to
navigate through a variety of software menus to access information for research,
publication and communication
á
Identify keywords for
searching information sources, with minimal assistance
Making
connections
á
Search, find, sort and
evaluate database information from computers, CD-ROM, and on-line resources and
know how to apply advanced search strategies to different search engines
á
Select and use appropriate
resources and/or equipment to accomplish a given task
Content
Standard 3 - Information Processing
How do students evaluate and use
information resources?
Apply
evaluative criteria to the selection, interpretation, analysis, reorganization
and synthesis of information from a variety of sources and formats
Developing
Interpretations
á
Apply evaluative criteria to
discern stereotypes, biases and propaganda techniques in print, non-print and
electronic resources
á
Use a variety of technology
tools to organize and manipulate data to solve problems
Making
Connections
á
Develop and apply complex
criteria for aligning resources with a specific need and presentation
á Organize,
analyze and synthesize information to draw meaningful conclusions and determine
an appropriate format for presentation, with minimal assistance
Content Standard 4 -
Application
How do students use information
and technology to express and communicate ideas?
Use
appropriate information and technology to create written, visual, oral and
multimedia products to communicate ideas, information or conclusions to others
Initial Understanding
á
Understand strengths and weaknesses
of various media formats as communication vehicles
Making
Connections
á Create
databases, spreadsheets and a variety of multimedia products to organize,
analyze and interpret information
á
Determine the most appropriate
technology and format to present information gathered from a variety of print
and non-print resources
á
Create and deliver a
presentation that communicates information and new knowledge appropriate for
the audience and purpose
What type of technological tools will students use?
Operate and
use computers and other technologies as tools for productivity, problem-solving
and learning across the content areas
Initial Understanding
á
Operate
school hardware and demonstrate the ability to use the school network to access
and utilize school software, independently
á
Demonstrate the ability to
independently use personal productivity software and multimedia to create
products in a wide range of formats (newsletters, budgets, brochures, imported
graphics, web pages, digital movies, etc.)
Developing
an interpretation
á
Understand that technology
tools are constantly changing and describe their potential for use
á
Describe basic criteria used to
evaluate and compare different types of computers, peripherals (e.g. printers,
scanners) and other technology tools
Making
connections
á
Identify ways computers and
other technologies are affecting the way we live, work and learn
á
Demonstrate the use of
technological resources to help plan, coordinate and complete group projects
á
Identify hardware and
software problems that accompany everyday use and seek assistance
á
Use content-specific
technology tools and software
Critical
Stance -
á
Determine the most
appropriate technology(s) and format(s) to present information
á
Create and deliver a
presentation that communicates information and new knowledge appropriate to the
audience and purpose
Content
Standard 6 - Responsible Use
What are student responsibilities regarding the use
of information and technology?
Demonstrate
the responsible, legal and ethical use of information resources, computers and
other technologies
Initial
Understanding
á
Demonstrate
responsible and ethical use and care of print and non-print information
resources, computers, other technologies and networks
á
Recognize copyright as
protection for the copyright holder
Making
Connections
á
Routinely paraphrase not
plagiarize material
á
Apply established citation standards
for giving credit for information or ideas used
á
Differentiate among various
types of ownership and protection of intellectual property (e.g. copyright,
patents) and observe Òfair useÓ guidelines as they apply to each
á
Adhere to the DistrictÕs Acceptable
Use and Copyright Policies and understand the relationship to local, state and
national legislation
Critical
Stance
á
Debate the copyright issues
inherent in the protection of intellectual property (e.g. copyright,
trademarks, fair use, etc.)
Content Standard 7 - Assessment
How do students evaluate the process and the final product?
Assess the effectiveness and
efficiency of their own choices and uses of information/technology for
problem-solving and communication
Making
Connections
á
Assess whether the process
and information gathered was relevant, complete and accurate in response to the
assigned need
á
Assess whether their products
meet established standards for process, product and presentation
Critical
stance
á
Defend how well the product
answers the essential question
How do students develop reading
habits that foster personal enrichment and continuous growth?
Assess the effects of personal
reading choices on life long learning
á
Define and use a variety of
evaluative criteria when selecting materials, (e.g. interest, readability and
relevance)
á
Choose various genres for
pleasure reading and listening
á
Recognize how literature
offers a wide variety of life experiences and perspectives
á
Critical
Stance
á
Reflect upon the role of
personal choice in the development of life-long reading/learning habits
Content
Standard 9 - Media Literacy
How do students develop a
deeper awareness of media literacy?
Develop skills necessary to identify and critique media
messages as they relate to informed decision making
Initial Understanding
á
Use basic terms and concepts
of media
á
Recognize the purposeful and
careful construction of media productions
Developing Interpretations
á
Discuss citizensÕ rights and
responsibilities with respect to media
Making connections
á
Demonstrate how cultural heritage
and experiences influence interpretation of media
á
Explain how media can
represent either accurate versions or fictional versions of the same event
á
Explain how advertising can
influence and impact life decisions
Critical Stance
á
Analyze, question and think
critically about the content, intent and effect of media messages on the
audience
á
Evaluate elements of media to
facilitate selection for personal and educational use