Oyster Diver Cooperative School District

Oyster River Cooperative School District=

Information Lit= eracy/Technology Standards
Grades K-12

STANDARDS AND INDICATORS

(B= -Beginning, D-Developing, R-Refine/Reinforce)

INFORMATION LITERACY STANDARDS

Standard 1 The student who is information literate access= es information efficiently and effectively.

The student who is information literate recognizes that having good information= is central to meeting the opportunities and challenges of day-to-day living. T= hat student knows when to seek information beyond his or her personal knowledge, how to frame questions that will lead to the appropriate information, and w= here to seek that

information. The student knows how to structure a search across a variety of sources and formats to locate the best information to meet a particular need.

Indicators

1.Recognizes the need for information

2. Recognizes that accurate and comprehensive information is the basis for intelligent decision making

3. Formulates questions based on information needs

4. Identifies a variety of potential sources of information

5. Develops and uses successful strategies for locating information

Standard 2 The student who is information literate evalua= tes information critically and competently.

The student who is information literate weighs information carefully and wisely= to determine its quality. That student understands traditional and emerging principles for assessing the accuracy, validity, relevance, completeness, a= nd impartiality of information. The student applies these principles insightfu= lly across information

sources and formats and uses logic and informed judgment to accept, reject, or repl= ace information to meet a particular need.

Indicators

1.Determines accuracy, relevance, and comprehensiveness

2. Distinguishes among fact, point of view, and opinion

3. Identifies inaccurate and misleading information

4. Selects information appropriate to the problem or question at hand

Standard 3 The student who is information literate uses information accurately and creatively.

The student who is information literate manages information skillfully

and effectively in a variety of contexts. That student organizes

and integrates information from a range of sources and formats in

order to apply it to decision making, problem solving, critical thinking,=

and creative expression. The student communicates information=

and ide= as for a variety of purposes, both scholarly and creative;

to a r= ange of audiences, both in school and beyond; and in print,

nonprint, and electronic formats. This Standard promotes the

design and execution of authentic products that involve critical and

creative thinking and that reflect real world situations. The indicators<= /span>

under this Standard therefore deviate from the traditional definition

of use. Rather than suggesting that students simply insert

researched information into a perfunctory product, the indicators

emphasize the thinking processes involved when students use information

to draw conclusions and develop new understandings.=

Indicators

1.Organizes information for practical application

2. Integrates new information into one’s own knowledge

3. Applies information in critical thinking and problem solving

4. Produces and communicates information and ideas in appropriate formats

Standard 4 The student who is technology literate underst= ands basic operations and concepts.

Indicators

1. Demonstrates a sound understanding of the nature and operation of technol= ogy systems

2. Demonstrates proficiency in the = use of technology

INDEPENDENT LEARNING STANDARDS

Standard 5 The student who is an independent learner is information literate and pur= sues information related to personal interests.

The student who is an independent learner applies the principl= es of

information literacy to access, evaluate, and use information about

issues and situations of personal interest. That student activ= ely and

independently seeks information to enrich understanding of car= eer,

community, health, leisure, and other personal situations. The student

constructs meaningful personal knowledge based on that information

and communicates that knowledge accurately and creatively

across the range of information formats.=

Indicators

1. Seeks information related to various dimensions of personal well-being, s= uch as career interests, community involvement, health matters, recreational pursuits, and life long learning

2. Designs, develops, and evaluates information products and solutions relat= ed to personal interests

Standard 6 The student who is an independent learner is information literate and appreciates literature and other creative expressions of information.<= /o:p>

The student who is an independent learner applies the principles of<= /span>

information literacy to access, evaluate, enjoy, value, and create artistic<= /span>

products. That student actively and independently seeks to

master the principles, conventions, and criteria of literature in print,

nonprint, and electronic formats. The student is able both to understand

and enjoy creative works presented in all formats and to create

products that capitalize on each format’s particular strengths.

Indicators

1. Is a competent and self-motivated reader

2. Derives meaning from information presented creatively in a variety of for= mats

3. Develops creative products in a variety of formats

Standard 7 The student who is an independent learner is information literate and str= ives for excellence in information seeking and knowledge generation.<= /span>

The student who is an independent learner applies the principles of<= /span>

information literacy to evaluate and use his or her own information

processes and products as well as those developed by others. That

student actively and independently reflects on and critiques personal

thought processes and individually created information products.<= /p>

The student recognizes when these efforts are successful and<= /p>

unsuccessful and develops strategies for revising and improving

them in light of changing information.=

Indicators

1. Assesses the quality of the process and products of personal information seeking

2. Devises strategies for revising, improving, and updating self-generated k= nowledge

SOCIAL RESPONSIBILTY STANDARDS

Standard 8 The student who contributes positively to the learning community and to society is information literate and recognizes the importance of informatio= n to a democratic society.

The student who is socially responsible with regard to information

understands that access to information is basic to the functioning

of a democracy. That student seeks out information from a diversity=

of viewpoints, scholarly traditions, and cultural perspectives in

an attempt to arrive at a reasoned and informed understanding of

issues. The student realizes that equitable access to information from

a range of sources and in all formats is a fundamental right in a<= /span>

democracy.

Indicators

1. Seeks information from diverse sources, contexts, disciplines, and cultur= es

2. Respects the principle of equitable access to information

Standard 9 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.

The student who is socially responsible with regard to information

applies principles and practices that reflect high ethical standards

for accessing, evaluating, and using information. That student recognizes<= /o:p>

the importance of equitable access to information in a

democratic society and respects the principles of intellectual freedom

and the rights of producers of intellectual property. The student

applies these principles across the range of information

formats—print, nonprint, and electronic.

Indicators

1. Respects the principles of intellectual freedom

2. Respects intellectual property rights

3. Uses information technology responsibly

Standard 10 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.

The student who is socially responsible with regard to information

works successfully—both locally and through the variety of technologies

that link the learning community—to access, evaluate, and

use information. That student seeks and shares information and

ideas across a range of sources and perspectives and acknowledges

the insights and contributions of a variety of cultures and disciplines.

The student collaborates with diverse individuals to identify=

information problems, to seek their solutions, and to communicate

these solutions accurately and creatively.=

Indicators

1. Shares knowledge and information with others

2. Respects others’ ideas and backgrounds and acknowledges their contributions

3. Collaborates with others, both in person and through technologies, to identify information problems and to seek their solutions

4. Collaborates with others, both in person and through technologies, to des= ign, develop, and evaluate information products and solutions

Adapted from Information Literacy Standards for Student Learning: Standards and Indicators, prepared by the American Association of School Librarians and Association for Educational Communications and Technology and ISTE National Educational Technology Standards for Students