High School Library Media Curriculum Guide

High School Library Media Curriculum Guide

Library picture
Library Media instruction is an essential part of the education of middle school students in the Harford County Public Schools. All curricular areas are dependent upon library media services for the support necessary to meet many outcomes in the various disciplines.

In addition, the rapid change in communication technology requires quality library media programs with a variety of resources and skills, enabling students to access, evaluate, interpret, and apply information from print and nonprint materials. The High School Library Media Curriculum Guide provides middle school library media specialists with a sequential program of library media standards, concepts, indicators, activities, and assessments for students in grades six through eight. Middle school administrators, library media specialists, and classroom teachers are encouraged to become knowledgeable of the standards and concepts which are identified for the middle school library media program and which support cross-curricular integration. This curriculum guide will serve as an effective and useful tool to direct library media teaching and student learning.
Jacqueline C. Haas
Superintendent of Schools

exlibris ACKNOWLEDGEMENTS
Work to create an updated school library media curriculum guide for grades nine through twelve was initiated in November 2001. Appreciation is expressed to the many educators in the Harford County Public Schools who contributed to the development of this Guide. Special recognition is given to the members of the High School Library Media Curriculum Committee. Curriculum development is very labor-intensive. The time and talent, which was expended, has resulted in a teaching resource of exceptional quality.

COMMITTEE MEMBERS:

Dawn Hetzer           Bel Air High School
Debbie Kinsler        Havre de Grace High School
Judi Short               Joppatowne High School

Committee members wish to extend their thanks to Dr. Gerald E. Scarborough, Assistant Superintendent for Curriculum and Instruction; and Terry LaPorte, Supervisor of Library Services. Without their continued interest and expertise, this Guide could not have been completed.

TABLE OF CONTENTS
Statement of Philosophy
Instructions for Guide Use
Format for Instructional Unit and Definitions of Terms
Explanation of Instuctional Codes
Pillars of the Educational Program
Dimensions of Learning
Multicultural Education Infusions
Integrating Technology
Interdisciplinary Instruction
Student Service Learning
National Information Literacy Standards for Student Learning
Career Development
Maryland Learning Outcomes
Library Media Learning Outcomes
Concepts for Library Media
K-12 Conceptual Hierarchy for Library Media
Media Center Content Outline (Declarative Knowledge)
Skills Score and Sequence (Procedural Knowledge)
Assessment
Pacing in Library Media

Grade 9 Unit
Media Concepts and Enduring Understandings for Grade Nine
Grade 10 Unit
Media Concepts and Enduring Understandings for Grade Ten
Grade 11 Unit
Media Concepts and Enduring Understandings for Grade Eleven
Grade 12 Unit
Media Concepts and Enduring Understandings for Grade Twelve

Complete copies of this guide may be purchased by contacting the
Office of Library Services at 410-588-5250.

bookbar3 PHILOSOPHY OF THE SCHOOL LIBRARY MEDIA PROGRAM
The school library media program is at the core of effective learning and plays a vital role in collaborative planning and curriculum development. Serving all grade levels, ages and content areas, the program has a unique outlook on the needs and abilities of all the members of the school's learning community. That perspective makes the school library media program a natural hub for bringing teachers and library media specialists together to create exemplary and innovative curricula. The mission of the school library media program is to ensure that students and staff are effective users of ideas and information. This mission is accomplished by providing intellectual and physical access to materials in all formats; by providing instruction to foster competence and stimulate interests in reading, viewing, and using information and ideas; and by working with other educators to design learning strategies to meet the needs of individual students.

To become effective users of information, students must have frequent opportunities to handle all kinds of information. Locating, interpreting, analyzing, synthesizing, evaluating, and communicating information should become a part of every content area. The classroom teacher and the library media specialist are actively involved in identifying the learning needs of students, developing teaching units, and guiding students' progress in life long learning. The library media specialist facilitates activities that offer meaningful practice in using a variety of information resources.

In an effective program, students' experience with information moves away from learning traditional library location skills taught in isolation. Students learn information literacy skills that are embedded into the curriculum. The acquisition of these skills provides a solid foundation of information literacy that will prepare students for a lifetime of learning. By guiding students toward self-discovery and self-direction, the library media program assists in promoting the learning of skills and attitudes essential to academic, vocational, and personal development.

To ensure that the library media center functions successfully, it must have adequate professional and support staff, sufficient equipment inventory, a relevant up-to-date collection of print, electronic and multimedia resources that support the curriculum and provide for personal growth and enjoyment. The library media instructional program integrates all library media skills and activities. Maximum accessibility to the library media program supports and endorses the Maryland State Department of Education's "Statement of Purpose for School Library Media Programs in Maryland" and Standard 1.0 from the "Standards for School Library Media Programs in Maryland". See the American Library Association's "Library Bill of Rights" and "Intellectual Freedom Statement".

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bookbar3 INSTRUCTIONS FOR GUIDE USE

Welcome to the High School Library Media Curriculum Guide! This guide provides media specialists with a framework for teaching students library media skills at the middle school level. It is expected that students will successfully demonstrate an understanding of all outcomes at the end of each grade level. Outcomes are concepts, content, skills and/or processes students will master and apply by the end of each unit. Successful mastery of these outcomes will provide a basis for learning throughout life.

This guide includes Maryland Learning Outcomes in Library Media Education, Harford County Public School System Grade Level Content Standards and Indicators, Concepts and Enduring Understandings. Fully developed units and lesson plans are included for each grade level. The lessons in this Curriculum Guide are suggested lessons. At the middle school level, lesson formats may be repeated or revised as they are collaboratively integrated within subject areas. (See the following pages for the format of instructional units, definition of terms and explanation of codes.) Included is a Media Center Integration Planning Form to be used when working with classroom teachers. Dimensions of Learning, multicultural, and technology connections are infused throughout the guide.

