West Virginia Code of State Rules › Agency 126 - Education › Title 126 - LEGISLATIVE RULE BOARD OF EDUCATION › Series 126-044Q - Library Media Standards And Objectives For West Virginia Schools (2520.17) › Section 126-44Q-4 - Summary of the Content Standards and Objectives

Current through Register Vol. XLI, No. 28, July 12, 2024
4.1. The West Virginia Board of Education has
				the responsibility for establishing high quality standards pertaining to all
				educational standards pertaining to all education programs (W. Va. Code §
									18-9A-22). The content standards
				and objectives provide a focus for teachers to teach and students to learn
				those skills and competencies essential for future success in the workplace and
				further education. The document includes content standards for library media,
				an explanation of terms; objectives that reflect a rigorous and challenging
				curriculum; and performance descriptors.
Content Standards
are broad descriptions of what
				  students should know and be able to do in a content area. Content standards
				  describe what students' knowledge and skills should be at the end of a K-12
				  sequence of study.
Objectives
are incremental steps toward
				  accomplishment of content standards. Objectives are listed by grade level and
				  are organized around the content standards.Objectives build across grade levels
				  as students advance in their knowledge and skills.
Performance Descriptors
describe in narrative
				  format how students demonstrate achievement of the content standards. Five
				  performance levels have been proposed for West Virginia: distinguished, above
				  mastery, mastery, partial mastery and novice. A general description of each of
				  these categories is listed below:
* Distinguished:
A student at this level has
				  demonstrated exceptional and exemplary performance. The work shows a
				  distinctive and sophisticated application of knowledge and skills that go
				  beyond course or grade level expectations.
* Above Mastery:
A student at this level has
				  demonstrated competent and proficient performance and exceeds the standard. The
				  work shows a thorough and effective application of knowledge and skills.
* Mastery:
A student at this level has
				  demonstrated fundamental knowledge and skills that meet the standard. The work
				  is accurate, complete and fulfills all requirements. The work shows solid
				  academic performance at the course or grade level.
* Partial Mastery:
A student at this level has
				  partially demonstrated fundamental knowledge and skills toward meeting the
				  standard. The work shows basic but inconsistent application of knowledge and
				  skills characterized by errors and/or omissions. Performance needs further
				  development.
* Novice:
A student at this level has not
				  demonstrated the fundamental knowledge and skills needed to meet the standard.
				  Performance at this level is fragmented and/or incomplete and needs
				  considerable development.
Performance Descriptors
serve two functions.
				  Instructionally, they give teachers more information about the level of
				  knowledge and skills they are building in their students. Performance levels
				  and descriptors are also used to categorize and explain student performance on
				  statewide assessment instruments.
Numbering of Standards
The number for each content standard is composed of three
				  parts, each part separated by a period:
* The content area code is LM for Library Media;
* The letter S, for Standard; and
* The standard number.
Illustrations: LM.S.1 refers to Library Media content
				  standard #1.
Numbering of Objectives
The number of each objective is composed of four parts, each
				  part separated by a period:
* The content area code or course code;
* The grade level (An exception is elementary West Virginia
				  Studies, which uses WV instead of grade level);
* The number of the content standard addressed; and
* The objective number.
Illustrations: LM.6.2.3 refers to a Library Media sixth grade
				  objective that addresses standard #2, Independent Learning, and that is the
				  third objective listed under that standard.
Numbering of Performance Descriptors
The number for each group of five performance descriptors is
				  composed of four parts, each part separated by a period:
* The content area or course code;
* The letters PD, for Performance Descriptors;
* The grade level (See exception noted above for grade level
				  under numbering of objectives); and
The standard number.
Illustration: LM.PD.9.2 refers to Library Media performance
				  descriptors for ninth grade, content standard 2.
Unique Electronic Numbers (UENs)
Unique Electronic Numbers (or UENs) are numbers that help to
				  electronically identify, categorize and link specific bits of information. Once
				  Policy 2520.17 is available on the Web, each standard, each objective, and each
				  group of three performance descriptors will have a Unique Electronic Number
				  (UEN) that will always remain the same.
The codes printed in Policy 2520.17 form the basis of the
				  UENs. The only additional set of numbers that will be added to each code to
				  formulate its UEN will be a prefix that indicates the year and month that a
				  particular version of Policy 2520.17 is approved by the State Board of
				  Education
The prefix for the UENs in each content area in Policy
				  2520.17 is noted at the top of each page containing standards, objectives and
				  performance descriptors. As sections of 2520.17 are revised, UENs will be
				  changed to reflect the new approval date.
UENs (Unique Electronic Numbers) are unique numbers that
				  facilitate implementation of WV Standards into Electronic formats such as
				  Databases and XML Files. The WV Department of Education encourages everyone who
				  is going to use the WV Content Standards in any kind of electronic
				  distribution, alignment, or software development to use the UENs so that all
				  efforts can be cross-referenced and there is consistency across
				  initiatives.
Illustration: The UEN for performance descriptors for fifth
				  grade science, standard #2 will be "200302.SS.PD.5.2".
Abbreviations
Content Area
LM Library Media
LMC Library Media Center
OPAC Online Public Access Catalog
Other Abbreviations
PD Performance Descriptors
S Standard (Content Standard)
LIBRARY MEDIA - POLICY 2520.17
The West Virginia Library Media Program of Study sets forth
				  the expectations for library media study for all West Virginia students in
				  elementary, middle, junior high and high schools. The curriculum is designed to
				  address the needs of all students engaged in the study and application of
				  library media.
The Library Media Content Standards, Objectives, and
				  Performance Descriptors provide leadership for the local establishment of
				  standards for optimal learning experiences in library media for students in
				  West Virginia schools. They are designed to provide guidance for the
				  development of district library media curricula, the selection of instructional
				  materials, the evaluation of students' learning, and in-service and pre-service
				  professional development programs. Library media specialists at local schools
				  are responsible for developing a scope and sequence and for selecting the
				  specific content and learning activities that will lead students to a high
				  level of knowledge and skill in the area of library media. Library media
				  specialists must collaborate regularly with teachers and other members of the
				  learning community to develop curricular content that integrates information
				  literacy skills, to plan instructional activities and to identify resources
				  that support and enhance the curriculum. It is imperative, therefore, that all
				  library media specialists select learning activities which are appropriate for
				  students of differing ages, interests and experiences.
The instructional objectives are organized around three goals
				  of library media.
1.
Information
				Literacy
At the heart of every successful school library media program
				  is the teaching of effective learning strategies and information literacy
				  skills. The ability to find and use information, information literacy, is the
				  keystone of lifelong learning. A successful school library media program has as
				  its goal the development of capable, creative and responsible lifelong
				  learners. Rather than simply "disseminating" information, school library media
				  programs are centered on the process of learning.
2.
Independent Learning
An effective school library media program assists all
				  students in becoming active and creative locators, evaluators, and users of
				  information to solve problems and satisfy their own curiosity. Accessing,
				  evaluating, and using information is the authentic learning that any successful
				  school library media program seeks to promote.
3.
Social Responsibility
An effective school library media program assists students to
				  seek information from diverse sources, contexts, disciplines and cultures; to
				  respect the principles of equitable access to information, intellectual
				  freedom, and intellectual property rights; to use technology responsibly; to
				  collaboratively share knowledge and information with others; and to respect
				  others' ideas and backgrounds and to acknowledge their contributions.
Promotion of information literacy is crucial to help students
				  achieve state standards, as well as to face the increasingly complicated world
				  ahead. West Virginia School Library Media Standards and Objectives are
				  supported by Information Literacy Standards for Student Learning published by
				  the American Association of School Librarians (AASL) and Association for
				  Educational Communications and Technology (AECT), and Information Power:
				  Building Partnerships for Learning published by the American Library
				  Association (ALA). Other references that support the development of these
				  standards and objectives are those of other states - including Wisconsin,
				  Louisiana, Ohio, Nebraska and Minnesota - as well as national research
				  findings.
The state library media content standards are based on the
				  following beliefs:
* Library media study begins with promoting and reinforcing
				  students' interests and abilities in reading, listening, and viewing. Reading,
				  supported by a variety of media formats, is the foundation for a student's
				  educational success. The core abilities of reading, viewing and listening
				  combine with communication and writing to form the basis for developing
				  information literacy skills. Books continue to constitute the major holdings of
				  a library media center. Balance among and integration of traditional and
				  electronic resources provides an optimal information environment.
* Library media study expands to include fostering the wide
				  range of information concepts, strategies, and abilities students must master
				  to profit from the global resources that are quite literally at their
				  fingertips.
