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Library Media Curriculum
Library Media - 5th Grade
Course Preface Course Preface
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Core Standards of the Course

Strand One: Information Literacy
Step 1. Task Definition: What is the information problem that needs to be solved?

Standard 1
Students define an information problem and identify information needed to solve the problem.

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Objective 1
Define an information problem.

  1. Define the information problem.
  2. Describe and analyze the task.
  3. Identify the topic with teacher help. (LA)
  4. Demonstrate that topics can be narrowed or broadened (LA).
  5. Formulate a variety of questions related to the topic, e.g., yes-no, open-ended, probing (LA).
  6. Determine subtopics and formulate a variety of questions related to them. (LA)
  7. Analyze the audience in preparing and presenting a final product. (LA)
  8. Compare and select possible presentation formats for a final product. (LA)
  9. Establish evaluation criteria or rubrics for products, presentation, and process. (LA)
  10. Select from a variety of methods to track individual progress.

Objective 2
Identify information needed.

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  1. Identify, record, and evaluate for relevance information already known. (LA)
  2. Determine types of information, i.e., textual, pictorial, or numerical, needed to complete task. (LA)
  3. Identify and select subject and keyword search terms for print, audiovisual, or electronic resources. (LA)
  4. Narrow or broaden subject and keyword search terms for print, audiovisual, or electronic resources.
  5. Construct a timeline to complete the task using the Big6™ Information Problem-Solving Process.
  6. Record progress and summarize the sequence of Step 1, Task Definition. (LA)

Strand One: Information Literacy
Step 2. Information-Seeking Strategies: Which resources can I use?

Standard 2
Students identify, evaluate, and select potential information resources available in or through the school library media center.

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Objective 1
Identify a wide range of resources.

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  1. Identify and describe general references, e.g., general encyclopedias, atlases, dictionaries, charts, maps, globes, pictures, periodicals, timelines, thesauri, almanacs, pamphlets, indexes, handbooks. (LA)
  2. Identify, use, and describe subject-specific references, e.g., science and history encyclopedias, historical atlases, sports encyclopedias, biographical and geographical dictionaries. (LA)
  3. Describe and compare general collection resources, e.g., fiction and informational books, periodicals, audiovisual materials, general reference materials.
  4. Identify people who are possible resources, e.g., personal or electronic interviews or presentations.
  5. Compare community resources, e.g., libraries, museums, businesses, government agencies.
  6. Analyze and compare content of electronic resources, e.g., CD-ROM, Pioneer, the Internet, telephone. (LA)

Objective 2
Evaluate and select the best resources.

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  1. Evaluate and select information resources that are understandable, available, relevant, current, valid, and authoritative. (LA)
  2. Classify information based on fact and opinion. (LA)
  3. Select and evaluate information resources for objectivity, i.e., information that does not show prejudice, stereotyping, bias, and propaganda.
  4. Select resources in a variety of formats. (LA)
  5. Track progress and summarize the sequence of Step 2, Information-Seeking Strategies. (LA)

Strand One: Information Literacy
Step 3. Location and Access: Where can I find these resources?

Standard 3
Students locate resources and access information within resources.

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Objective 1
Locate identified resources.

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  1. Locate within the school library media center, collection catalog, picture books, informational and fiction books, audiovisual materials, periodicals, general reference, and any special collections.
  2. Apply knowledge of school library media center procedures and policies, e.g., rules, proper care of materials, requests for help, etiquette and "netiquette," inter-library loan procedures.
  3. Use electronic search strategies, such as Boolean operators, wildcards, and special punctuation, for finding information within resources, e.g., subject, author, title, keyword, series title, bookmarks, date. (LA)
  4. Use computer information resources, e.g., CD-ROM, Pioneer, e-mail, such Internet sites as periodical and poetry indexes, full-text resources, as available. (LA)
  5. Use location skills for finding print and nonprint sources, e.g., alphabetical order, book spine information, the Dewey Decimal Classification number, relationship between call number and location.

Objective 2
Access information within resources.

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  1. Access information within print resources, e.g., copyright date, volume number, guide words, glossary, bibliography, author's notes, introduction, footnotes, appendixes, preface. (LA)
  2. Demonstrate knowledge of operational procedures for accessing information in electronic resources. (LA)
  3. Use appropriate interview techniques, e.g., prepare effective yes-no, open-ended, and probing questions that relate to the topic and subtopics, arrange appointments, record the interview with audio, video, or note-taking. (LA)
  4. Record progress and reflections on the sequence of Step 3, Location and Access. (LA)

Strand One: Information Literacy
Step 4. Use of Information: What can I use from these resources?

Standard 4
Students engage and extract information.

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Objective 1
Engage information in a resource.

