Library Media - 6th Grade
Core Curriculum for Library Media K-6
Last updated: 2000
The primary purpose of the school library media program and this curriculum is to empower students to be effective users of ideas and information in all formats in a constantly changing learning environment. Students need the opportunity to grow as independent, efficient, responsible, and creative users of information. A students curiosity and motivation must be nurtured to realize success. In a time of constant and rapid change, educators are faced with the challenge of preparing students for the experiences they will encounter as they proceed throughout the twenty-first century.
Through the proficient use of skills and content learned in the Library Media Core Curriculum, students will be able to grow with the changes that technology brings to their lives.
Students will actively use and enjoy literature to develop the imagination and nourish the thinking process. Students will become socially empowered as they learn to manage media in their lives and understand the media messages which inundate them daily.
The school library media teachers role as master teacher, information specialist, and curriculum partner encourages the involvement of global access to information, the use of technology as an effective learning and teaching tool, and the continuation of reading for information and enjoyment. The school library media teacher must continue to seek the best techniques and strategies to empower students.
In the absence of a licensed school library media teacher, the classroom teacher must take the lead in the implementation of the Library Media Core Curriculum with the support of school library media personnel and resources.
The responsibility for achieving the purpose of the school library media curriculum resides in the collaborative efforts of the school library media teacher and staff, classroom teachers, students, support staff, administrators, boards of education, and communities.
The Library Media Core Curriculum
The elementary level of the Utah Library Media Core Curriculum is divided into three strands: information literacy, literature, and media literacy. At the secondary level, literature is integrated with the information literacy curriculum.
Strand One: Information Literacy
Information literacy is the ability to access, evaluate, and apply information in a variety of formats. The information literacy curriculum at both levels is based on the information problem-solving process called the Big6 . The Big6 Problem-Solving Process is a systematic approach for solving lifes essential questions or, on a daily basis, simply to satisfy "the need to know."
This process allows students to be critical users of information, develop high standards for their work, and create quality products to communicate what they learn. When using the Big6 Process, students apply the following skills and questions to guide them:
1. Task Definition: What needs to be done?
2. Information-Seeking Strategies: Which resources can I use?
3. Location and Access: Where can I find these resources?
4. Use of Information: Which information should I use from these resources?
5. Synthesis: How can I share what I learned?
6. Evaluation: How will I know I did my job well?
The process is sequential but accommodates branching, jumping out of sequence, and looping back to any previous stage. The Big6 places Library Media Core Curriculum not in isolation, but as an integral part of all other curricula.
Strand Two: Literature
The purpose of the literature strand is to enrich a students life by encouraging reading for pleasure, enrichment, and information. Students must have access to an abundance of books in all formats and other resources at varied interest and ability levels. These resources must provide for a wide range of learning styles in a diverse population.
Literature develops the students imagination and nurtures their thinking processes, providing wide and lifelong application.
Strand Three: Media Literacy
The aim of media literacy is for the student to make healthy and wise choices as a consumer of media. Students who are media literate are able to deal critically with local and mass media. As with information literacy, media literacy includes the ability to access, analyze, evaluate, and communicate information in a variety of formats, both print and non-print. The media literacy curriculum encourages balance by empowering the student to make informed choices, take responsibility as a learner, and as a member of society. Students must use judgment in managing media through awareness, analysis, and evaluation. Media literacy is education for social empowerment.
The school library media curriculum requires collaboration between the school library media teacher and/or personnel and classroom teachers to ensure that learners become effective users of ideas and information. This involves working together in a joint effort to focus on student opportunities for intellectual development. Subjects are integrated through a team approach where all members plan learning, teaching, and assessing. Collaboration facilitates the creation of a professional community whose members work together in a mutually supportive way and share the craft of teaching. No curriculum stands alone--each is integral to the other. For instance, the information skills taught in the Library Media Core Curriculum are an integral part of the research, experiments, and reports required in the Science Core. The end-of-level tests for science include specific questions that test the ability of students to use the information literacy skills of the Library Media K-6 Core Curriculum.
Affective Stage of Learning
To encourage successful effective learning, students must:
A solid learning base is established at the elementary level of the Library Media Core Curriculum and continues at the secondary level to challenge students with complex questions, conflicting facts and opinions, etc.
Working with the Utah Library Media Core Curriculum, school library media teachers and classroom teachers will promote:
The Utah Library Media Core Curriculum reflects concepts from many sources. The structure of the information literacy strand is based upon the Big6 , designed by Eisenberg and Berkowitz, as outlined in Eisenberg, Michael B. and Robert E. Berkowitz. Information Problem-Solving: The Big Six Skills Approach to Library & Information Skills Instruction. Norwood, New Jersey: Ablex Publishing Corporation, 1995. The basis of the media literacy strand is derived from four concepts combined by Elizabeth Thoman and adopted by the Media Education Laboratory as the four tenets of media literacy.
Possible Final Product Examples
Simplified Bibliographic Format
Author (last name first). Title of item. [Online]Liao, Thomas T. "Robot," World Book Online, . html, January 10, 2000.
Approved Bibliographic Citation Format
Author (last name first). "Title of item." [Online] Available http://address/filename, date of document or download, if document is not available.Liao, Thomas T. "Robot," World Book Online, [Online] http://www.worldbookonline.com/na/ar/fs/ar472000. html, January 10, 2000.