* Library media study includes developing the full range of
				  abilities that students need to interact effectively with information and to
				  construct meaningful knowledge:
analyzing complex and conflicting presentations of
				  information appreciating the variety of perspectives offered by individual
				  viewpoints, scholarly disciplines, and cultural understandings using
				  information competently in critical thinking, decision making, and problem
				  solving producing new information and creating products and presentations that
				  communicate ideas efficiently and effectively acting responsibly in regard to
				  information, particularly with respect to the difficult issues of intellectual
				  freedom, equitable access to information, and intellectual property rights
				  developing into lifelong learners who can assimilate varying viewpoints,
				  accommodate change, and contribute to the well being of the community.
* No Child Left Behind puts special emphasis on determining
				  what educational programs and practices have been proven effective through
				  rigorous scientific research. Quality school library media programs make a
				  difference in student achievement. (Library Research Service, 2000).
West Virginia's vision for education includes the integration
				  of technology throughout the curriculum so that all West Virginia students have
				  the opportunity to develop technology skills that support learning. Successful
				  learning environments provide opportunities for students to use education
				  technology interwoven with relevant curriculum content. West Virginia teachers
				  are responsible for integrating technology appropriately in the students'
				  learning environment.
The use of technology in the library media center is
				  especially critical. As technology advances, the ability to access information
				  quickly and efficiently is critical to prepare students for real world
				  applications. County boards of education should commit to meeting the
				  continuing need for current technology and technology applications for library
				  media specialists and students. An automated library including a networked
				  school-wide electronic catalog and electronic research databases are essential
				  to an effective school library media program. Computer software, audio and
				  video media, along with Internet sites, provide students opportunities to
				  access information both for schoolwork and for lifelong personal enrichment;
				  therefore, county boards of education should commit to meet this need for
				  school library media centers, library media specialists and students.
Library Media Content Standards K-12
Standard 1: Information Literacy (LM.S.1)
Students will become information literate by:
* accessing information efficiently and effectively;
* evaluating information critically and competently;
* using information accurately and creatively.
Standard 2: Independent Learning (LM.S.2)
Students will become independent learners by:
* being information literate and pursuing information related
				  to personal interests;
* appreciating literature and other creative expressions of
				  information;
* striving for excellence in information seeking and
				  knowledge generation.
Standard 3: Social Responsibility
				  (LM.S.3)
Students will develop social responsibility and contribute
				  positively to the learning community and society by:
* being information literate and recognizing the importance
				  of information to a democratic society;
* practicing ethical behavior in regard to information and
				  information technology;
* participating effectively in groups to pursue and generate
				  information.
Kindergarten Library Media Programs and Information
				  Literacy
Standard 1: Information Literacy (LM.S.1)
Students will become information literate by
* accessing information efficiently and effectively;
* evaluating information critically and competently;
* using information accurately and creatively.
Information Literacy Objectives
Students will:
LM.K.1.1 recognize library and book terms (e.g., title,
				  author, illustrator, cover, spine and pages).
LM.K.1.2 recognize print, non-print and electronic resources
				  (e.g., books, newspapers, magazines, CDsoftware).
LM.K.1.3 recognize ABC order.
Performance Descriptors (LM.PD.K.1)
* Distinguished
The student demonstrates exceptional and exemplary
				  performance with distinctive and sophisticated application of knowledge and
				  skills that exceeds the standard in Information Literacy. The student explains
				  library and book terms in both print and non-print format. He/she independently
				  applies ABC order.
* Above Mastery
The student demonstrates competent and proficient performance
				  and shows a thorough and effective application of knowledge and skills that
				  exceeds the standard in Information Literacy.
The student identifies library and book terms in both print
				  and non-print format. He/she effectively applies ABC order.
Mastery
The student demonstrates fundamental course or grade level
				  knowledge and skills by showing consistent and accurate academic performance
				  that meets the standard in Information Literacy. The student recognizes library
				  and book terms in both print and non-print format. He/she generally applies ABC
				  order.
Partial Mastery
The student demonstrates basic but inconsistent performance
				  of fundamental knowledge and skills characterized by errors and/or omissions in
				  Information Literacy. The student occasionally recognizes library and book
				  terms in both print and non-print format. He/she demonstrates limited use of
				  ABC order.
Novice
The student demonstrates substantial need for the development
				  of fundamental knowledge and skills, characterized by fragmented and incomplete
				  performance in Information Literacy. Performance needs considerable
				  development. The student, with assistance, recognizes some library and book
				  terms in both print and non-print format. He/she sporadically demonstrates ABC
				  order.
Standard 2: Independent Learning (LM.S.2)
Students will become independent learners by
* being information literate and pursuing information related
				  to personal interests;
* appreciating literature and other creative expressions of
				  information;
* striving for excellence in information seeking and
				  knowledge generation.
Independent Learning Objectives
Students will:
LM.K.2.1 tell the purpose and activities of the Library Media
				  Center [LMC] (e.g. types of materials, circulation, procedures,
				  storytelling).
LM.K.2.2 select and check out books on an appropriate
				  level.
LM.K.2.3 identify good library citizenship including proper
				  use and treatment of print materials and electronic equipment.
LM.K.2.4 identify story elements (e.g., characters, setting,
				  beginning, middle, end) and make predictions about a story.
LM.K.2.5 listen and respond to various types of literature
				  (e.g., nursery rhymes, fairy tales, poetry, make believe and factual
				  materials).
Performance Descriptors (LM.PD.K.2)
* Distinguished
The student demonstrates exceptional and exemplary
				  performance with distinctive and sophisticated application of knowledge and
				  skills that exceeds the standard in Independent Learning. The student
				  elaborates in detail on the activities within the LMC. The student produces
				  visual illustrations of good library citizenship. He/she discusses and applies
				  story elements in various literary genres, including his/her own work.
* Above Mastery
The student demonstrates competent and proficient performance
				  and shows a thorough and effective application of knowledge and skills that
				  exceeds the standard in Independent Learning. The student explains the activity
				  of the LMC. He/she tells, in his/her own words, good library citizenship. The
				  student consistently identifies and responds to story elements in various types
				  of literary genres.
* Mastery
The student demonstrates fundamental course or grade level
				  knowledge and skills by showing consistent and accurate performance that meets
				  the standard in Independent Learning. The student names the activities
				  associated with the LMC. He/she identifies good library citizenship. The
				  student identifies story elements and responds to various types of literary
				  genres.
* Partial Mastery
The student demonstrates basic but inconsistent performance
				  of fundamental knowledge and skills characterized by errors and/or omissions in
				  Independent Learning. With assistance, the student names the activities
				  associated with the LMC. He/she occasionally recognizes good library
				  citizenship. The student, with prompts, notices story elements and partially
				  responds to various types of literary genres.
* Novice
The student demonstrates substantial need for the development
				  of fundamental knowledge and skills characterized by fragmented and incomplete
				  performance in Independent Learning. Performance needs considerable
				  development. With considerable assistance, the student names activities
				  associated with the LMC. He/she rarely recognizes good library citizenship. The
				  student seldom finds story elements or rarely responds to various types of
				  literature.
Standard 3: Social Responsibility
				  (LM.S.3)
Students will develop social responsibility and contribute
				  positively to the learning community and society by
* being information literate and recognizing the importance
				  of information to a democratic society;
* practicing ethical behavior in regard to information and
				  information technology;
* participating effectively in groups to pursue and generate
				  information.
Social Responsibility Objectives
Students will:
LM.K.3.1 acknowledge the right of classmates to express
				  opinions of their own.
LM.K.3.2 acknowledge ownership of one's work.
LM.K.3.3 illustrate and share information for teacher
				  publication (e.g., class book, class story, picture book).
Performance Descriptors (LM.PD.K.3)
* Distinguished
The student demonstrates exceptional and exemplary
				  performance with distinctive and sophisticated application of knowledge and
				  skills that exceeds the standard in Social Responsibility. The student shares
				  insightful opinions and assesses the merit of the opinions of others. He/she
				  recognizes and explains to others an individual's right of ownership of created
				  works. The student enhances his/her illustrations and shares cohesive
				  information for teacher publication.
* Above Mastery
The student demonstrates competent and proficient performance
				  and shows a thorough and effective application of knowledge and skills that
				  exceeds the standard in Social Responsibility. The student independently
				  recognizes an individual's right of ownership of created works. He/she presents
				  detailed illustrations and shares detailed information for librarian
				  publication.
* Mastery
The student demonstrates fundamental course or grade level
				  knowledge and skills by showing consistent and accurate academic performance
				  that meets the standard in Social Responsibility. The student shares his/her
				  opinions with classmates and accepts opinions of others. He/she identifies
				  his/her work on a regular basis. The student illustrates and shares information
				  for teacher publication.
