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7/28/2019 Information Literacy Study Guide_NBPTS

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Information Literacy Study Guide

EXERCISE 5: INFORMATION LITERACY

Library Media Specialists will demonstrate content knowledge of information literacy

processes and apply this knowledge to a given scenario. They will include in the responsea description of the components in the process selected and an example of the applicationof each component in the given situation.

The Nine Information Literacy Standards for Student Learning

(from Information Power: Building Partnerships for Learning )

Information LiteracyStandard 1 : The student who is information literateaccesses information efficiently and effectively.Standard 2: The student who is information literateevaluates information critically and competently.Standard 3: The student who is information literateuses information accurately and creatively.Independent LearningStandard 4 : The student who is an independent learner is informationliterate and pursues information related to personal interests.Standard 5 : The student who is an independent learner is informationliterate and appreciates literature and other creative expressions of information.Standard 6 : The student who is an independent learner is informationliterate and strives for excellence in information seeking andknowledge generation.Social ResponsibilityStandard 7: The student who contributes positively to the learningcommunity and to society is information literate and recognizes theimportance of information to a democratic society.Standard 8 : The student who contributes positively to the learningcommunity and to society is information literate and practices ethicalbehavior in regard to information and information technology.Standard 9: The student who contributes positively to the learningcommunity and to society is information literate and participateseffectively in groups to pursue and generate information.

SELECTED PRINCIPLES THAT RELATE TO INFORMATION LITERACY

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Principle 1 The Library Media program is essential to learning and teaching andmust be fully integrated into the curriculum to promote students achievement of learning goals.

To promote student achievement of learning goals:

Connections between content learning and information skills must be interwoveninto every level of student learning

Carefully planned opportunities to student access, use, and evaluation of information in all subject areas and in all formats must available to all;

School library media program must use concepts and processes of informationliteracy to help students and others to become information literate while achievingcontent learning goals.

LMS must participate in school curriculum and technology committees to promote full integration of content learning and information literacy;

As an educational leader, LMS must collaborate in curriculum development andtechnology planning at all levels to promote information literacys central place incurriculum;

LMS must advocate for information-literacy goals and objectives at the state,district, and building levels in all subject areas and grade levels.

LMS Goals:1. Develop a thorough knowledge of subject area and grade level curricula and

promote competency in information literacy across curriculum2. Work on subject area and grade level teams and committees at building, district,

and state levels to To develop curriculum Establish learning goals/objectives that incorporate information literacy

skills Recommend appropriate information resources to support information

literacy and critical thinking skills3. Participate on technology committees at all levels to ensure inclusion of

information literacy in plans.4. Collaborate with teachers, staff, and learning community to integrate information

literacy competencies throughout teaching and learning process.

Information Power Chapter 4; (pp. 60-61).

Principle 2. The information literacy standards for student learning are integral tothe content and objectives of the schools curriculum.

Information literacy standards create a strong basis for the central role of the librarymedia program along with its resources and services throughout the school curriculum.

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They also promote the role of the LMS as an advocate for integrated, information basedinstruction.

LMS Goals:1. Develop a deep understanding of information literacy standards and their

relationship to the curriculum goals;2. Promote and implement information literacy standards into curriculum andinstruction;

3. Incorporate information literacy standards into daily instruction; and4. Collaborate with teachers, staff and community to promote the student

information literacy.

Information Power Chapter 4 (pp. 61-63).

Principle 5: Access to a full range of information resources and services through the

library media program is fundamental to learning.

Access to all information in all formats, at all levels, and to all members is a crucialcomponent of learning. The LMS should be the schools authority on accessing,evaluating, and using information in all formats.

The LMS should play a central role in evaluating, acquiring, providing, and promotinginformation within and beyond the media center.

LMS Goals:

1. Possess expertise in wide range of information issues, resources, and technology;2. Collaborate with learning community to ensure a full range of available

information resources;3. Provide and promote resources that meet the needs of all learners;4. Advise learning community in evaluating and acquiring school based information

resources;5. Maintain ties with instructional information resources and services of local

community; and6. Participate in networks and resources sharing systems that expand the media

centers capacity to access information globally.

Information Power Chapter , (pp. 65-66).

Principle 9: The library media program integrates the uses of technology forlearning and teaching.

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Working collaboratively with teachers and staff, the LMS must encourage the use of technology as an agent of active, constructive learning that meets the needs of allstudents.

LMS Goals:

1. Maintain expertise in assessing and using various technology products and processes;

2. Guide teachers and the learning community in the evaluation and use of newmedia, resources, and technologies;

3. Collaborate with teachers and the learning community to create, evaluate, andrevise information based activities; and

4. Model effective use of instructional technology.

Information Power Chapter 4 (pp. 70-71).

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