It is intended that this guide will provide each media specialist with the flexibility to incorporate variety into all lessons, while staying within a set structure to achieve all curricular outcomes. This guide should be used as a link to cooperative planning between library media specialists and teachers. The time frame for the teaching of skills will vary according to the individual needs of the learners and the instructional needs, unique to individual school programs.

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FORMAT OF INSTRUCTIONAL UNITS

Each instructional unit is organized in a standard format and contains the following parts:

TITLE OF THE INSTRUCTIONAL UNIT

GRADE LEVEL

RECOMMENDED INSTRUCTIONAL TIME

RATIONALE

HARFORD COUNTY CONTENT STANDARDS AND INDICATORS

CONCEPTS

ENDURING UNDERSTANDINGS

GUIDING QUESTIONS

DECLARATIVE KNOWLEDGE

PROCEDURAL KNOWLEDGE

EACH EXPERIENCE CONTAINS THE FOLLOWING:

Title
Recommended instructional time for that experience
Enduring understandings
Guiding questions
Harford County Content Standards and Indicators for this experience
Prerequisite knowledge
Declarative knowledge
Procedure
Assessment
Correctives
Enrichments

DEFINITION OF TERMS

ASSESSMENTS: formal or informal evaluative strategies by which the media specialist and classroom teacher determine that outcomes are being mastered

CONCEPTS: organizing ideas or mental constructs that frame a set of examples sharing common attributes like timelessness, universality, abstraction and breadth

CONTENT STANDARDS: criteria that direct and focus attention on a level of excellence to be attained in the curriculum

CORRECTIVES: alternate teaching methods for use with students not successfully demonstrating mastery of standards

DECLARATIVE KNOWLEDGE: the vocabulary relating to the unit/experience which students need to know in order to be successful

ENDURING UNDERSTANDINGS: two or more concepts stated as a relationship; the "big ideas" related to the critical concepts and topics of a study

ENRICHMENTS: activities that facilitate students who are extending and refining knowledge

GUIDING QUESTIONS: specific, open-ended, thought-provoking questions that probe the factual and conceptual levels of understanding and create interest and a "need to know," leading toward deeper understanding of a discipline

INDICATORS: signify values that collectively direct attention to content standards

MATERIALS RECOMMENDED: items needed for instruction

OVERVIEW: a general review of existing information

PREREQUISITES: knowledge of content and skills necessary to successfully begin a new unit

PROCEDURAL KNOWLEDGE: a step by step statement of how the students will learn

RATIONALE: a statement or explanation of reasons or principles

SCORING TOOL: a type of assessment

STANDARDS OF MASTERY: degrees of student proficiency

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bookbar3 EXPLANATION OF INSTRUCTIONAL CODES

A coding system is employed throughout this guide to indicate the following: Content Standards, Dimensions of Learning, and connections to education that includes a multicultural and technological facet.

Content Standards:

L and U - Location and Utilization
R,E, and S - Review, Evaluation and Selection
O - Organization
C - Comprehension
R and M - Retrieval and Management
A - Appreciation
P - Production
EB - Ethical Behavior
Dimensions of Learning:

D1 - Dimension 1: Positive Attitudes and Perceptions About Learning
D2 - Dimension 2: Acquiring and Integrating Knowledge
D3 - Dimension 3: Extending and Refining Knowledge
D4 - Dimension 4: Using Knowledge Meaningfully
D5 - Dimension 5: Productive Habits of Mind
Education That is Multicultural:

MC - Multicultural aspect

Technology Education:

T - Technological aspect

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bookbar3 HARFORD COUNTY PUBLIC SCHOOLS PILLARS OF THE EDUCATIONAL PROGRAM

Introduction

The Educational Program of the Harford County Public School System continues to evolve as decisions are made at the national, state, and local levels about all aspects of schooling. The "Pillars of the Educational Program" are the philosophical and theoretical bases to which the school system subscribes and the screens through which decisions pertaining to curriculum, instruction, and assessment must pass � with the singular goal of maximizing student achievement. The challenge of educating students is reflected in two questions: What to teach? And, How to teach? The Harford "Pillars" model responds to these two questions and provides direction for local educators charged with responsibility to develop, implement, and administer a viable, complex, and highly successful program. All library media specialists, as well as all instructional personnel are encouraged to learn about and become proficient in the use of the "Pillars" in order to continuously improve teaching and learning.

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bookbar3 DIMENSIONS OF LEARNING

Dimensions of Learning, a comprehensive research-based model, is the planning framework used for developing units of instruction in Harford County Public Schools. Five types of thinking essential to successful learning are incorporated into the planning process. A brief narrative description of each type of thinking and its direct relationship to the school library media curriculum, instruction, and assessment are provided below.

Dimension 1: Positive Attitudes and Perceptions About Learning
Positive student attitudes and perceptions about reading and learning characterize the successful library media program. A positive perception of library media tasks is fostered by integrating library-related skills to learning in other curricular areas. Students are given many opportunities in which they can be successful. This contributes to a more self-confident learner with a "can do" attitude.
Dimension 2: Acquiring and Integrating Knowledge
Helping students acquire and integrate both declarative and procedural knowledge is one of the most important aspects of the library media program. Students are guided in relating new knowledge to what they already know. They then organize, shape, and internalize that information for future use.
Dimension 3: Refining and Extending Knowledge
Students extend and refine knowledge by participating in activities involving comparison, classification, induction, deduction and error analysis. They further extend their knowledge with the complex thinking processes of constructing support, abstracting and analyzing perspectives.
Dimension 4: Using Knowledge Meaningfully
Students refine and apply their thinking skills in various "real world" activities which involve decision making, investigation, problem solving, experimental inquiry, and invention.
Dimension 5: Productive Habits of the Mind
Successful learning is supported when students engage in self-regulation, critical thinking, and creative thinking. Opportunities for students to master these skills and processes should be incorporated into each instructional unit.