* Partial Mastery
The student demonstrates basic but inconsistent performance
				  of fundamental knowledge and skills characterized by errors and/or omissions in
				  Social Responsibility. The student inconsistently shares his/her opinions with
				  classmates and accepts the opinions of others. He/she inconsistently
				  demonstrates the concept of ownership of his/her work. The student
				  inconsistently illustrates and shares information for teacher
				  publication.
* Novice
The student demonstrates substantial need for the development
				  of fundamental knowledge and skills, characterized by fragmented and incomplete
				  performance in Social Responsibility. Performance needs considerable
				  development. The student makes minimal attempts in sharing his/her opinions and
				  information with the class. He/she seldom acknowledges ownership of his/her
				  work.
First Grade Library Media Programs and Information
				  Literacy
Standard 1: Information Literacy (LM.S.1)
Students will become information literate by
* accessing information efficiently and effectively;
* evaluating information critically and competently;
* using information accurately and creatively.
Information Literacy Objectives
Students will:
LM.1.1.1 identify parts of a book (e.g. title page and table
				  of contents).
LM.1.1.2 identify print, non-print and electronic resources
				  (e.g. books, newspapers, magazines, dictionaries, CD-ROMs and the
				  Internet).
LM.1.1.3 alphabetize to the first letter.
Performance Descriptors (LM.PD.1.1)
* Distinguished
The student demonstrates exceptional and exemplary
				  performance with distinctive and sophisticated application of knowledge and
				  skills that exceeds the standard in Information Literacy. The student
				  independently applies the use of book parts in print, non-print and electronic
				  resources. He/she spontaneously alphabetizes to the first letter.
* Above Mastery
The student demonstrates competent and proficient performance
				  and shows a thorough and effective application of knowledge and skills that
				  exceeds the standard in Information Literacy. The student consistently
				  identifies book parts in print, non-print and electronic resources. He/she
				  consistently alphabetizes to the first letter.
* Mastery
The student demonstrates fundamental course or grade level
				  knowledge and skills by showing consistent and accurate academic performance
				  that meets the standard in Information Literacy. The student identifies book
				  parts in print and non-print and electronic resources. He/she alphabetizes to
				  the first letter.
* Partial Mastery
The student demonstrates basic but inconsistent performance
				  of fundamental knowledge and skills characterized by errors and/or omissions in
				  Information Literacy. The student partially identifies book parts in print,
				  non-print, and electronic resources. He/she occasionally alphabetizes to the
				  first letter.
* Novice
The student demonstrates substantial need for the development
				  of fundamental knowledge and skills characterized by fragmented and incomplete
				  performance in Information Literacy. Performance needs considerable
				  development. The student sporadically recognizes book parts in print,
				  non-print, and electronic resources. He/she, with assistance, alphabetizes to
				  the first letter.
Standard 2: Independent Learning (LM.S.2)
Students will become independent learners by
* being information literate and pursuing information related
				  to personal interests;
* appreciating literature and other creative expressions of
				  information;
* striving for excellence in information seeking and
				  knowledge generation.
Independent Learning Objectives
Students will:
LM.1.2.1 explain the location and organization of materials
				  in the library media center (LMC).
LM.1.2.2 apply knowledge of alphabetical order to locate
				  books in appropriate sections and use checkout procedures.
LM.1.2.3 describe good library citizenship including rules of
				  behavior and proper use and treatment of print materials and electronic
				  resources.
LM.1.2.4 describe story elements (e.g. setting, plot,
				  characters and theme), make simple predictions, and recall specific details
				  from print, visual, and auditory materials.
LM.1.2.5 identify various genre of literature (e.g.,
				  folklore, fairy tales, poetry, fiction and nonfiction).
LM.1.2.6 state favorite authors and topics of personal
				  interest.
LM.1.2.7 recognize and read a variety of literature including
				  award-winning selections (e.g. CaldecottAward).
Performance Descriptors (LM.PD.1.2)
* Distinguished
The student demonstrates exceptional and exemplary
				  performance with distinctive and sophisticated application of knowledge and
				  skills that exceeds the standard in Independent Learning. The student
				  elaborates in great detail the organization of materials in the LMC. He/she
				  explains examples of good library citizenship. The student cites specific
				  examples of story elements in various literary genres and award-winning
				  books.
* Above Mastery
The student demonstrates competent and proficient performance
				  and shows a thorough and effective application of knowledge and skills that
				  exceeds the standard in Independent Learning. The student uses details to
				  explain the organization of materials of the LMC. He/she defines good library
				  citizenship. The student summarizes story elements in various literary genres
				  from award winning books.
* Mastery
The student demonstrates fundamental course or grade level
				  knowledge and skills by showing consistent and accurate academic performance
				  that meets the standard in Independent Learning. The student recognizes the
				  organization of material in the LMC. He/she describes good library citizenship.
				  The student describes story elements within various award-winning
				  genres.
* Partial Mastery
The student demonstrates basic but inconsistent performance
				  of fundamental knowledge and skills characterized by errors and/or omissions in
				  Independent Learning. The student gives brief explanations of the organization
				  of materials in the LMC. He/she describes, with prompts, good library
				  citizenship. With assistance, the student recalls story elements within various
				  award-winning genres.
* Novice
The student demonstrates substantial need for the development
				  of fundamental knowledge and skills characterized by fragmented and incomplete
				  performance in Independent Learning. Performance needs considerable
				  development. The student, with assistance, explains the organization of
				  materials in the LMC. When prompted, he/she demonstrates good library
				  citizenship. The student identifies story elements within various literary
				  genres from award winning books only with considerable assistance.
Standard 3 Social Responsibility (LM.S.3)
Students will develop social responsibility and contribute
				  positively to the learning community and society by
* being information literate and recognizing the importance
				  of information to a democratic society;
* practice ethical behavior in regard to information and
				  information technology;
* participate effectively in groups to pursue and generate
				  information.
Social Responsibility Objectives
Students will:
LM.1.3.1 recognize the importance of free and open access to
				  information for everyone.
LM.1.3.2 demonstrate ownership of one's work.
LM.1.3.3 develop information and ideas orally and in simple
				  written sentences, and prepare a group media product (e.g., class alphabet
				  book, class fact book).
Performance Descriptors (LM.PD.1.3)
* Distinguished
The student demonstrates exceptional and exemplary
				  performance with distinctive and sophisticated application of knowledge and
				  skills that exceeds the standard in Social Responsibility. The student presents
				  examples of the importance of free and open access to information. He/she
				  spontaneously shows ownership of his/her work. The student demonstrates
				  reflection and insightful information orally and in written form as part of the
				  class project.
* Above Mastery
The student demonstrates competent and proficient performance
				  and shows a thorough and effective application of knowledge and skills that
				  exceeds the standard in Social Responsibility. The student describes the
				  importance of free and open access to information. He/she independently shows
				  ownership of his/her work. The student shares detailed information orally and
				  in written form as part of a class project.
* Mastery
The student demonstrates fundamental course or grade level
				  knowledge and skills by showing consistent and accurate academic performance
				  that meets the standard in Social Responsibility. The student states the
				  importance of free and open access to information with librarian assistance.
				  He/she consistently shows ownership of his/her work. The student states
				  information orally and in written form as part of a class project.
* Partial Mastery
The student demonstrates basic but inconsistent performance
				  of fundamental knowledge and skills characterized by errors and/or omissions in
				  Social Responsibility. The student, with librarian prompts, identifies the
				  importance of free and open access to information. He/she requires some
				  assistance to show ownership of his/her work. The student shares limited
				  information orally and in written form as part of a class project.
* Novice
The student demonstrates substantial need for the development
				  of fundamental knowledge and skills characterized by fragmented and incomplete
				  performance in Social Responsibility.
Performance needs considerable development. The student makes
				  limited attempts in sharing opinions and information with others. He/she rarely
				  acknowledges ownership of work in regards to group projects.
Second Grade Library Media Programs and Information
				  Literacy
Standard 1: Information Literacy (LM.S.1)
Students will become information literate by
* accessing information efficiently and effectively;
* evaluating information critically and competently;
* using information accurately and creatively.
Information Literacy Objectives
Students will:
LM.2.1.1 identify and use parts of book (e.g. title page,
				  table of contents, glossary, and index).
LM.2.1.2 identify and use print, non-print and electronic
				  resources (e.g. books, newspapers, magazines, dictionaries, encyclopedias,
				  CD-ROMs and the Internet).
LM.2.1.3 alphabetize to the second letter and use simple
				  guide words in a dictionary.
