Information Skills Pre-K-8th

Edit 0 7 …
Benchmark Information skills (Information Fluency Continuum; AASL 21st Century standards)

Pre-K
  • Connect what they know to lesson or read aloud
Kindergarten
  • Distinguish fact from fiction
  • Sorting,categorizing
  • Connect to background knowledge: Can answer, "What do I already know about ?"
  • Presents facts and simple answers to questions.
  • Retells a story using props, pictures, and/or words
  • Begins to understand rules and procedures of library
  • Shares opinion with others appropriately
1st
  • Discover facts through pictures and restates them in own words
  • Begins to recognize parts of book (including publisher, place of publication, copyright date)
  • Understands and uses ABC order of picture books
  • Retells stories using correct sequence of events
  • Works in groups to create and interpret information charts with guidance
  • Respects ideas of others
2nd
  • Asking questions
  • Distinguish fact from opinion and fact from myth
  • Notetaking in own words
  • Citation of author and title
  • Uses technology tools to create and present ideas to school, home, and virtual community
  • Forms and states opinions
  • Writes supporting details
  • Learns parts of a nonfiction book
  • Understands the basic organization of the library to aid them in choosing books in different genres.
  • Draws conclusions about the main idea of the story
  • Identifies key vocabulary by using a picture book or dictionary.
  • Follows a modeled inquiry process during visits to the library to do research.
3rd
  • Notetaking skills, including abbreviations and formatting tips
  • Skim/scan for facts
  • Parts of a webpage: Title, URL
  • Identifies one or two key words about a topic, problem or question.
  • Formulates questions about the topic with guidance.
  • Uses at least two sources for research projects.
  • Interprets simple charts and verbalizes the main idea.
  • Uses simple note taking strategies.
  • Selects and presents creative products in a variety of formats.
  • Discusses problems and solutions in a story.
  • Learns criteria for self-assessment for just-right books.
  • Reads a variety of fiction and nonfiction for enjoyment and information.
  • Understands the basic concept of plagiarism as copying the work of others.
  • Credits sources using title and author.
4th
  • Summarizing notes
  • Organizing notes
  • Concept mapping
  • Questioning strategies (on the line, between the lines, needs more research)
  • Evaluate student-generated questions for importance and validity.
  • Examines Dewey decimal classification system.
  • Uses online encyclopedias, magazines, databases, and reselected Web resources to locate information.
  • Uses headings to guide understanding of information.
  • Interprets primary sources with guidance.
  • Uses common organizational patterns to organize information (chronological order, main idea with supporting details).
  • Determine audience before creating product.
  • Deepens the understanding of the parts of a book by adding text boxes, captions, etc.
  • Know the difference between primary and secondary resources.
  • Become proficient in different methods of organizing information.
  • Distinguishes between fact and opinion with evidence from the text.
  • Create products of expression using arts and technology.
  • Introduces the idea of censorship through banned books.
  • Begins to work collaboratively using technology for research to meet information needs.
  • Learns to distinguish relevant information using focus questions.
  • Applying note-taking skills to answer research questions with words and phrases from sources but not copying whole sentences.
  • Practices Internet safety procedures including safeguarding personal information.

5th
  • Online searching strategies beyond Google
  • Evaluating online information for accuracy and authority and currency
  • Incorporates strategies to check electronic resources for validity and authority.
  • Develops basic search skills for online and database searching.
  • Uses sources to acquire background information and brainstorms ideas for further inquiry.
  • Generates a list of key words for a research-based project with guidance.
  • Assesses questions to determine which can be answered by simple facts, which cannot be answered and which would lead to an interesting inquiry.
  • Identifies the type of information needed (primary, secondary) and what type of resources will most likely contain the information.
  • Identifies the ten major Dewey areas and what main topics are included in each.
  • Uses pre-selected Web sites and selected search engines and databases to find appropriate information.
  • Interprets primary sources.
  • Evaluates print and electronic information for usefulness.
  • Distinguishes bias in a source.
  • Uses various note-taking strategies (e.g., outlining, underlining, bulleted lists, highlighting, graphic organizers).
  • Organizes notes and ideas and develops an outline or a graphic organizer.
  • Assesses and revises own work with guidance.
  • Selects materials based on a theme, topic or connection to classroom learning or personal interest.
  • Credits all sources properly using basic bibliographic information.

6th/7th/8th
  • Follows inquiry process using the skills enumerated above
  • Asks researchable questions
  • Reflects on inquiry process
  • Uses online tools to read, send, or post electronic messages to peers, experts, and family members.
  • Works in groups ethically and responsibly