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bookbar3 MULTICULTURAL EDUCATION INFUSION

Media specialists are increasingly challenged to accommodate a broadening range of student abilities, interests, needs and cultural backgrounds. Meeting the unique individual needs of each student provides the opportunity to develop in all learners an awareness and appreciation for individual and cultural diversity and commonalities. Media specialists have the responsibility and opportunity to use written resources by authors from a variety of multicultural backgrounds to impart this knowledge, being mindful to avoid omission and misrepresentation of minority groups and women. It is our hope that this curriculum will instill in students a sensitivity, understanding, and appreciation of cultural groups in the community, state, nation, and world.

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bookbar3 INTEGRATING TECHNOLOGY IN THE LIBRARY MEDIA CURRICULUM

The need for people who can design, maintain, and effectively use the tools of the technological age is evident. Technology continues to become increasingly sophisticated and pervasive in education and in the world of work. The universal use of technology in the world today has enabled unprecedented access to information. It is important that students are taught a process for finding, using and evaluating information. By infusing technology into the curriculum, students will boost their own achievement and critical thinking skills, while preparing themselves for the world of work.

Library media specialists are encouraged to become proactive in seeking out and infusing technological resources into their work with students to support and enhance the essential learning presented in this curriculum. Students demonstrate competencies by using technology as a medium for project-based work, producing reports, multimedia presentations, web pages, video presentations and other products. The tools of technology foster cooperation, communication, independence, the ability to gather, organize, manipulate, and evaluate data and to use multiple resources.

Skills that can be taught in a technologically-enriched educational environment, such as problem solving, critical thinking, creativity, and a sense of inquiry, are essential to the future success of students. To succeed in the information age, students must be introduced to skills they will need in their future workplaces. These skills will be the foundation upon which careers are built.

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bookbar3 INTERDISCIPLINARY INSTRUCTION

The importance of assisting students in identifying and appreciating learning connections or linkages across disciplines is vitally important. Students must form understandings of overarching concepts, engage in the synthesis and transfer of knowledge, and apply their learnings in "real world" or authentic contexts.

Library media specialists are a natural bridge for interdisciplinary instruction. As a member of the School Improvement Team in their school, and as one who services information needs at every level, library media specialists have a deep understanding of interdisciplinary instruction.

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bookbar3 STUDENT SERVICE LEARNING

Student Service Learning is an integral part of the school experience. It is introduced in a variety of ways in the Middle and High School. Students are introduced to the concept of service and the different levels of service, such as direct, indirect and advocacy. Students are taught leadership, interpersonal and communications skills. They learn about specific issues related to assigned projects.

The majority of Student Service Learning is infused into the curriculum at various grade levels. Research is often a major component of these units. It is the job of the school library media center to provide support to the outcomes of curriculum at all levels. To this end, library media centers must provide current, relevant information relating to all areas of service.

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bookbar3 NATIONAL INFORMATION LITERACY STANDARDS FOR STUDENT LEARNING

Standard 1: The student who is information literate accesses information efficiently and effectively.

Standard 2: The student who is information literate evaluates information critically and competently.

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

Standard 4: The student who is an independent learner is information literate and pursues information 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.

Standard 6: The student who is an independent learner is information literate and strives for excellence in information seeking and knowledge generation.

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.

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.

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.

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bookbar3 CAREER DEVELOPMENT

Career development must be an integral part of the educational program from prekindergarten through grade twelve. Students must be assisted in making connections to school curriculum, careers they want to pursue, and the world of work. Library media specialists support career development goals by providing materials and engaging in cooperative teaching, as requested. All students must see the relevance of what they are learning in the real world.

CAREER DEVELOPMENT COMPETENCIES BY AREA AND LEVEL

Self-Knowledge

Elementary Middle/Junior High School High School Adult

Knowledge of the importance of self-concept Knowledge of the influence of a positive self concept Understanding the influence of a positive self-concept Skills to maintain a positive self-concept

Skills to interact with others Skills to interact with others Skills to interact positively with others Skills to maintain effective behaviors

Awareness of the importance of growth and change Knowledge of the importance of growth and change Understanding the impact of growth and development Understanding developmental changes and transitions

Educational and Occupational Exploration

Awareness of the benefits of educational achievement Knowledge of the benefits of educational achievement to career opportunities Understanding the relationship between educational achievement and career planning Skills to enter and participate in education and training

Awareness of the relationship between work and learning Understanding the relationship between work and learning Understanding the need for positive attitudes toward work and learning Skills to participate in work and life-long learning

Skills to understand and use career information Skills to understand and use career information Skills to locate, evaluate and interpret career information Skills to locate, evaluate and interpret career information

Awareness of the importance of personal responsibility and good work habits Knowledge of skills necessary to seek and obtain jobs Skills to prepare to seek, obtain, maintain and change jobs Skills to prepare to seek, obtain, maintain and change jobs

Awareness of how work relates to the needs and functions of society Understanding how work relates to the needs and functions of the economy and society Understanding how societal needs and functions influence the nature and structure of work Understanding how the needs and functions of society influence the nature and structure of work

Career Planning

Understanding how to make decisions Skills to make decisions Skills to make decisions Skills to make decisions

Awareness of the interrelationship of life roles Understanding the interrelationship of life roles Understanding the interrelationship of life roles Understanding the impact of work on individual and family life

Awareness of different occupations and changing male/female roles Knowledge of different occupations and changing male/female roles Understanding the continuous changes in male/female roles Understanding the continuing changes in male/female roles

Awareness of the career planning process Understanding the process of career planning Skills in career planning Skills to make career transitions

Source: National Career Development Guidelines, National Occupational Information Coordinating Committee.