Performance Descriptors (LM.PD.2.1)
* Distinguished
The student demonstrates exceptional and exemplary
				  performance with distinctive and sophisticated application of knowledge and
				  skills that exceeds the standard in Information Literacy. The student
				  automatically identifies and applies the different parts of books in print,
				  non-print, and electronic resources. He/she demonstrates a complete knowledge
				  of alphabetical order and use of simple guide words.
* Above Mastery
The student demonstrates competent and proficient performance
				  and shows a thorough and effective application of knowledge and skills that
				  exceeds the standard in Information Literacy The student consistently
				  identifies and applies the different parts of books in print, non-print, and
				  electronic resources. He/she consistently applies alphabetical order to the
				  second letter and the use of simple guide words.
* Mastery
The student demonstrates fundamental course or grade level
				  knowledge and skills by showing consistent and accurate academic performance
				  that meets the standard in Information Literacy. The student identifies and
				  uses parts of books in print, non-print, and electronic resources. He/she
				  generally applies alphabetical order to the second letter and the use of simple
				  guide words.
* Partial Mastery
The student demonstrates basic but inconsistent performance
				  of fundamental knowledge and skills characterized by errors and/or omissions in
				  Information Literacy. The student has limited understanding of book parts and
				  their use in print, non-print and electronic resources. With prompts he/she
				  applies alphabetical order to the second letter and the use of simple guide
				  words.
* Novice
The student demonstrates substantial need for the development
				  of fundamental knowledge and skills characterized by fragmented and incomplete
				  performance in Information Literacy. Performance needs considerable
				  development. The student seldom identifies or uses parts of books and their use
				  in print, non-print, and electronic resources. He/she shows limited knowledge
				  of alphabetical order and the use of simple guide words.
Standard 2: Independent Learning (LM.S.2)
Students will become independent learners by
· being information literate and pursuing
				  information related to personal interest;
· appreciating literature and other creative
				  expressions of information;
· striving for excellence in information seeking
				  and knowledge generation.
Independent Learning Objectives
Students will:
LM.2.2.1 discuss the school library media center (LMC)
				  arrangement and procedures.
LM.2.2.2 find appropriate fiction and nonfiction
				  materials.
LM.2.2.3 recognize the automated or print catalog and its use
				  to locate books.
LM.2.2.4 demonstrate good library citizenship including rules
				  of behavior and proper use and treatment of print materials and electronic
				  resources.
LM.2.2.5 apply story elements (e.g. setting, plot, characters
				  and theme), make simple predictions and interpret meaning from literature and
				  how it relates to his/her experience.
LM 2.2.6 state why an author or topic is of personal
				  interest.
LM.2.2.7 classify a variety of classic and contemporary
				  literature from different genres (e.g. folklore, fairy tales, tall tales,
				  legends, poetry, fiction, and nonfiction).
LM.2.2.8 recognize author's purpose for writing stories (e.g.
				  entertainment, information).
LM.2.2.9 choose and read a variety of literature including
				  award-winning selections (e.g. Caldecott Award).
Performance Descriptors (LM.PD.2.2)
* Distinguished
The student demonstrates exceptional and exemplary
				  performance with distinctive and sophisticated application of knowledge and
				  skills that exceeds the standard in Independent Learning. The student
				  demonstrates an extensive knowledge of the arrangement of the LMC to access
				  materials. He/she exhibits good library citizenship. The student
				  differentiates, categorizes and reads a variety of genres from classic and
				  contemporary literature.
* Above Mastery
The student demonstrates competent and proficient performance
				  and shows a thorough and effective application of knowledge and skills that
				  exceeds the standard in Independent Learning. The student demonstrates an
				  expanded knowledge of the arrangement of the LMC to access materials. He/she
				  explains good library citizenship. The student locates and reads a variety of
				  literary genres from classic and contemporary
				  literature
.
* Mastery
The student demonstrates fundamental course or grade level
				  knowledge and skills by showing consistent and accurate academic performance
				  that meets the standard in Independent Learning. The student demonstrates a
				  basic knowledge of the arrangement of the LMC to access materials. The student
				  explains the arrangement of the LMC and the card catalog/OPAC. He/she
				  demonstrates good library citizenship. The student categorizes, recognizes and
				  reads a variety of genres from classic and contemporary literature.
* Partial Mastery
The student demonstrates basic but inconsistent performance
				  of fundamental knowledge and skills characterized by errors and/or omissions in
				  Independent Learning. The student shows sufficient knowledge of the arrangement
				  of the LMC and the card catalog/OPAC. He/she discusses good library
				  citizenship. The student recognizes and reads a variety of genres from classic
				  and contemporary literature.
* Novice
The student demonstrates substantial need for the development
				  of fundamental knowledge and skills characterized by fragmented and incomplete
				  performance in Independent Learning. Performance needs considerable
				  development. The student shows a limited knowledge of the arrangement of the
				  LMC and card catalog/OPAC. He/she rarely demonstrates good library citizenship.
				  With assistance, he/she recognizes and reads a variety of literary
				  genres.
Standard 3: Social Responsibility
				  (LM.S.3)
Students will develop social responsibility and contribute
				  positively to the learning community and society by
* being information literate and recognizing the importance
				  of information to a democratic society;
* practicing ethical behavior in regard to information and
				  information technology;
* participating effectively in groups to pursue and generate
				  information.
Social Responsibility Objective
Students will:
LM.2.3.1 discuss situations or conditions where information
				  is controlled or limited.
LM.2.3.2 recognize ethical policies in the use of information
				  (e.g. Internet use and copyright issues).
LM.2.3.3 develop positive attitudes toward the social and
				  ethical responsibilities(e.g., differentiating between copying and retelling in
				  their own words).
LM.2.3.4 share information and ideas with others through
				  individual responsibilities and work groups.
Performance Descriptors (LM.PD.2.3)
* Distinguished
The student demonstrates exceptional and exemplary
				  performance with distinctive and sophisticated application of knowledge and
				  skills that exceeds the standard in Social Responsibility. The student explains
				  examples of the importance of free and open access to information. He/she
				  automatically explains and models correct use of copyrighted materials. The
				  student leads others to create and present information through a media product.
				  He/she independently demonstrates the ability to summarize information into his
				  own words and takes ownership of it.
* Above Mastery
The student demonstrates competent and proficient performance
				  and shows a thorough and effective application of knowledge and skills that
				  exceeds the standard in Social Responsibility. The student demonstrates
				  knowledge to determine when information can be limited and the reasons why.
				  He/she recognizes the correct use of copyrighted materials. The student assists
				  others to create and present information in both group and individual
				  projects.
* Mastery
The student demonstrates fundamental course or grade level
				  knowledge and skills by showing consistent and accurate academic performance
				  that meets the standard in Social Responsibility. The student explains when
				  information can be limited and the reasons why. He/she is aware of ethical
				  policies in the use of information. The student shares information individually
				  or within a group situation.
* Partial Mastery
The student demonstrates basic but inconsistent performance
				  of fundamental knowledge and skills characterized by errors and/or omissions in
				  Social Responsibility. The student shows evidence of understanding why
				  information can be limited. He/she applies, with prompts, the ethical use of
				  information. The student makes limited or brief contributions in creating and
				  presenting information individually or in a group situation.
* Novice
The student demonstrates substantial need for the development
				  of fundamental knowledge and skills characterized by fragmented and incomplete
				  performance in Social Responsibility. Performance needs considerable
				  development. The student makes infrequent or inappropriate contributions to a
				  finished group project.
Third Grade Library Media Programs and Information
				  Literacy
Standard 1: Information Literacy (LM.S.1)
Students will become information literate by
* accessing information efficiently and effectively;
* evaluating information critically and competently;
* using information accurately and creatively.
Information Literacy Objectives
Students will:
LM.3.1.1 use and explain organizational features of printed
				  text (e.g., title page, table of contents, glossary and index).
LM.3.1.2 select print, non-print and electronic resources to
				  locate different types of information (e.g., newspaper, dictionary,
				  encyclopedia, atlas, magazines, CD-ROMs and the Internet).
LM.3.1.3 demonstrate dictionary skills (e.g., guide words,
				  alphabetical order to the second and third letter, word meaning, pronunciation
				  key and syllabication).
LM.3.1.4 identify the components of a bibliographic record
				  (e.g., call number, author, title, publisher, copyright date, number of
				  pages).
Performance Descriptors (LM.PD.3.1)
* Distinguished
The student demonstrates exceptional and exemplary
				  performance with distinctive and sophisticated application of knowledge and
				  skills that exceeds the standard in Information Literacy. The student
				  demonstrates advanced skills in selecting information resources in different
				  formats. He/she utilizes dictionary skills consistently. The student explains
				  in detail the basic components of bibliographic record.