  1. Recall and organize previous knowledge of subject and build on that knowledge base.
  2. Use questions formulated in Step 1, Task Definition, to guide reading, listening to, and viewing information. (LA)
  3. Skim headings and subheadings for organization of information within resource. (LA)
  4. Skim information for main idea under relevant headings. (LA)
  5. Read and interpret graphic information found in illustrations, maps, charts, graphs, tables, etc. (SS)(LA
  6. Determine significant concepts and details gained through reading, listening, and viewing. (LA)
  7. Interview experts using questions prepared in Step 3, Location and Access, and verify the information.

Objective 2
Extract information from resources.

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  1. Evaluate and select information that is understandable, available, relevant, current, objective, and valid. (HL)(LA)
  2. Apply note-taking skills, e.g., take notes on cards, photocopy, download, dictate, highlighting most significant information. (LA)
  3. Paraphrase or summarize information to avoid plagiarism. (LA)
  4. Use direct quotation skills in notetaking, when needed, and verify quote.
  5. Record information sources in an approved bibliographic citation format.
  6. Record progress and reflections on the sequence of Step 4, Use of Information. (LA)

Strand One: Information Literacy
Step 5. Synthesis: How can I share what I learned?

Standard 5
Students organize, synthesize, and present information.

Objective 1
Organize information from multiple sources.

  1. Select a product format that fits assignment and nature of information to be presented. (See
  2. Appendix A, Possible Final Products Examples.) (SS)(LA)
  3. Organize and integrate information, e.g., using sequencing, webbing, outlining. (SS)(LA)
  4. Create a first draft, gather feedback, edit, and refine. (LA)
  5. Organize and record information sources in a bibliography, using approved citation format for bibliography, footnotes, end notes, or credits.
  6. Use appropriate technologies, e.g. , word processing, photographing, audio recording, drawing and capturing illustrations, creating multimedia computer presentations, videotaping. (FA)(LA)
  7. Apply previously established evaluation criteria (Step 1, Task Definition) and revise draft accordingly.

Objective 2
Present information.

  1. Demonstrate good oral presentation techniques, e.g., face audience, speak slowly and clearly, project voice to back of room, show visuals effectively, use voice inflection, add relevant body language. (LA)
  2. Rehearse to meet presentation criteria. (LA)
  3. Gather feedback, discuss strengths and weaknesses of rehearsal presentation, and revise accordingly. (LA)
  4. Prepare the facility for final presentation.
  5. Use facilities, resources, and equipment responsibly for the production and presentation, e.g., staging, props, seating arrangements, sound system, software and hardware, lighting.
  6. Anticipate, prepare for, and elicit audience reaction, e.g., questions, comments, applause. (LA)
  7. Present final product. (LA)
  8. Record progress and reflections on the sequence of Step 5, Synthesis. (LA)

Strand One: Information Literacy
Step 6. Evaluation: How will I know I did my job well?

Standard 6
Students evaluate the product and the process.

Objective 1
Evaluate the product.

  1. Assess product effectiveness using objective evaluation criteria established in Step 1, Task Definition.
  2. Use personal criteria, such as quality of product and level of personal effort, to evaluate the product and justify assessment.
  3. Assess reaction from the audience, e.g., peers, teachers, parents, judges. (LA)
  4. Summarize what went well and what should be improved in future products.

Objective 2
Evaluate the process.

  1. Recall activities and impressions during each step of the Big6™ Process. (LA)
  2. Assess the process for effectiveness and efficiency.
  3. Reflect on and record one's assessment of the process, e.g., what was done well and why, what could have been improved, what was difficult and why, in which step did the most learning take place and why. (LA)

Strand Two: Literature
Students develop an awareness of and interaction with literature in a variety of formats for the purpose of personal enrichment and information.

Standard 7
Students explore print material to learn how physical features of books and other resources contribute to meaning.

Objective 1
Demonstrate how graphic material conveys meaning.

  1. Explain how sidebars and timelines enhance understanding of the text. (LA)
  2. Use graphics to enhance writing and research projects, e.g., illustrations, charts, graphs, maps, timelines. (SS)(LA)

Objective 2
Demonstrate an understanding of the physical features of books and other library resources.

  1. Locate, define, and identify the purposes of the parts of a book, e.g., copyright information, publisher, bibliography, appendix, author and illustrator notes, introduction, preface. (LA)
  2. Identify, describe, and use the display features of electronic resources, e.g., buttons, scroll bars, menus, hot links. (LA)

Strand Two: Literature
Students develop an awareness of and interaction with literature in a variety of formats for the purpose of personal enrichment and information.

Standard 8
Students explore various aspects of literature in books and other formats.

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Objective 1
Identify the contribution of authors and illustrators in the creation of literature.