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bookbar3 MARYLAND LEARNING OUTCOMES IN LIBRARY MEDIA EDUCATION

The library media curriculum for the Harford County Public Schools is based upon the seven Maryland Learning Outcomes in Library Media Education. These learning outcomes were developed from the nine instructional goals identified in the 3.0 Instruction Component of Standards for School Library Media programs in Maryland. The standards are designed to be used as guidelines in the review process specified in the Regulations on Public School Library Media Program, COMAR 13A.05.04.01.

Students will locate and use materials and equipment.

Students will review, evaluate, and select media for an identified information need.

Students will learn and apply study, research, reference, and critical thinking skills to organize information.

Students will comprehend content in various types of media.

Students will retrieve and manage information.

Students will demonstrate an appreciation of books and other media as sources of information and recreation.

Students will create print and nonprint media.

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bookbar3 LIBRARY MEDIA LEARNING OUTCOMES

Maryland State Department of Education

Outcome 1 Outcome 2 Outcome 3 Outcome 4 Outcome 5 Outcome 6 Outcome 7 Outcome 8

OUTCOME 1

Outcome 1 focuses on the location and use of print, electronic and multimedia resources. To use information effectively and efficiently, students must formulate compelling questions, develop information-seeking strategies, read, comprehend and synthesize information in order to communicate new meaning and deeper knowledge.

Locate and use information resources, equipment and other technologies effectively and efficiently.

INDICATORS

Describe the physical arrangement of the media center.

Define the need for personal or curricular information.

Form questions based on identified information needs.

Use a wide range of information sources.

Apply information-seeking strategies.

Acquire information from varied sources through reading, listening and viewing.
Connection to National Standards: Information Literacy Standards for Student Learning (AASL and AECT, c 1998)

Standard 1: The student who is information literate accesses information efficiently and effectively.

Recognizes the need for information.

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

Formulates questions based on information needs.

Identifies a variety of potential sources of information.

Develops and uses successful strategies for locating information.
Outcomes in Action: Best Practices and Research Our goal is to develop a database of exemplary practices from library media specialists in Maryland. Please email your models and instructional planning templates to Tish Stafford or Della Curtis. Submit in Microsoft Office or compatible format. Instructional Support Resources from AASL and MSDE

OUTCOME 2

Outcome 2 focuses on the effective review, evaluation and selection of information resources for an identified information need. Through examination of established criteria, the most appropriate resources can be obtained.

Review, evaluate and select media.

INDICATORS

Develop criteria for the evaluation of information sources.

Determine accuracy, relevance and comprehensiveness.

Distinguish among fact, point of view and opinion.

Identify inaccurate and misleading information.

Select information appropriate to the identified problem.

Assess the quality of the process and products of personal information seeking.

Devise strategies for revising, improving and updating self-generated knowledge.
Connection to National Standards: Information Literacy Standards for Student Learning (AASL and AECT, c1998)

Standard 2: The student who is information literate evaluates information critically and competently.

Determines accuracy, relevance, and comprehensiveness.

Distinguishes among fact, point of view, and opinion.

Identifies inaccurate and misleading information.

Selects information appropriate to the problem or question at hand.
Standard 6: The student who is an independent learner is information literate and strives for excellence in information seeking and knowledge generation.

Assess the quality of the process and products of personal information seeking.

Devise strategies for revising, improving and updating self-generated knowledge.
Outcomes in Action: Best Practices and Research Our goal is to develop a database of exemplary practices from library media specialists in Maryland. Please email your models and instructional planning templates to Tish Stafford or Della Curtis. Submit in Microsoft Office or compatible format. Instructional Support Resources from AASL and MSDE

OUTCOME 3

Outcome 3 focuses on the effective use of reading, research and critical thinking skills in order to organize information to solve problems. Library media specialists and classroom teachers collaborate in the design of authentic research tasks.

Learn and apply reading, research and critical thinking skills to organize, and synthesize information in order to communicate new understanding.

INDICATORS

Integrate new information into one's own knowledge.
Apply information in critical thinking and problem solving.
Apply an information problem solving process model to structure effective research.
[See examples below and appendix. ]

Big Six

I-Search

Research Cycle

Task, Definition Becoming Immersed in Question the Them and Posing theInformation Seeking Strategies I-search Questions

Information Seeking Strategies Designing a Search Plan Plan

Location and Access Gathering and Integrating Information Gather

Use of Information Producing and Disseminating Reports and Projects Sort, Sift and Analyze

Synthesis Synthesize

Evaluation Evaluate

Report

Connection to National Standards:Information Literacy Standards for Student Learning (AASL and AECT, c1998)

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

Organizes information for practical application.
Integrates new information into one's own knowledge.
Applies information in critical thinking and problem solving.
Produces and communicates information and ideas in appropriate formats.
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.

Shares knowledge and information with others.
Respects others' ideas and backgrounds and acknowledges their contributions.
Collaborates with others, both in person and through technologies, to identify information problems and to seek solutions.
Collaborates with other, both in personal and through technologies, to design, develop, and evaluate information products and solutions.
Outcomes in Action: Best Practices and Research
Our goal is to develop a database of exemplary practices from library media specialists in Maryland. Please email your models and instructional planning templates to Tish Stafford or Della Curtis. Submit in Microsoft Office or compatible format. Instructional Support Resources from AASL and MSDE

OUTCOME 4

Outcome 4 establishes the purpose for reading, listening, and viewing:

To read for information
To perform a task
To engage in a literary experience
Comprehend content in various types of media.

INDICATORS

Seeks information from diverse sources, contexts, disciplines, and cultures.
Derives meaning from information presented creatively in a variety of formats.
Processes and evaluates content from a variety of sources by applying comprehension skills.
Connection to National Standards: Information Literacy Standards for Student Learning (AASL and AECT, c1998)

Standard 2: The student who is information literate evaluates information critically and competently.