* Above Mastery
The student demonstrates competent and proficient performance
				  and shows a thorough and effective application of knowledge and skills that
				  exceeds the standard in Information Literacy. The student chooses and applies
				  relevant information sources-print, non-print and electronic resources. He/she
				  applies basic dictionary skills regularly. The student consistently states the
				  basic components of the bibliographic record.
* Mastery
The student demonstrates fundamental course or grade level
				  knowledge and skills by showing consistent and accurate academic performance
				  that meets the standard in Information Literacy. The student selects, explains,
				  and uses print, non-print and electronic resources to locate information.
				  He/she demonstrates the basic components of a bibliographic record.
* Partial Mastery
The student demonstrates basic but inconsistent performance
				  of fundamental knowledge and skills characterized by errors and/or omissions in
				  Information Literacy. The student, with assistance, selects and uses limited
				  print, non-print and electronic resources to locate information. With prompts,
				  he/she applies basic dictionary skills. The student occasionally recognizes the
				  basic components of bibliographic record.
* Novice
The student demonstrates substantial need for the development
				  of fundamental knowledge and skills characterized by fragmented and incomplete
				  performance in Information Literacy. Performance needs considerable
				  development. The student requires guidance from the library media specialist to
				  choose and use print, non-print, and electronic resources. He/she has limited
				  knowledge of dictionary skills. The student rarely recognizes the basic
				  components of a bibliographic record.
Standard 2: Independent Learning LM.S.2
Students will become independent learners by
* being information literate and pursuing information related
				  to personal interests;
* appreciating literature and other creative expressions of
				  information;
* striving for excellence in information seeking and
				  knowledge generation.
Independent Learning Objectives
Students will:
LM.3.2.1 demonstrate understanding of the school library
				  media center arrangement and procedures.
LM.3.2.2 use the automated or print catalog to locate books
				  by author, title and subject.
LM.3.2.3 implement good library citizenship, including rules
				  of behavior and proper use and treatment of print materials and electronic
				  resources.
LM.3.2.4 recognize and use features of the Dewey Decimal
				  System to locate materials.
LM.3.2.5 select favorite authors and discuss their
				  works.
LM.3.2.6 locate, choose and read a variety of classic and
				  contemporary literature from appropriate genres (e.g., fiction, nonfiction,
				  poetry, biography, folk tales, fairy tales, legends).
LM.3.2.7 examine and read award-winning selections (e.g.
				  Caldecott Award, WV Children's Book Award).
LM.3.2.8 recognize that information can be used to make
				  decisions or satisfy personal interest.
Performance Descriptors (LM.PD.3.2)
* Distinguished
The student demonstrates exceptional and exemplary
				  performance with distinctive and sophisticated application of knowledge and
				  skills that exceeds the standard in Independent Learning. The student
				  automatically utilizes the arrangement of the LMC and the card catalog/OPAC to
				  access materials. He/she models good library citizenship. The student
				  independently uses the Dewey Decimal System. He/she consistently and
				  effectively locates and chooses a variety of literary genres. The student
				  assists others in recognizing how specific information can be used.
* Above Mastery
The student demonstrates competent and proficient performance
				  and shows a thorough and effective application of knowledge and skills that
				  exceeds the standard in Independent Learning. The student understands the
				  arrangement of the LMC and the card catalog/OPAC in order to access materials.
				  He/she consistently follows the rules of good library citizenship. The student
				  effectively recognizes and uses the Dewey Decimal System. He/she helps others
				  in locating and choosing a variety of literary genres. The student recognizes
				  how specific information can be used.
* Mastery
The student demonstrates fundamental knowledge and skills by
				  showing consistent and accurate academic performance that meets the standard in
				  Independent Learning. The student understands the arrangement of the LMC and
				  the card catalog/OPAC. He/she follows the rules of good library citizenship.
				  The student recognizes and uses the Dewey Decimal System. He/she locates and
				  chooses a variety of literary genres. The student recognizes how information
				  can be used.
* Partial Mastery
The student demonstrates basic but inconsistent performance
				  of fundamental knowledge and skills characterized by errors and/or omissions in
				  Independent Learning. The student occasionally demonstrates an understanding of
				  the arrangement of the LMC and the card catalog/OPAC. He/she infrequently
				  follows the rules of good library citizenship. The student requires some
				  assistance in recognizing and using of the Dewey Decimal System. He/she shows a
				  limited knowledge of locating and choosing a variety of literary genres. The
				  student has a basic knowledge of how information can be used.
* Novice
The student demonstrates substantial need for the development
				  of fundamental knowledge and skills, characterized by fragmented and incomplete
				  performance in Independent Learning. Performance needs considerable
				  development. The student requires substantial assistance in the utilization of
				  the LMC and the card catalog/OPAC. He/she rarely follows the rules of good
				  library citizenship. The student has limited ability in recognizing the Dewey
				  Decimal System. He/she makes minimal effort in locating and choosing a variety
				  of literary genres. The student has limited knowledge of how information can be
				  used
Standard 3: Social Responsibility LM.S.3
Students will develop social responsibility and contribute
				  positively to the learning community and society by
* being information literate and recognizing the importance
				  of information to a democratic society;
* practicing ethical behavior in regard to information and
				  information technology;
* participating effectively in groups to pursue and generate
				  information.
Social Responsibility Objectives
Students will:
LM.3.3.1 identify examples of censorship.
LM.3.3.2 dentify legal principles and ethical conduct in use
				  of information (e.g., copyright,plagiarism, acceptable use policy).
LM.3.3.3 recognize the need for privacy of personal
				  information.
LM.3.3.4 participate in the development of workgroup roles
				  and responsibilities.
LM.3.3.5 work cooperatively with other students to create a
				  finished product by recognizing and completing specific tasks as a part of a
				  group effort.
Performance Descriptors (LM.PD.3.3)
* Distinguished
The student demonstrates exceptional and exemplary
				  performance with distinctive and sophisticated application of knowledge and
				  skills that exceeds the standard in Social Responsibility. The student explains
				  examples of the importance of free and open access to information. He/she
				  explains and models acceptable use policy and correct use of copyrighted
				  materials. The student leads others to create a finished product by working
				  cooperatively and completing specific tasks as part of a team.
* Above Mastery
The student demonstrates competent and proficient performance
				  and shows a thorough and effective application of knowledge and skills that
				  exceeds the standard in Social Responsibility. The student demonstrates the
				  elements of censorship. He/she recognizes and describes the need for acceptable
				  use policies, copyright and privacy of personal information. The student
				  accepts the role and responsibility of developing and creating a group
				  project.
* Mastery
The student demonstrates fundamental course or grade level
				  knowledge and skills by showing consistent and accurate academic performance
				  that meets the standard in Social Responsibility. With librarian prompts, the
				  student recognizes examples of censorship and the correct use of copyrighted
				  materials. Working with others and respecting their opinions, he/she creates a
				  finished project.
* Partial Mastery
The student demonstrates basic but inconsistent performance
				  of fundamental knowledge and skills characterized by errors and/or omissions in
				  Social Responsibility. The student has difficulty in identifying examples of
				  censorship and the use of copyrighted materials. He/she requires assistance in
				  participating and working within a group to complete a project
				  successfully.
* Novice
The student demonstrates substantial need for the development
				  of fundamental knowledge and skills characterized by fragmented and incomplete
				  performance in Social Responsibility. Performance needs considerable
				  development. The student rarely makes observations about censorship, acceptable
				  use policy and copyright law. He/she makes limited attempts in creating a
				  finished product while working with and respecting others' rights.
Fourth Grade Library Media Programs and Information
				  Literacy
Standard 1: Information Literacy LM.S.1
Students will become information literate by
* accessing information efficiently and effectively;
* evaluating information critically and competently;
* using information accurately and creatively.
Information Literacy Objectives
Students will:
LM.4.1.1 demonstrate organizational features of printed text
				  (e.g., title page, table of contents, glossary, and index).
LM.4.1.2 select and access print, non-print, and electronic
				  resources to locate different types of information (e.g., newspaper,
				  dictionary, encyclopedia, atlas, magazines, almanac, thesaurus, CD-ROM and the
				  Internet).
LM.4.1.3 apply dictionary skills.
LM.4.1.4 interpret information to answer questions, draw
				  conclusions, offer solutions, clarify issues, make predictions, and generate
				  further questions.
LM.4.1.5 explain the components of a bibliographic record
				  (e.g., call number, author, title, publisher, copyright date, number of
				  pages).
LM.4.1.6 select information for accuracy, validity,
				  relevance, appropriateness, comprehensiveness, and bias.
LM.4.1.7 take notes on a topic, recording key words and
				  phrases and summarizing.