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  1. Describe the steps authors use to write books.
  2. Infer how known stories would differ if there were changes in one of the components of literary style, e.g., pacing, sentence patterns, mood, rhythm, voice, alliteration, personification. (LA)
  3. Describe the process an illustrator uses to create pictures for a book.
  4. Create illustrations for stories using a combination of compositional elements, e.g., shape, space, color, line, medium, perspective.

Objective 2
Identify and describe the elements of "story."

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  1. Find examples of the elements of "story" in favorite books, e.g., setting, characters, plot, point-of-view, theme. (LA)
  2. Select a favorite character and analyze the author's or illustrator's techniques to give definition to the character, e.g., verbal or visual descriptions, dialogue.
  3. Identify and describe the plots of stories indicating rising action, climax, and ending. (LA)
  4. Categorize stories by theme.
  5. Modify setting in particular stories and predict the effects on the action, characters, and theme. (LA)
  6. Identify point-of-view, i.e., who tells the story, and explain how authors and illustrators establish point-of-view.

Objective 3
Explore and compare different types of literature to enrich and expand the reading experience.

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  1. Identify and describe the characteristics of various types of literature, e.g., fables, poetry, drama, realistic fiction, fantasy, folktales, fairy tales, myths, historical fiction, science fiction, ballads. (LA)
  2. Read informational works, e.g., science, art, "how-to" books, language, technology, sports and recreation, pets, communication, transportation, economics, ecology, reference, history, geography, government, fine arts. (SS)(LA)

Strand Two: Literature
Students develop an awareness of and interaction with literature in a variety of formats for the purpose of personal enrichment and information.

Standard 9
Students value the contribution of reading to becoming self-directed, lifelong learners.

Objective 1
Listen to and read a variety of literature to enhance selection.

  1. Define and use a variety of evaluative criteria when selecting materials, e.g., interest, readability, relevance, currency, accuracy, authority. (LA)
  2. Evaluate and select a variety of literary formats, e.g., short stories, literary magazines, films, videos, multimedia. (LA)
  3. Listen to, read, and evaluate quality literature, e.g., award books, classics, "notable" or "best" books, works of distinguished authors and illustrators. (LA)

Objective 2
Recognize, as readers, how literature offers a wide variety of life experiences and perspectives.

  1. Describe how reading can inform, delight, and enrich. (LA)
  2. Share insights from and connections to fictional characters, people, and cultures from the past and present. (SS)(LA)
  3. Develop empathy and perspective through interaction with a story's characters, setting, plot, or theme. (LA)

Strand Three: Media Literacy

Standard 10
Awareness: Students will be aware that media literacy as a life skill is integral to modern citizenship, informed decision making, and healthy lifestyles.

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Objective 1
Use basic terms and concepts of media.

  1. Explain and use basic terms, e.g., media, media literacy, mass media, local media.
  2. Compare, contrast, and rank, according to potential impact, a variety of media and list the advantages and limitations of each, e.g., availability, cost, audience appeal, frequency, ease of use, and potential audience size. (HL)

Objective 2
Demonstrate how the use of media can broaden the educational experience.

  1. Use examples to show how vicarious experience through media can provide cultural, geographic, and historic insights. (SS)(LA)
  2. Explain how media experiences have the potential to help develop creativity and change perspectives, values, or lives. (HL)

Objective 3
Explain citizens' rights and responsibilities with respect to media.

  1. Interpret with examples ethically and legally responsible ways in which to use print and nonprint media. (SS)
  2. Identify bibliographic and other important information in print and nonprint media, e.g., title, author, director, producer, copyright date, copyright and duplication warnings, ratings.
  3. Identify and list how to be active consumers of media, e.g., respond with letters to editors, letters and telephone calls to station programmers and advertisers, flyers, posters, newsletters. (SS)

Objective 4
Demonstrate how cultural heritage and experiences influence interpretation of media.

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  1. Recognize the value of differing viewpoints. (SS)(LA)
  2. Explain how understanding and interpretation of media differs based on emotions and experiences.
  3. Explain how social and cultural attitudes and backgrounds influence understanding and interpretation of media, e.g., gender bias, ethnic and cultural content.

Objective 5
Recognize the purposeful and careful construction of media productions.

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  1. Identify examples of media productions that create or influence a perception of reality. (HL)
  2. Identify how media messages influence the political, economic, and social attitudes of an individual and society.
  3. Classify examples of real, realistic, and unreal content in media. (LA)
  4. Identify examples of advertising with multiple messages, e.g., associating an advertised product with the concepts that the right clothing brings popularity, adult authority figures are incompetent, being rude to adults is acceptable behavior (HL).

Strand Three: Media Literacy

Standard 11
Analysis: Students analyze elements of media messages to understand their forms and functions, content, intent, and effects on the receiver.