Determines accuracy, relevance, and comprehensiveness.
Distinguishes among fact, point of view, and opinion.
Identifies inaccurate and misleading information.
Selects information appropriate to the problem or question at hand.
Standard 3: The student who is information literate uses information accurately and creatively.

Organizes information for practical application.
Integrates new information into one's own knowledge.
Applies information in critical thinking and problem solving.
Produces and communicates information and ideas in appropriate formats.
Outcomes in Action: Best Practices and Research Our goal is to develop a database of exemplary practices from library media specialists in Maryland. Please email your models and instructional planning templates to Tish Stafford or Della Curtis. Submit in Microsoft Office or compatible format. Instructional Support Resources from AASL and MSDE

OUTCOME 5

Outcome 5 focuses on the use of technology in the school library media center and other libraries. Information may be accessed readily through electronic sources. Appropriate skills are vital if the information accessed is to serve the intended purpose.

Retrieve and manage information.

INDICATORS

Use appropriate strategies to retrieve information from a variety of electronic sources.
Devise strategies for recording information.
Select appropriate technology tools and applications to retrieve and manage information
Organize information for practical application.
Connection to National Standards: Information Literacy Standards for Student Learning (AASL and AECT, c1998)

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

Organizes information for practical application.
Integrates new information into one's own knowledge.
Applies information in critical thinking and problem solving.
Produces and communicates information and ideas in appropriate formats.
Outcomes in Action: Best Practices and Research Our goal is to develop a database of exemplary practices from library media specialists in Maryland. Please email your models and instructional planning templates to Tish Stafford or Della Curtis. Submit in Microsoft Office or compatible format. Instructional Support Resources from AASL and MSDE

OUTCOME 6

Outcome 6 focuses on: the appreciation of literature as a reflection of, and an influence on human experience; the pursuit of reading for pleasure and enrichment; and, the value of books and other media as sources of information and recreation.

Demonstrate an appreciation of literature and other creative expressions as sources of information and recreation.

INDICATORS

Recognize authors, illustrators, publishers, and producers of literature as reflectors of the human experience.
Recognize that literature reflects, examines, and influences the human experience.
Develop time to read a variety of materials on a regular basis.
Select from a variety of literary forms, genres and themes.
Seek information related to various dimensions of personal well-being, such as career interests, community involvement, health matters, and recreational pursuits.
Obtain books and media for personal use.
Use library media centers, public, and other libraries regularly for reading materials.
Share and promote books and media as sources of information and recreation.
Connection to National Standards: Information Literacy Standards for Student Learning (AASL and AECT, c 1998)

Standard 4: The student who is an independent learner is information literate and pursues information.

Seeks information related to various dimensions of personal well-being,
such as career interests, community involvement, health matters, and recreational pursuits.
Standard 5: The student who is an independent learner is information literate and appreciates literature and other creative expressions of information.

Is a competent and self-motivated reader.
Derives meaning from information presented creatively in a variety of formats.
Outcomes in Action: Best Practices and Research Our goal is to develop a database of exemplary practices from library media specialists in Maryland. Please email your models and instructional planning templates to Tish Stafford or Della Curtis. Submit in Microsoft Office or compatible format. Instructional Support Resources from AASL and MSDE

OUTCOME 7

Outcome 7 focuses on the production of media. The processes used to produce different media are explored and criteria are developed to determine the appropriate medium for a particular purpose.

Create materials in various formats.

INDICATORS

Demonstrate knowledge of the process used in developing various types of media.
Discriminate among the various types of media to produce the appropriate medium for a particular purpose.
Design, develop, and evaluate information products and solutions.
Produce and communicate information and, ideas in appropriate formats.
Share knowledge and information with others.
Connection to National Standards: Information Literacy Standards for Student Learning (AASL and AECT, c 1998)

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

Produces and communicates information and ideas in appropriate formats
Standard 4: The student who is an independent learner is information literate and pursues information.

Designs, develops, and evaluates information products and solutions 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.

Develops creative products in as variety of formats.
Outcomes in Action: Best Practices and Research Our goal is to develop a database of exemplary practices from library media specialists in Maryland. Please email your models and instructional planning templates to Tish Stafford or Della Curtis. Submit in Microsoft Office or compatible format. Instructional Support Resources from AASL and MSDE

OUTCOME 8

Outcome 8 focuses on responsibilities related to the fair and equitable use of information in a democratic society, such as observance of copyright law and the promotion of intellectual freedom.

Apply ethical behavior to the use of information.

INDICATORS

Demonstrate the appropriate care and handling of materials.
Demonstrate safe operation and care of equipment.
Follow the policies of the school library media center.
Use information technology responsibly.
Respect the principle of equitable access to information.
Respect others' ideas and backgrounds and acknowledge their contributions.
Respect the principles of intellectual freedom.
Respect the intellectual property rights.
Connection to National Standards: Information Literacy Standards for Student Learning (AASL and AECT, c 1998)

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.

Respects the principle of equitable access to information.
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.

Respects the principles of intellectual freedom.
Respects intellectual property rights.
Uses information technology responsibly.
Outcomes in Action: Best Practices and Research Our goal is to develop a database of exemplary practices from library media specialists in Maryland. Please email your models and instructional planning templates to Tish Stafford or Della Curtis. Submit in Microsoft Office or compatible format. Instructional Support Resources from AASL and MSDE

Instructional Support Resources from AASL and MSDE

AASL American Association of School Librarians Check out the web-based guides bibliography of resources compiled by AASL that support library media instructional program development and implementation.