Performance Descriptors (LM.PD.4.1)
* Distinguished
The student demonstrates exceptional and exemplary
				  performance with distinctive and sophisticated application of knowledge and
				  skills that exceeds the standard in Information Literacy. The student
				  consistently applies organizational features in evaluating and selecting
				  different information sources. He/she selects and applies dictionary skills for
				  a specific purpose. The student assesses and utilizes the components of a
				  bibliographic record. He/she guides others in summarizing information using
				  note taking skills.
* Above Mastery
The student demonstrates competent and proficient performance
				  and shows a thorough and effective application of knowledge and skills that
				  exceeds the standard in Information Literacy. The student recognizes and
				  applies organizational features in comparing and selecting different types of
				  information. He/she exhibits advanced dictionary skills. The student elaborates
				  in detail the components of a bibliographic record. He/she shares knowledge of
				  note taking and summarizing skills.
* Mastery
The student demonstrates fundamental course or grade level
				  knowledge and skills by showing consistent and accurate academic performance
				  that meets the standard in Information Literacy. The student uses
				  organizational features in selecting different types of information to solve
				  informational problems. He/she applies dictionary skills accurately and
				  consistently. The student explains the components of a bibliographic record.
				  He/she demonstrates basic note taking skills.
* Partial Mastery
The student demonstrates basic but inconsistent performance
				  of fundamental knowledge and skills characterized by errors and/or omissions in
				  Information Literacy. With prompts, the student uses basic organizational
				  features in accessing different types of information to answer simple
				  informational problems. He/she occasionally applies dictionary skills. The
				  student identifies the components of bibliographic record. With prompts, he/she
				  gathers notes for a project.
* Novice
The student demonstrates substantial need for the development
				  of fundamental knowledge and skills characterized by fragmented and incomplete
				  performance in Information Literacy. Performance needs considerable
				  development. The student rarely uses organizational features in choosing basic
				  types of information to answer simple informational problems. He/she
				  infrequently demonstrates basic dictionary skills. The student has a limited
				  understanding of the components of a bibliographic record. With substantial
				  guidance, he/she gathers information for notes.
Standard 2: Independent Learning LM.S.2
Students will become independent learners by
* being information literate and pursuing information related
				  to personal interests;
* appreciating literature and other creative expressions of
				  information;
* striving for excellence in information seeking and
				  knowledge generation.
Independent Learning Objectives
Students will:
LM.4.2.1 apply knowledge of the school library media center
				  arrangement and procedures.
LM.4.2.2 utilize the automated or print catalog to locate
				  books by author, title, and subject, and keyword.
LM.4.2.3 analyze appropriate behaviors of good library
				  citizenship, including rules of behavior and proper use and treatment of print
				  materials and electronic resources.
LM.4.2.4 use features of the Dewey Decimal System to locate
				  materials.
LM.4.2.5 recommend an author or topic of personal
				  interest.
LM.4.2.6 compare, contrast and read a variety of classic and
				  contemporary literature from appropriate genres (e.g., fiction, nonfiction,
				  poetry, tall tales, biography, folk tales, fairy tales, legends).
LM.4.2.7 identify WV authors and illustrators and examine and
				  read their works.
LM.4.2.8 read, compare and contrast award-winning selections
				  (e.g. Caldecott, Newbery, and WV Children's Book Award).
LM.4.2.9 identify topics suitable for independent learning or
				  in-depth exploration.
Performance Descriptors (LM.PD.4.2)
* Distinguished
The student demonstrates exceptional and exemplary
				  performance with distinctive and sophisticated application of knowledge and
				  skills that exceeds the standard in Independent Learning. The student
				  accurately accesses the LMC and the card catalog/OPAC. He/she independently
				  models good library citizenship. The student accurately demonstrates to others
				  the use of the Dewey Decimal System to locate specific information. He/she
				  independently selects and recommends a variety of literary genres. The student
				  evaluates topics for personal or in-depth information.
* Above Mastery
The student demonstrates competent and proficient performance
				  and shows a thorough and effective application of knowledge and skills that
				  exceeds the standard in Independent Learning.
The student consistently utilizes the LMC and the card
				  catalog/OPAC. He/she effectively applies the rules of good library citizenship.
				  The student recognizes and applies the Dewey Decimal System to locate specific
				  information. He/she consistently selects and recommends a variety of literary
				  genres. The student consistently defines topics for personal or in-depth
				  information.
* Mastery
The student demonstrates fundamental course or grade level
				  knowledge and skills by showing accurate academic performance that meets the
				  standard in Independent Learning. The student utilizes the LMC and the card
				  catalog/OPAC. He/she models the rules of good library citizenship. The student
				  uses the Dewey Decimal System to locate specific information. He/she selects
				  and recommends a variety of literary genres. The student recognizes topics for
				  personal or in-depth information.
* Partial Mastery
The student demonstrates basic but inconsistent performance
				  of fundamental knowledge and skills characterized by errors and/or omissions in
				  Independent Learning. With assistance, the student utilizes the LMC and the
				  card catalog/OPAC. With prompts, he/she models the rules of good library
				  citizenship. The student infrequently uses the Dewey Decimal System to locate
				  specific information. He/she relies on assistance to select a variety of
				  literary genres. The student requires substantial assistance to recognize
				  topics for personal or in-depth information.
* Novice
The student demonstrates substantial need for the development
				  of fundamental knowledge and skills characterized by fragmented and incomplete
				  performance in Independent Learning. Performance needs considerable
				  development. With considerable assistance, the student utilizes the LMC and the
				  card catalog/OPAC. He/she applies the rules of good library citizenship. With
				  substantial prompting, the student uses the Dewey Decimal System to locate
				  specific information. With substantial assistance, he/she selects a variety of
				  literary genres. The student recognizes topics for personal or in-depth
				  information with limited ability.
Standard 3: Social Responsibility LM.S.3
Students will develop social responsibility and contribute
				  positively to the learning community and society by
* being information literate and recognizing the importance
				  of information to a democratic society;
* practicing ethical behavior in regard to information and
				  information technology;
* participating effectively in groups to pursue and generate
				  information.
Social Responsibility Objectives
Students will:
LM.4.3.1 recognize the role of intellectual freedom.
LM.4.3.2 discuss legal principles and ethical conduct to use
				  of information (e.g., copyright, plagiarism, acceptable use policy).
LM.4.3.3 explain the need for privacy of personal
				  information.
LM.4.3.4 develop of workgroup roles and
				  responsibilities.
LM.4.3.5 review work group projects and suggest
				  improvements.
Performance Descriptors (LM.PD.4.3)
* Distinguished
The student demonstrates exceptional and exemplary
				  performance with distinctive and sophisticated application of knowledge and
				  skills that exceeds the standard in Social Responsibility. The student analyzes
				  the role of intellectual freedom. He/she independently explains and models
				  acceptable use of copyrighted materials and uses resources from outside the
				  school. The student spontaneously leads others to create a finished product by
				  working cooperatively, respecting their rights and opinions, and completing
				  specific tasks as part of a team.
* Above Mastery
The student demonstrates competent and proficient performance
				  and shows a thorough and effective application of knowledge and skills that
				  exceeds the standard in Social Responsibility. The student applies basic
				  examples of intellectual freedom, the need for acceptable use policies and
				  copyright. He/she assists others in creating a finished product by working
				  cooperatively, respecting their rights and opinions, and completing specific
				  tasks as part of a team.
* Mastery
The student demonstrates fundamental knowledge and skills by
				  showing consistent and accurate academic performance that meets the standard in
				  Social Responsibility. The student recognizes basic examples of censorship
				  elements and the correct use of copyrighted materials. He/she assumes
				  individual as well as group roles to create a collaborative project.
* Partial Mastery
The student demonstrates basic but inconsistent performance
				  of fundamental knowledge and skills characterized by errors and or omissions in
				  Social Responsibility. The student shows limited knowledge of the concepts of
				  intellectual freedom and the ethical use of information. The student identifies
				  the need for an acceptable use policy. He/she partially accepts the role and
				  responsibilities of the development, review and improvement of a group
				  project.
* Novice
The student demonstrates substantial need for the development
				  of fundamental knowledge and skills characterized by fragmented and incomplete
				  performance in Social Responsibility. Performance needs considerable
				  development. The student sporadically makes observations about censorship,
				  acceptable use policy and copyright law. He/she makes minimal or inappropriate
				  contributions to the group in production of a project.
Fifth Grade Library Media Programs and Information
				  Literacy
Standard 1: Information Literacy LM.S.1
Students will become information literate by
* accessing information efficiently and effectively;
* evaluating information critically and competently;
* using information accurately and creatively.
Information Literacy Objectives
Students will:
LM.5.1.1 demonstrate and use additional organizational
				  features of printed text (e.g., appendix and bibliography).