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Objective 1
Analyze techniques used to construct media messages.

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  1. List and describe elements of communication, i.e., sender, message, receiver.
  2. Identify and analyze the purposes and perspectives or biases of media messages. (HL)
  3. Analyze how sound is manipulated in constructing media messages, e.g., music, sound effects, decibel level, laugh track.
  4. Analyze how visual effects have been manipulated in constructing media messages, e.g., camera angles, zooms, cuts, color, graphics, wipes, dissolves, perception of time.
  5. Analyze how written and verbal texts are manipulated in constructing a media message, e.g., amount, color, repetition of text, pace, content, volume.
  6. Analyze media messages and infer how they may have been edited to achieve desired impressions.

Objective 2
Analyze, question, and think critically about media messages.

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  1. Summarize the main points of media messages that convey the same subject or event. (SS)(LA)
  2. Differentiate between advertisements and other content material, e.g., television, periodicals, radio, the Internet, movies, videos, "infomercials."
  3. Identify the possible intents, obvious and hidden, of media messages, e.g., in advertising, educational programming, public service announcements, documentaries, sponsorships. (HL)
  4. Analyze examples of fact and opinion in a variety of media messages. (SS)
  5. Identify and classify persuasive techniques in advertising, e.g., "plain folks," health and nature, theatrical extravaganza, humor.
  6. Analyze media messages for a balance of diversity, e.g., gender, age, ethnic representation, physical and mental ability, and socio-economic level .

Objective 3
Analyze effects of media messages on the receiver.

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  1. Analyze the possible effects of advertising, e.g., accurate vs. misleading information, positive vs. damaging portrayals. (HL)
  2. Analyze media messages for ethics and values, e.g., honesty, responsibility, caring, respect, trust, justice.
  3. Explain possible effects of viewing gratuitous violence and other excessive behaviors, e.g., promoting fear, promoting aggressive behavior, increasing desire for more violent programming, desensitizing viewers, encouraging imitative behavior, offering unrealistic solutions to problems.

Strand Three: Media Literacy

Standard 12
Evaluation: Students evaluate elements and intended results of media messages to facilitate selection for personal and educational use.

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Objective 1
Critique the aesthetic elements of media messages.

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  1. Critique the effective use of visual techniques in media messages, e.g., zooms, cuts, camera angles, shot selection.
  2. Critique the effective use of time manipulation in media messages, e.g., time lapse, future projection.
  3. Apply criteria for the effective use of written and verbal text in media messages, e.g., color, volume (loudness), pace, amount.

Objective 2
Evaluate the effectiveness of media for intended results from targeted audiences.

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  1. Evaluate how the intent is communicated in media messages in a variety of media productions, e.g., advertising, educational and entertainment programming, sponsorship. (HL)(SS)
  2. Evaluate the use of persuasive techniques in media messages, e.g., manipulation of statistics and research findings, emotional and visual appeal, humor. (HL)
  3. Assess the impact of stereotyping on various groups.
  4. Evaluate print and nonprint versions of the same media message and determine the best format for intended purposes and audiences, e.g., book and film version of a story, advertising on billboards, radio, television. (SS)

Objective 3
Evaluate and select media for personal and educational use.

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  1. Determine if the amount of time devoted to media is in balance with other activities, e.g., reading, exercise, sports, the arts, etc.
  2. Recognize criteria and evaluative resources in making wise media choices, e.g., conferring with parents and teachers, consulting reviews and ratings.
  3. Evaluate media messages for accuracy, authenticity, relevance, and source authority.
  4. Evaluate and select media materials to meet educational needs, e.g., presentations, research. (LA)

Strand Three: Media Literacy

Standard 13
Production: Students produce media messages in selected formats.

Objective 1
Students prepare messages for presentation by using a multi-step planning process.

  1. Determine message to convey, considering content, intent, and length.
  2. Define the target audience for message, e.g., peers, parents, community.
  3. Identify the characteristics of various media formats and select medium to suit the purpose of each message.
  4. Identify resources needed for presentations, e.g., materials, equipment, cost.

Objective 2
Students develop and apply criteria for quality media productions.

  1. Develop and apply criteria for quality media productions.
  2. Select components of the medium, e.g., format, materials, color, design, size, graphics, sound, text.
  3. Draft and refine message, e.g., outlining, storyboarding, sketching, editing.
  4. Identify good presentation techniques.
  5. Cite sources used in productions.

Objective 3
Students present or exhibit media messages and evaluate their final products.

  1. Plan and prepare presentation settings.
  2. Practice good presentation techniques, e.g., face audience, speak slowly and clearly, project voice to back of room.
  3. Present media message to appropriate group, e.g., peers, parents, community.
  4. Evaluate final products for effectiveness and efficiency.

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