MSDE Maryland State Department of Education

Best Practices

Information Literacy

From the Project BETTER Series that summarizes current research on effective instruction

Library Media Standards

�~ Copyright 1991 Maryland State Department of Education
Materials have been copied with permission from the Maryland State Department of Education.
All Rights are reserved by the Maryland State Department of Education

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CONCEPTS FOR LIBRARY MEDIA

Accuracy:
state of correctness; freedom from mistake or error

Creativity: having the ability or power to create; characterized by originality and expressiveness

Community: people who live in a particular area; people who have similar qualities or interests

Critical Thinking: to engage in a task when solutions are not apparent; pushing the limits of knowledge and ability

Ethics, Values: principal of right or good conduct, moral choices to be made by the individual

Independent Learning: to use knowledge to locate and use materials without the influence, guidance or control of others
Information Literacy: ability to find and use information
Media: materials that present information; print or nonprint sources
Organization: act or process of being organized; to arrange by systematic planning
Recreation: an activity that produces enjoyment and/or relaxation
Resource Management: to organize the materials housed in a specific area
Social Responsibility: to demonstrate understanding, friendliness, adaptability, empathy and politeness
Society: to contribute positively to the learning community; to participate effectively in groups; to pursue and generate information
Technology: to understand the overall intent and proper procedures for using software and hardware
Wants and Needs: materials that would create a better learning environment as opposed to essential materials for the completion of a task

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K - 12 CONCEPTUAL HIERARCHY FOR LIBRARY MEDIA

Concept
Grade

K

1

2

3

4

5

6

7

8

9

10

11

12

  Accuracy
X

X

X

X

X

X

X

X

X

  Creativity
X

X

X

X

X

X

X

X

X

  Community
X

X

X

X

X

X

X

X

X

X

X

  Critical Thinking
X

X

X

X

X

X

X

  Ethics, Values
X

X

X

X

X

X

X

X

X

X

X

  Independent Learning
X

X

X

X

X

X

X

X

X

X

  Information Literacy
X

X

X

X

X

X

X

X

X

X

X

X

  Media
X

X

X

X

X

X

X

X

X

  Organization
X

X

X

X

X

X

X

X

  Recreation
X

X

X

X

X

X

X

X

X

X

X

X

  Resource Management
X

X

X

X

X

X

X

X

X

  Social Responsibility
X

X

X

X

X

X

X

X

X

X

  Society
X

X

X

X

X

X

X

X

X

X

  Technology
X

X

X

X

X

X

X

X

X

X

X

X

   Wants and Needs
X

X

X

X

X

X

X

X

X

X

X

X

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bookbar3 MEDIA CENTER CONTENT OUTLINE
(REQUIRED DECLARATIVE KNOWLEDGE)

Declarative knowledge is cumulative and extensive. Library media curriculum builds upon the skills and concepts taught in earlier grades. Units are designed to produce independent users of middle school media centers in all curriculum areas.

Orientation
OPAC
Electronic Sources
Print Media
Literature Appreciation

Accelerated Reader� Author� Acceptable Use Policy Almanac Adventure Genre
Alphabetical Order Bibliography Authorship Article Antagonist
Author Call Number Bibliography Atlas Animal Fantasy Genre
Autobiography CAS Bookmark Author Animal Stories
Barcodes Copyright Boolean Operators Autobiography Anthology
Bibliography Copyright Date Browser Bibliographic Citation Autobiography
Biographies Database CD ROM Bibliography Bibliography
Call Number Dewey Decimal System C.E.R.F. Biographical Reference Biography
CD F Copyright Biography Book Review
Circulation Fiction Criteria Call Number Censorship
Computer Genre Database Contemporary Character
Contents Keyword Electronic Encyclopedia Copyright Classic Genre
Copyright Non Fiction FACTS.COM Copyright Date Copyright
Database Nonprint Gale Resources Cross Reference Critique
Dewey Decimal System OPAC Hit Cultural Resource Dialogue
Encyclopedia Paperback Homepage Cumulative Index Drama
F PB Icon Current Fairy Tales
Fiction Print Internet Dictionary Fantasy Genre
Fines R Internet Explorer Fiction Fiction
Glossary Reference Section Keyword General Encyclopedia Folk Tales
Illustrator Reference Book Links Geographical Resource Foreshadowing
Index SC Multimedia Glossary Genre
Internet Story Collection Netscape Communicator Illustration Historical Fiction Genre
Orientation
OPAC
Electronic Sources
Print Media
Literature Appreciation

Keyword Spine Nonprint Index Humor Genre
Magazine Subheading Online Main Headings Journal
Media Specialist Subject OPAC Nonfiction Literature
Media Technician Summary Opposing Viewpoints Nonprint Memoir
NF Title Query Periodical Multicultural Genre
Non Fiction Works Cited Reliable Place of Publication Mystery Genre
OPAC Search Engine Print Myths
PB SIRS Discoverer Publisher Newbery Genre
Paperback Software Reference Book Nonfiction Genre
Periodical Source Reference Section Novel
Policy Summary Subheadings Play
Procedure Truncate Summary Plot
Publisher URL Table of Contents Poetry
R Validity Thesaurus Protagonist
Reference Section Website Title Realistic Fiction Genre
Reference Book Works Cited Title Page Science Fiction Genre
SC World Wide Web Verso Series

Story Collection Volumes Setting

Spine Works Cited Short Story
Subject Story Collection
Title Subject
Title Page Subject Heading
Works Cited Survival Genre
Theme

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bookbar3 SKILLS SCORE AND SEQUENCE

(REQUIRED PROCEDURAL KNOWLEDGE)

Library media curriculum in ninth grade builds upon the skills and concepts taught in elementary and middle school media centers. Students are introduced to the physical features of their middle school's media center as well as its policies and procedures. Various electronic sources, general and specialized reference books, and specific organizational tools are introduced to build upon research skills. The library media curriculum for the Harford County Public Schools is based upon the Maryland Learning Outcomes in Library Media Education.