LM.5.1.2 extract and interpret information from print,
				  non-print and electronic resources (e.g.,
newspapers, dictionaries, encyclopedias, atlases, magazines,
				  almanacs, thesaurus, CD- ROMs and the Internet).
LM.5.1.3 select and apply dictionary skills for a specific
				  purpose.
LM.5.1.4 assess information to answer questions, draw
				  conclusions, offer solutions, clarify issues, make predictions, and generate
				  further questions.
LM.5.1.5 compare information for accuracy, validity,
				  relevance, appropriateness, comprehensiveness, and bias.
LM.5.1.6 utilize components of a bibliographic record (e.g.,
				  call number, author, title, publisher, copyright date, number of pages).
LM.5.1.7 summarize notes on a topic, recording key words and
				  phrases.
LM.5.1.8 select notes on a topic to write a report using
				  his/her own words.
Performance Descriptors (LM.PD.5.1)
* Distinguished
The student demonstrates exceptional and exemplary
				  performance with distinctive and sophisticated application of knowledge and
				  skills that exceeds the standard in Information Literacy. The student
				  critically and competently accesses information from a variety of sources.
				  He/she efficiently uses organizational features, reference tools, and
				  bibliographic records. The student automatically evaluates and uses note taking
				  skills to create a final product.
* Above Mastery
The student demonstrates competent and proficient performance
				  and shows a thorough and effective application of knowledge and skills that
				  exceeds the standard in Information Literacy. The student independently and
				  accurately accesses and evaluates information from a variety of sources. He/she
				  consistently uses organizational features, reference tools, and bibliographic
				  records. The student correctly uses note taking skills to create a final
				  product.
* Mastery
The student demonstrates fundamental knowledge and skills by
				  showing consistent and accurate academic performance that meets the standard in
				  Information Literacy. The student accesses and evaluates information from a
				  variety of sources. He/she uses organizational features, reference tools, and
				  bibliographic records. The student recognizes and uses note taking skills to
				  create a final product.
* Partial Mastery
The student demonstrates basic but inconsistent performance
				  of fundamental knowledge and skills characterized by errors and/or omissions in
				  Information Literacy. The student occasionally accesses information from a
				  variety of sources. He/she inconsistently uses organizational features,
				  reference tools, and bibliographic records. The student needs assistance in
				  recognizing and using note taking skills to create a final product.
* Novice
The student demonstrates substantial need for the development
				  of fundamental knowledge and skills characterized by fragmented and incomplete
				  performance in Information Literacy. Performance needs considerable
				  development. The student accesses information from a variety of sources with
				  limited ability. He/she rarely uses organizational features, reference tools,
				  and bibliographic records. The student needs substantial assistance in
				  recognizing and using note taking skills to create a final product.
Standard 2: Independent Learning LM.S.2
Students will become independent learners by
* being information literate and pursuing information related
				  to personal interests;
* appreciating literature and other creative expressions of
				  information;
* striving for excellence in information seeking and
				  knowledge generation.
Independent Learning Objectives
Students will:
LM.5.2.1 analyze the school library media center arrangement
				  and procedures.
LM.5.2.2 use the automated or print catalog to locate sources
				  for specific and research purposes.
LM.5.2.3 explain importance of good library citizenship,
				  including rules of behavior and proper use and treatment of print materials and
				  electronic resources.
LM.5.2.4 recognize and use the Dewey Decimal system to locate
				  materials and identify bibliographic information.
LM.5.2.5 choose personal selections for independent reading
				  including award-winning books.
LM.5.2.6 classify a variety of literature as classic or
				  contemporary.
LM.5.2.7 list national and international authors representing
				  diverse ethnic groups.
LM.5.2.8 identify information appropriate for decision-making
				  and personal interest.
Performance Descriptors (LM.PD.5.2)
* Distinguished
The student demonstrates exceptional and exemplary
				  performance with distinctive and sophisticated application of knowledge and
				  skills that exceeds the standard in Independent Learning. The student assists
				  others in the correct use of the LMC and card catalog/OPAC. The student
				  independently reads and compares a variety of literary genres .He/she
				  identifies and models the rules of good library citizenship. The student leads
				  others in identifying and utilizing appropriate information for personal
				  interest and assignments.
* Above Mastery
The student demonstrates competent and proficient performance
				  and shows a thorough and effective application of knowledge and skills that
				  exceeds the standard in Independent Learning. The student independently and
				  accurately uses the LMC and the card catalog/OPAC. The student consistently
				  reads, and compares a variety of literary genres. The student assists others in
				  following the rules of good library citizenship. The student identifies and
				  utilizes appropriate information for personal interests and assignments.
* Mastery
The student demonstrates fundamental knowledge and skills by
				  showing consistent and accurate academic performance that meets the standard in
				  Independent Learning. The student independently uses the LMC and the card
				  catalog/OPAC. The student reads and compares a variety of literary genres. The
				  student consistently follows the rules of good library citizenship. The student
				  uses appropriate information for personal interest and assignments.
* Partial Mastery
The student demonstrates basic but inconsistent performance
				  of fundamental knowledge and skills characterized by errors and/or omissions in
				  Independent Learning. With much assistance, the student uses the LMC and the
				  card catalog/OPAC to locate materials. The student reads only assigned books.
				  He/she follows the rules of good library citizenship with prompting. The
				  student uses appropriate information for personal interest and assignments with
				  assistance.
* Novice
The student demonstrates substantial need for the development
				  of fundamental knowledge and skills characterized by fragmented and incomplete
				  performance in Independent Learning. Performance needs considerable
				  development. With substantial assistance, the student uses the LMC and the card
				  catalog/OPAC. With prompts, the student reads only assigned books. With
				  substantial prompting, he/she follows the rules of good library citizenship.
				  The student identifies appropriate information for personal interests and
				  assignments with minimal proficiency.
Standard 3: Social Responsibility LM.S.3
Students will develop social responsibility and contribute
				  positively to the learning community and society by
* being information literate and recognizing the importance
				  of information to a democratic society;
* practicing ethical behavior in regard to information and
				  information technology;
* participating effectively in groups to pursue and generate
				  information.
Social Responsibility Objectives
Students will:
LM.5.3.1 discuss the concept of intellectual freedom.
LM.5.3.2 recognize resources outside the school library media
				  center (e.g., public library, community resources, and resource people).
LM.5.3.3 apply the appropriate use of information, adhere to
				  copyright guidelines and follow ethicaland legal guidelines that apply to the
				  use of information (e.g., strategies for proper note taking, attribution of
				  direct quotes, sources cited).
LM.5.3.4 recognize the concept of intellectual property
				  rights.
LM.5.3.5 participate in the development of individual and
				  work group tasks and priorities.
LM.5.3.6 collaborate with other students to create a finished
				  product by recognizing and completing specific tasks.
Performance Descriptors (LM.PD.5.3)
* Distinguished
The student demonstrates exceptional and exemplary
				  performance with distinctive and sophisticated application of knowledge and
				  skills that exceeds the standard in Social Responsibility. The student
				  recognizes and models the ethical use of materials and the importance of
				  information. He/she leads others to create a finished product by working
				  cooperatively, respecting their rights and opinions, and completing specific
				  tasks as part of a team.
* Above Mastery
The student demonstrates competent and proficient performance
				  and shows a thorough and effective application of knowledge and skills that
				  exceeds the standard in Social Responsibility. The student recognizes and
				  describes the ethical use of materials and the importance of information.
				  He/she assists others in creating a finished product by working cooperatively,
				  respecting their rights and opinions, and completing specific tasks as part of
				  a team.
* Mastery
The student demonstrates fundamental course or grade level
				  knowledge and skills by showing consistent and accurate academic performance
				  that meets the standard in Social Responsibility. The student recognizes the
				  ethical use of materials and the importance of information. He/she, with
				  minimal assistance, creates a finished product by working cooperatively with
				  other students, respecting their rights and opinions, and completing specific
				  tasks as part of a team.
* Partial Mastery
The student demonstrates basic but inconsistent performance
				  of fundamental knowledge and skills characterized by errors and/or omissions in
				  Social Responsibility. The student requires some assistance in recognizing the
				  ethical use of materials and the importance of information. He/she requires
				  additional guidance to participate in creating a finished product by working
				  cooperatively with other students.
* Novice
The student demonstrates substantial need for the development
				  of fundamental knowledge and skills characterized by fragmented and incomplete
				  performance in Social Responsibility. Performance needs considerable
				  development. The student requires substantial assistance in recognizing the
				  ethical use of materials and the importance of information. He/she makes
				  minimal or inappropriate contributions to the group in creating a finished
				  product.
