By the end of the fourth grade, pupils must know and be able
to do everything required in the previous grades to be information literate.
Instruction in the fourth grade, regardless of whether it takes place in the
library or the classroom, must be designed so that pupils meet the following
standards for information literacy by the completion of the fourth
grade:
1. For the areas of
understanding the process of obtaining information in such a manner as to
access information efficiently and effectively, evaluate information critically
and competently, and use information accurately and creatively, a pupil must
demonstrate the ability to:
(a) Recognize the
need for information by:
(1) Giving examples
of situations in which additional information beyond the pupil's own knowledge
is needed to resolve an information problem or question; and
(2) Determining whether additional
information beyond the pupil's own knowledge is needed to resolve an
information problem or question.
(b) Recognize that accurate and comprehensive
information is the basis for intelligent decision making by:
(1) Selecting examples of accurate and
inaccurate information and complete and incomplete information; and
(2) Explaining the difference between
accurate and inaccurate information and complete and incomplete
information.
(c)
Formulate questions by:
(1) Stating at least
one broad question that will help in finding the needed information;
and
(2) Stating both broad and
specific questions that will help in finding the needed information.
(d) Identify a variety of
potential sources of information by:
(1)
Listing several sources of information and explaining the kind of information
found in each source; and
(2)
Brainstorming a range of sources of information that will meet a need for
information.
(e) Develop
and use successful strategies for locating information by:
(1) Listing some ideas for identifying and
finding the needed information; and
(2) Explaining and applying a plan to access
the needed information.
(f) Determine accuracy, relevance and
comprehensiveness by:
(1) Defining the terms
"accuracy," "relevance" and "comprehensiveness" and giving examples of their
applications; and
(2) Comparing and
contrasting sources related to a topic.
(g) Distinguish among fact, point of view and
opinion by:
(1) Recognizing those concepts in
various sources and products of information; and
(2) Explaining how each concept is different
from the others.
(h)
Identify inaccurate and misleading information by:
(1) Recognizing inaccurate and misleading
information in sources and products of information; and
(2) Explaining how such information can lead
to faulty conclusions.
(i) Select information that is appropriate to
a specific problem or question by:
(1)
Recognizing information that is applicable to that problem or question;
and
(2) Analyzing information from
a variety of sources to determine its applicability to that problem or
question.
(j) Organize
information for practical application by:
(1)
Describing several ways to organize information, including chronologically,
topically and hierarchically; and
(2) Organizing the information in different
ways according to the specific information problem or question.
(k) Integrate new information into
the pupil's existing knowledge by:
(1)
Recognizing and understanding new information and ideas; and
(2) Combining what is already known about a
topic with new information and drawing conclusions using the combined
information.
(l) Apply
information in critical thinking and problem solving by:
(1) Identifying information that meets a
particular need for information; and
(2) Using information from a variety of
sources to resolve an information problem or question.
(m) Produce and communicate information and
ideas in appropriate formats by:
(1) Naming a
variety of different formats for presenting different kinds of information;
and
(2) Choosing an appropriate
format for presenting information based on the information itself, the
audience, and the nature of the information problem or question.
2. For the areas of
pursuing information related to personal interests, appreciating literature and
other creative expressions of information, and striving for excellence in
seeking information and generating knowledge, a pupil must demonstrate the
ability to:
(a) Seek information relating to
various dimensions of personal well-being, such as vocational interests,
involvement in community, matters concerning health and recreational pursuits
by:
(1) Occasionally seeking information
about topics of personal interest or aspects of well-being;
(2) Generally expanding beyond the pupil's
own knowledge to seek information concerning topics of personal interest or
aspects of well-being; and
(3)
Exploring a range of sources to obtain information concerning topics of
personal interest or aspects of well-being.
(b) Design, develop and evaluate information
and conclusions based upon that information relating to topics of personal
interest to the pupil by:
(1) Organizing and
presenting basic information gathered by the pupil relating to those topics of
personal interest; and
(2) Creating
solutions and methods of conveying information concerning those topics of
personal interest.
(c)
Function as a competent and self-motivated reader by:
(1) Explaining and discussing various
examples of fiction;
(2) Choosing
fiction and other types of literature to read and analyze; and
(3) Reading avidly and evaluating the
strengths and weaknesses of literature read.
(d) Derive meaning from information presented
creatively in a variety of formats by explaining and discussing films, plays
and other creative presentations of information.
(e) Develop creative methods of conveying
information in a variety of formats by:
(1)
Expressing information and ideas creatively in simple formats; and
(2) Expressing information and ideas
creatively in ways that combine several formats.
(f) Assess the quality of the process and
outcome of the pupil's efforts to obtain information by:
(1) Retracing the steps the pupil took to
obtain information and explaining which were most useful for resolving a
problem or question concerning the information; and
(2) Assessing each step the pupil took to
obtain information with respect to a specific problem concerning the
information and assessing the result.
(g) Devise basic strategies for revising,
improving and updating self-generated knowledge by explaining those
strategies.
3. For the
areas of recognizing the importance of information to a democratic society,
practicing ethical behavior in regard to information and information
technology, and participating effectively in groups to pursue and generate
information, a pupil must demonstrate the ability to:
(a) Seek information from diverse sources,
contexts, disciplines and cultures by:
(1)
Identifying several appropriate sources for resolving an information problem or
question; and
(2) Using a variety
of sources covering diverse perspectives to resolve an information problem or
question.
(b) Respect
the principle of equitable access to information by:
(1) Explaining why it is important for all
pupils to have access to information, information sources and information
technology; and
(2) Using
information, information sources and information technology efficiently so that
they are available for other pupils to use.
(c) Respect the principles of intellectual
freedom by:
(1) Defining or giving examples
of "intellectual freedom"; and
(2)
Analyzing a situation in terms of its relationship to intellectual freedom,
including, without limitation, issuing a personal opinion of a book or video in
the library media center.
(d) Respect intellectual property rights by:
(1) Giving examples of what it means to
respect intellectual property rights; and
(2) Analyzing situations to determine the
steps necessary to respect intellectual property rights, including, without
limitation, the creation of a term paper or the development of a multimedia
product.
(e) Use
information technology responsibly by:
(1)
Stating the main points of the policy of the pupil's school regarding the use
of computing and communications hardware, software and networks; and
(2) Locating appropriate information
efficiently with the school's computing and communications hardware, software
and networks.
(f) Share
and contribute knowledge and information with other pupils in groups by:
(1) Seeking and communicating specific facts,
opinions and points of view related to information problems or questions;
and
(2) Using information sources
and selecting information and ideas that will contribute directly to the
success of group projects.
(g) Respect the ideas and backgrounds of
other pupils and acknowledge their contributions by:
(1) Describing the ideas of other pupils
accurately and completely; and
(2)
Encouraging consideration of ideas and information from all group
members.
(h) Collaborate
with others, both in person and through technologies, to identify information
problems and to seek solutions by:
(1)
Expressing the pupil's own ideas appropriately and effectively, in person and
remotely through technologies, while working in groups to identify and resolve
information problems;
(2)
Participating actively in discussions with others, in person and remotely
through technologies, to analyze information problems and suggest solutions;
and
(3) Participating actively in
discussions with others, in person and remotely through technologies, to devise
solutions to information problems that integrate the information and ideas of
group members.
(i)
Collaborate with others, both in person and through technologies, to design,
develop and evaluate products and solutions of information to create and
evaluate simple products of information.
Added to NAC by Bd. of
Education by R071-01, eff. 11-1-2001; A by R013-03,
10-30-2003