American Association of School Librarians - Information literacy standards for student learning
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Information literacy standards for student learning
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Information Literacy Standards for Student Learning
author
:
publisher
:
ALA Editions of the American Library Association
isbn10 | asin
:
0838934714
print isbn13
:
9780838934715
ebook isbn13
:
9780585335520
language
:
English
subject
Library orientation for school children--United States--Evaluation, Library orientation for middle school students--United States--Evaluation, Library orientation for high school students--United States--Evaluation, Information retrieval--Study and teachi
publication date
:
1998
lcc
:
Z711.2.I49 1998eb
ddc
:
025.5/678/0973
subject
:
Library orientation for school children--United States--Evaluation, Library orientation for middle school students--United States--Evaluation, Library orientation for high school students--United States--Evaluation, Information retrieval--Study and teachi
Page i
Information Literacy Standards for Student Learning
Prepared by the American Association of School Librarians
Association for Educational Communications and Technology
Page ii
The paper used in this publication meets the minimum requirements of American National Standard Information SciencesPermanence of Paper for Printed Library Materials, ANSI Z39.48-1992.
Library of Congress Cataloging-in-Publication Data
Information literacy standards for student learning / prepared by the American Association of School Librarians, Association for Educational Communications and Technology. p. cm. Includes bibliographical references (p. ) ISBN 0-8389-3471-4 (pbk.: alk. paper) 1. Library orientation for school childrenUnited States Evaluation. 2. Library orientation for middle school students United StatesEvaluation. 3. Library orientation for high school studentsUnited StatesEvaluation. 4. Information retrieval Study and teaching (Elementary)United StatesEvaluation. 5. Information retrievalStudy and teaching (Middle school)United StatesEvaluation. 6. Information retrievalStudy and teaching (Secondary)United StatesEvaluation. I. American Association of School Librarians. II. Association for Educational Communications and Technology. Z711.2.I49 1998 98-23314 025.5'678'0973dc21 CIP
Copyright 1998 by the American Library Association and the Association for Educational Communications and Technology. All rights reserved except those which may be granted by Sections 107 and 108 of the Copyright Revision Act of 1976.
02 01 00 5 4 3
Page iii
Contents
Introduction
v
Chapter 1 The Vision
1
Chapter 2 Information Literacy Standards for Student Learning
8
Appendixes
A. NSSE Schoolwide Goals for Student Learning
45
B. Student Performance Assessment
47
Page v
Introduction
Information Literacy Standards for Student Learning provides a conceptual framework and broad guidelines for describing the information-literate student. The standards consist of three categories, nine standards, and twenty-nine indicators. The core learning outcomes that are most directly related to the services provided by school library media programs are found in the three standards and thirteen indicators in the "information literacy" category. The other two categoriesthree standards and seven indicators for "independent learning" and three standards and nine indicators for "social responsibility"are grounded in information literacy but describe more general aspects of student learning to which school library media programs also make important contributions. Taken together, the categories, standards, and indicators describe the content and processes related to information that students must master to be considered information literate.
Intent
The standards and indicators are written at a general level so that library media specialists and others in individual states, districts, and sites can tailor the statements to meet local needs. These educators are the ones who know their student populations; their role is to apply these general statements in light of the developmental, cultural, and learning needs of all the students they serve. By offering broad guidelines for describing the information-literate student, Information Literacy Standards for Student Learning provides a conceptual framework and supporting material for local efforts.
Organization
Chapter 1 includes the philosophy and the mission and goals of the information literacy standards. All nine standards are listed at the beginning of chapter 2 as a ready reference. This list is followed by detailed information related to each standard.
Page vi
First, a paragraph explaining the standard is followed by a list of its associated indicators. This general introduction provides a brief overview of the standard, its meaning, and the ways its achievement can be assessed. A box follows each indicator to show how it applies to students. Three "Levels of Proficiency" descriptors follow each indicator to assist in gauging the extent to which individual students have mastered the components of information literacy. These items, like the standards and indicators themselves, are written at a general level to allow local teachers and library media specialists full flexibility in determining the amount and kind of detail that should structure student evaluations.
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