PROCEDURAL KNOWLEDGE
NINTH GRADE

1. Students will describe the physical arrangement of the high school library media center, its key features, and their functions by:

locating a variety of indices, magazines and/or books.
identifying the connection between the library arrangement and the genres in writing or in discussion.
displaying consistently behavior appropriate to a high school media center.
2. Students will locate current, valid information by:

using print and electronic sources, various bibliographical sources, and available magazine/newspaper indices to complete content area assignments
using the most appropriate biographical sources for the completion of a structured writing assignment.
3. Students will accomplish specific research assignments by:

taking notes from a limited number of general sources.
creating a two-tiered outline from their notes.
creating a uniform bibliography.
4. Students will compare and contrast the same content presented by:

noting the similarities and differences among the print and nonprint versions of a work
studying opposite viewpoints in a variety of sources
5. Students will retrieve information from electronic sources by:

using at least three automated indices to retrieve information to complete a content area assignment.
identifying the elements of an electronic citation.
identifying the parts of an electronic card catalog citation.
6. Students will enhance their study of genre by:

selecting appropriate books for their individual reading levels.
reviewing their choices either orally or in writing.
investigating government information or the life of an author.
7. Students will communicate their ideas by:

creating print and/or nonprint media for a written presentation.
creating print and/or nonprint media for an oral presentation.
8. Students will demonstrate ethical behavior by:

adhering to the county/school's policies and procedures regarding computer usage.
citing all sources when creating written or oral presentations.

PROCEDURAL KNOWLEDGE
TENTH GRADE

1. Students will locate information by truncating topics, using cross references, adjusting topics, and applying other various locating skills when using a variety of reference indices and sources by:

locating sources to complete a content area assignment requiring at least three sources.
Adjusting topics for a specific assignment to meet the available references.
2. Students will locate accurate, valid information by using a variety of indices and sources to complete a specific assignment by:

finding the most appropriate information sources to complete and annotated bibliography.
evaluating sources found and choosing the sources that will be appropriate to meet specific needs.
3. Students will use critical thinking to complete a content area assignment using a variety of sources by:

selecting a social problem to research based upon individual interests and abilities and the availability of sources.
4. Students will take notes from nonprint media to meet an identified purpose by:

locating, selecting, and taking notes from nonprint/electronic sources.
locating, selecting, and taking notes from print sources.
5. Students will discuss their decision regarding whether to use an electronic or print index to meet a specific content area assignment by:

locating and evaluating the appropriateness of information gained from electronic and/or print sources to complete an annotated bibliography.
identify the quality of information from a variety of electronic and print sources.
6. Students will enhance their study of world literature by:

communicating their appreciation of this genre to others orally or in writing.
selecting appropriate books and reviewing them orally or in writing.
investigating a variety of topics in contemporary world history.
7. Students will communicate their ideas by:

creating print and/or nonprint media for a written in a content area.
creating print and/or nonprint media for an oral presentation in a content area.

PROCEDURAL KNOWLEDGE
ELEVENTH GRADE

1. Students will locate literary criticism or current topic sources by:

creating a properly formatted working bibliography containing the required number of citations.
using at least three indices to locate sources for a research paper.
using the sources found on their working bibliographies.
2. Students will locate the best literary criticism or current topic sources by:

completing preliminary reading and addressing a particular thesis.
selecting appropriate sources to support a thesis and subtopics after writing a preliminary outline.
adjusting topics based on the availability of sources
deciding if sources are adequate for completing the assignment.
3. Students will select and evaluate the appropriateness of sources by:

creating a preliminary outline to support a thesis based upon preliminary reading.
note taking to gather information to support the outlines.
4. Students will take notes from sources to address an identified purpose by:

choosing the appropriate medium to accomplish a specific purpose.
5. Student will retrieve information from an electronic source by:

Taking appropriate and useful notes as the research paper is completed.
6. Students will enhance their study of American literature by:

communicating their appreciation to others either orally or in writing.
communicating their appreciation of American literature by critically investigating one American author or work.
7. Student will communicate their ideas by:

creating a print media for a written presentation in a content area
creating a nonprint media for an oral presentation in a content area.

PROCEDURAL KNOWLEDGE
TWELFTH GRADE

1. Students will locate materials and equipment by:

using indices to crate book reviews.
using indices to produce a written assignment.
using sources to assist in locating fiction books that would be of interest o their classmates, as well as themselves.
finding at least five sources to cite in a research paper.
2. Students will review, evaluate, and select media for an identified information need by:

narrowing or broadening topics to complete content area papers.
3. Students will appropriately apply study, research, reference, and critical thinking skills to organize information by.

organizing retrieved information to complete a written assignment.
developing an outline appropriate to their thesis statement for a research assignment.
4. Students will retrieve and manage information by:

collecting, organizing, and interpreting data from a variety of systems to meet an identified purpose.
collecting an interpreting book reviews.
5. Students will demonstrate an appreciation of books and other media as sources of information and recreation by:

selecting British works or works about Britain for recreation reading and/or information purposes.
choosing appropriate books and then presenting book talks to communicate their appreciation of literature.
6. Students will create print and/or nonprint media by:

creating print and/or nonprint media for a written presentation in a content area.
creating print and/or nonprint media for an oral presentation in a content area.
7. Students will independently gather and use information ethically and in accordance with the procedures outlined in the established media guidelines by:

giving appropriate credit to authorship.
adhering to the county/school's policies and procedures regarding computer usage.

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bookbar3 ASSESSMENT

The Maryland School Performance Program (MSPP), including the High School Assessments, holds schools and school systems in Maryland accountable for ensuring that all students achieve success in rigorous academic programs. The synthesis and application of knowledge are assessed in authentic ways through real-world applications, as reflected in the performance tasks. The High School Assessments test student knowledge in certain course content areas. Use of research skills acquired in the media center are an integral part of all content course areas measured by the High School Assessments.