Big 6 - systematic approach to information problem solving using a six step process. The Big 6 can be used whenever an individual has an information problem.
Boolean - words used in searching on a computer, e.g., and, or, not.
camera angles - High angle: shot in which the camera is above the subject looking down. A camera looking down on a person can make him or her look small and powerless.
Eye angle: shot in which the camera is positioned at eye level with the subject.
Low angle: shot in which the camera is below the subject looking up. This angle can make a person seem larger and more powerful.
close-up (cu) - shot in which the camera is close to the subject. When shooting a person, it is used to show emotion.
credits (n) - recognition by name of persons contributing to a performance.
cut (n) - an editing technique in which one shot immediately follows another.
dissolve - one shot fades out while another fades in.
editing (n) - rearranging or cutting material to produce a finished product, e.g., report, book, film, advertisement, etc.
extreme close up (ecu) - shot in which the camera is very close to the subject, exaggerates features.
fade (n) - shot fades out to a blank, often black, screen or up from a blank screen.
information book - nonfiction books that present current, accurate knowledge about some subject. The information in them is verifiable: sources in a library; letters or journals; or first hand, observable fact.
local media - media that is produced on a small scale, e.g., school production, community radio or television production.
long shot (ls) &emdash; a shot in which the camera is far from the object or action. It gives more information and a wider view. It can show a large crowd, a place, a whole setting, or action from a distance. Same as a wide shot.
mapping - a graphic organizer for information.
mass media - a communications medium capable of reaching a mass of people simultaneously.
media - plural for medium.
media literacy - the combination of knowledge and skills required to access, analyze, interpret, evaluate, and create media in a variety of forms.
medium - means by which we communicate a message.
medium shot (ms) - the shot between a wide shot and a close-up.
mood - a predominant feeling or emotion in literature.
pacing - the way the plot moves along.
pan - in video production, the movement of the camera from left to right or from right to left.
persuasive techniques - methods used by advertisers to promote their products.
fantasy: the use of fantasy and animation. This is often used in advertisements for children.
plain folks: the use of average looking people that could be our neighbors or friends using the product.
theatrical extravaganza: the use of jingles, music, and dancing to create a mini-show about the product.
celebrity endorsement: the use of a famous person to draw attention to a product.
persuasive techniques 2 - slogan: a simple phrase that is repeated over and over so that it will stay in the consumers mind.
torture test: a product is subjected to hazardous conditions to demonstrate durability. It is required by law that these tests must have actually happened.
humor: this is commonly used as a focus for many products.
jingle: like slogans, but using music to emphasize a message with a short, catchy tune.
created spokesperson: a technique that uses an invented character who becomes identified with the product in the consumers mind.
side by side (media and you): a technique where two products are shown and compared side by side. One is shown to be better, softer, more absorbent, etc.
persuasive techniques 3 - image advertising: in this technique there is not a lot to say about the product, but it is selling a lifestyle or image that they are hoping the viewer will buy into.
point of view - who is telling the story. May be told in first person--a main character, or third person--a narrator or impartial bystander.
print awareness - being aware that print has meaning and directionality.
shot types - close-up: communicates emotion. A close-up allows us to see emotion on someones face. It gives detailed information about a character or situation by moving in closer.
medium shot: less emotional and less personal attention is focused on one or a few people or a small area.
long shot: gives more information and a wider view. It can show a large crowd, a place, a whole setting, or action from a distance. Same as a wide shot.
stereotype - an oversimplified description based on limited experience. Television shows often use stereotyped characters who are instantly recognizable by viewers.
storyboard - a scene-by-scene depiction of a story that includes sketches with notes about voice-overs, sound effects, and other media elements that accompany the scene.
style - a distinctive manner of expression in writing or speech.
target audience - a group of viewers to whom a particular program, commercial, or advertisement is directed.
tilt - when the camera moves up and down, from top down or from bottom up.
tone - the feeling generated in or by a piece of literature. The style or manner of expression in writing.
voice - the story teller. May be a character or an impartial bystander. May also refer to the style of speech used within the story. [first person is the speaker; second person is spoken to; third person is spoken about.]
weasels - sneaky parts of commercials. These can take the form of unseen props such as changing counter heights to make things look taller or shorter, using boxes for actors to stand taller, showing the close-ups of a small object to make it appear larger on the screen than it really is, or using qualified statements such as "virtually," "chances are," "might," "can help," "usually," "help control," or "sometimes." These words help the commercials from making promises they cannot keep. Even the experts have trouble finding weasels in media.
webbing - a graphic organizer of information.
wide shot (ws) - a shot in which the camera is far from the object or action. It gives more information and a broader view. It can show a large crowd, a place, etc.
These materials have been produced by and for the teachers of the State of Utah. Copies of these materials may be freely reproduced for teacher and classroom use. When distributing these materials, credit should be given to Utah State Office of Education. These materials may not be published, in whole or part, or in any other format, without the written permission of the Utah State Office of Education, 250 East 500 South, PO Box 144200, Salt Lake City, Utah 84114-4200.
For more information about this core curriculum, contact the USOE Specialist, Tiffany Hall or visit the Library Media Home Page. For general questions about Utah's Core Curriculum, contact the USOE Curriculum Director, Sydnee Dickson . UEN Contact Info: 801-581-2999 | 800-866-5852 | Contact Us