Harford County public school library media specialists recognize that acquiring research and media skills is a cumulative experience which the student begins to develop in first grade and continues to develop through grade twelve. Some skills may be similar at all grade levels, but the skills increase in complexity as students mature and achieve higher level thinking skills. Frequently, assessments occur in the classroom and are developed by the classroom teacher. It is the intent of all library media specialists to work with classroom teachers to assure assessments of media center skills take place. The relationship between classroom teachers and media specialists is collaborative in nature, which assures appropriate assessment even if it does not occur in the library media center.

Formative or summative assessments are constantly taking place at all grade levels. In addition to formative assessment that is constantly taking place in library media centers, more formal summative assessment is usually given at the end of each unit. (summative) These assessments may or may not be performance-based. The Dimensions of Learning assist library media specialists in determining the type(s) of learning to be assessed. Once the purpose(s) of the assessment is identified, the type of assessment tool can be selected. When appropriate, rubrics or other scoring tools should be established with the subject area teacher prior to instruction to promote higher level student performance.

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bookbar3 PACING IN LIBRARY MEDIA

Due to the limited time students spend in the library media center, a certain amount of review and repetition of previously taught materials is necessary. Pacing of review work and introduction of new concepts will vary. It is important to develop conceptual understanding at each level, as an anchor for skills acquisition. A conceptually-oriented curriculum necessitates the re-evaluation of what constitutes appropriate pacing in library media instruction.

In Summary:

Use activities as appropriate to support acquisition of concepts and intended learning outcomes.
Accommodation of enrichment and correctives can be assured through formative assessments in a variety of modes.
Periodic adjustments in pacing will be needed throughout the school year. Library media specialists and teachers must work together for flexibility. Together they will make judicial collective decisions to meet the needs of students. Care must be taken to address all content areas.
Students should be given opportunities to apply concepts and skills in a real-life context as often as possible.

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MEDIA CONCEPTS AND ENDURING UNDERSTANDINGS FOR GRADE NINE

Key Concepts:

Accuracy Organization
Community Recreation
Creativity Resource Management
Critical Thinking Social Responsibility
Ethics, Values Society
Independent Learning Technology
Information Literacy Wants and Needs
Media

Enduring Understandings:

1. Library media center materials are arranged in a logical manner and may be retrieved using knowledge of that arrangement. (L and U)

2. Acquisition, evaluation and use of materials should meet a specific need. (R, E and S)

3. Information may be organized using study, research, reference, and critical thinking skills to foster independent learning. (O)

4. Information from various resources must be analyzed, evaluated, synthesized and applied appropriately. (C)

5. Information may be readily accessed and evaluated through electronic sources. (R and M)

6. Reading for pleasure or information has life-long applications. (A)

7. Designing and creating from the appropriate types of media for a specific purpose enhances learning. (P)

8. Information may help in making valuable and ethical choices in a democratic society. (EB)

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MEDIA CONCEPTS AND ENDURING UNDERSTANDINGS FOR GRADE TEN

Key Concepts:

Accuracy Organization
Community Recreation
Creativity Resource Management
Critical Thinking Social Responsibility
Ethics, Values Society
Independent Learning Technology
Information Literacy Wants and Needs
Media

Enduring Understandings:

1. Library media center materials are arranged in a logical manner and may be retrieved using knowledge of that arrangement. (L and U)

2. Acquisition, evaluation and use of materials should meet a specific need. (R, E and S)

3. Information may be organized using study, research, reference, and critical thinking skills to foster independent learning. (O)

4. Information from various resources must be analyzed, evaluated, synthesized and applied appropriately. (C)

5. Information may be readily accessed and evaluated through electronic sources. (R and M)

6. Reading for pleasure or information has life-long applications. (A)

7. Designing and creating from the appropriate types of media for a specific purpose enhances learning. (P)

8. Information may help in making valuable and ethical choices in a democratic society. (EB)

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MEDIA CONCEPTS AND ENDURING UNDERSTANDINGS FOR GRADE ELEVEN

Key Concepts:

Accuracy Organization
Community Recreation
Creativity Resource Management
Critical Thinking Social Responsibility
Ethics, Values Society
Independent Learning Technology
Information Literacy Wants and Needs
Media

Enduring Understandings:

1. Library media center materials are arranged in a logical manner and may be retrieved using knowledge of that arrangement. (L and U)

2. Acquisition, evaluation and use of materials should meet a specific need. (R, E and S)

3. Information may be organized using study, research, reference, and critical thinking skills to foster independent learning. (O)

4. Information from various resources must be analyzed, evaluated, synthesized and applied appropriately. (C)

5. Information may be readily accessed and evaluated through electronic sources. (R and M)

6. Reading for pleasure or information has life-long applications. (A)

7. Designing and creating from the appropriate types of media for a specific purpose enhances learning. (P)

8. Information may help in making valuable and ethical choices in a democratic society. (EB)

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MEDIA CONCEPTS AND ENDURING UNDERSTANDINGS FOR GRADE TWELVE

Key Concepts:

Accuracy Organization
Community Recreation
Creativity Resource Management
Critical Thinking Social Responsibility
Ethics, Values Society
Independent Learning Technology
Information Literacy Wants and Needs
Media

Enduring Understandings:

1. Library media center materials are arranged in a logical manner and may be retrieved using knowledge of that arrangement. (L and U)

2. Acquisition, evaluation and use of materials should meet a specific need. (R, E and S)

3. Information may be organized using study, research, reference, and critical thinking skills to foster independent learning. (O)

4. Information from various resources must be analyzed, evaluated, synthesized and applied appropriately. (C)

5. Information may be readily accessed and evaluated through electronic sources. (R and M)

6. Reading for pleasure or information has life-long applications. (A)

7. Designing and creating from the appropriate types of media for a specific purpose enhances learning. (P)

8. Information may help in making valuable and ethical choices in a democratic society. (EB)