Sixth Grade Library Media Programs and Information
				  Literacy
Standard 1: Information Literacy LM.S.1
Students will become information literate by
* accessing information efficiently and effectively;
* evaluating information critically and competently;
* using information accurately and creatively.
Information Literacy Objectives
Students will:
LM.6.1.1 demonstrate and use sophisticated organizational
				  features of printed text and other media(e.g., verso, captions, legends, globe,
				  charts, graphs).
LM.6.1.2 evaluate and select a variety of print, non-print,
				  electronic, and media resources.
LM.6.1.3 select print or online encyclopedias as a starting
				  point for research.
LM.6.1.4 identify a print or electronic index to periodicals
				  to locate information as a source for research and leisure reading.
LM.6.1.5 identify primary and secondary source
				  documents.
LM.6.1.6 identify basic steps in the information search
				  process.
LM.6.1.7 analyze information for accuracy, validity,
				  relevance, appropriateness, comprehensiveness, and bias.
LM.6.1.8 document sources for a project using a provided
				  sample of bibliographic format.
LM.6.1.9 identify and use correct note taking skills.
Performance Descriptors (LM.PD.6.1)
* Distinguished
The student demonstrates exceptional and exemplary
				  performance with distinctive and sophisticated application of knowledge and
				  skills that exceeds the standard in Information Literacy. The student
				  critically and competently evaluates and selects a wide variety of materials
				  for research purposes. He/she independently follows the basic steps in the
				  information search process. The student efficiently and effectively uses
				  correct note taking skills and bibliographic format.
* Above Mastery
The student demonstrates competent and proficient performance
				  and shows a thorough and effective application of knowledge and skills that
				  exceeds the standard in Information Literacy. The student independently and
				  accurately evaluates and selects a wide variety of materials for research
				  purposes. The student consistently follows the basic steps in the information
				  research process. He/she accurately uses correct note taking skills and
				  bibliographic formats.
* Mastery
The student demonstrates fundamental course or grade level
				  knowledge and skills by showing consistent and accurate academic performance
				  that meets the standard in Information Literacy. The student evaluates and
				  selects a wide variety of materials for research purposes. The student
				  identifies and uses correct note taking skills and bibliographic
				  formats.
* Partial Mastery
The student demonstrates basic but inconsistent performance
				  of fundamental knowledge and skills characterized by errors and/or omissions in
				  Information Literacy. The student occasionally evaluates and selects a limited
				  variety of materials for research purposes. The student inconsistently follows
				  the basic steps in the information research process. He/she sporadically uses
				  correct note taking skills and bibliographic formats.
* Novice
The student demonstrates substantial need for the development
				  of fundamental knowledge and skills, characterized by fragmented and incomplete
				  performance in Information Literacy. Performance needs considerable
				  development. The student selects materials for research purposes with limited
				  ability. He/she rarely follows the basic steps in the information research
				  process. The student uses note taking skills and bibliographic format with
				  substantial assistance
Standard 2: Independent Learning LM.S.2
Students will become independent learners by
* being information literate and pursuing information related
				  to personal interests;
* appreciating literature and other creative expressions of
				  information;
* striving for excellence in information seeking and
				  knowledge generation.
Independent Learning Objectives
Students will:
LM.6.2.1 differentiate between various arrangements and
				  procedures of library media centers.
LM.6.2.2 apply capabilities of the automated or print catalog
				  to locate books for specific and research purposes.
LM.6.2.3 advocate good library citizenship including rules of
				  behavior and proper use and treatment of print materials and electronic
				  resources (e.g., equipment, software).
LM.6.2.4 incorporate the use of the divisions of the Dewey
				  Decimal System to locate materials and employ bibliographic information.
LM.6.2.5 select reading material for personal enjoyment
				  (e.g., genre, cost, writing style, authority, date, aesthetic appeal and
				  format).
LM.6.2.6 compare and contrast a variety of classic and
				  contemporary literature from many genres including award-winning
				  selections.
LM.6.2.7 identify and respond to national and international
				  literature representing diverse ethnic groups.
LM.6.2.8 identify and select topics of personal interest to
				  expand classroom learning projects.
Performance Descriptors (LM.PD.6.2)
* Distinguished
The student demonstrates exceptional and exemplary
				  performance with distinctive and sophisticated application of knowledge and
				  skills that exceeds the standard in Independent Learning. The student
				  independently and accurately uses the card catalog/OPAC and instructs others in
				  its use. He/she models and advocates good library citizenship. The student
				  correctly identifies and evaluates a variety of classic and contemporary
				  literature representing diverse ethnic groups. He/she independently analyzes
				  and selects materials for personal enjoyment and to expand classroom
				  learning.
* Above Mastery
The student demonstrates competent and proficient performance
				  and shows a thorough and effective application of knowledge and skills that
				  exceeds the standard in Independent Learning. The student independently and
				  accurately uses the card catalog/OPAC. The student consistently advocates good
				  library citizenship and assists others in following the rules. The student
				  correctly identifies and compares a variety of classic and contemporary
				  literature representing diverse ethnic groups. The student regularly
				  identifies, selects, and compares material for personal enjoyment and to expand
				  classroom learning.
* Mastery
The student demonstrates fundamental course or grade level
				  knowledge and skills by showing consistent and accurate academic performance
				  that meets the standard in Independent Learning. The student effectively uses
				  the card catalog/OPAC. The student consistently advocates good library
				  citizenship. The student correctly identifies and selects a variety of classic
				  and contemporary literature representing diverse ethnic groups. The student
				  regularly identifies and selects materials for personal enjoyment and to expand
				  classroom learning.
* Partial Mastery
The student demonstrates basic but inconsistent performance
				  of fundamental knowledge and skills characterized by errors and/or omissions in
				  Independent Learning. The student occasionally uses the card catalog/OPAC. The
				  student sporadically follows the rules of good library citizenship. The student
				  occasionally selects a variety of classic and contemporary literature.
The student needs assistance in selecting materials for
				  personal enjoyment and assignments.
* Novice
The student demonstrates substantial need for the development
				  of fundamental knowledge and skills, characterized by fragmented and incomplete
				  performance in Independent Learning. Performance needs considerable
				  development. The student needs substantial assistance in using the card
				  catalog/OPAC. He/she follows the rules of good library citizenship only if
				  closely monitored. The student rarely selects a variety of classic and
				  contemporary literature and reads only assigned books with a great deal of
				  encouragement. The student needs maximum assistance in selecting materials for
				  personal interests and assignments.
Standard 3: Social Responsibility LM.S.3
Students will develop social responsibility and contribute
				  positively to the learning community and society by
* being information literate and recognizing the importance
				  of information to a democratic society;
* practicing ethical behavior in regard to information and
				  information technology;
* participating effectively in groups to pursue and generate
				  information.
Social Responsibility Objectives
Students will:
LM.6.3.1 explain the importance of information in a
				  democratic society.
LM.6.3.2 explain the importance of the principle of equitable
				  access to information.
LM.6.3.3 consult information sources and services outside the
				  school setting (e.g., community, state and online libraries, agencies,
				  experts).
LM.6.3.4 credit sources of information by citing references
				  using various formats (e.g., footnotes, bibliographies).
LM.6.3.5 explain the concept of intellectual property.
LM.6.3.6 review workgroup projects and suggest
				  improvements.
Performance Descriptors (LM.PD.6.3)
* Distinguished
The student demonstrates exceptional and exemplary
				  performance with distinctive and sophisticated application of knowledge and
				  skills that exceeds the standard in Social Responsibility. The student
				  describes and models equitable access of information and intellectual property
				  rights. He/she leads others in completing a group project.
* Above Mastery
The student demonstrates competent and proficient performance
				  and shows a thorough and effective application of knowledge and skills that
				  exceeds the standard in Social Responsibility. The student describes and
				  advocates equitable access of information and intellectual property rights.
				  He/she assists others in following the procedure of completing a group
				  project.
* Mastery
The student demonstrates fundamental course or grade level
				  knowledge and skills by showing consistent and accurate academic performance
				  that meets the standard in Social Responsibility. The student describes
				  equitable access and intellectual property. He/she follows the procedures to
				  complete a group project.
* Partial Mastery
The student demonstrates basic but inconsistent performance
				  of fundamental knowledge and skills characterized by errors and/or omissions in
				  Social Responsibility
.
The student requires some assistance in
				  describing equitable access of information and intellectual property rights.
				  He/she incompletely follows the procedure of finishing a group project.
* Novice
The student demonstrates substantial need for the development
				  of fundamental knowledge and skills, characterized by fragmented and incomplete
				  performance in Social Responsibility. Performance needs considerable
				  development. The student requires substantial assistance in describing
				  equitable access of information and intellectual property rights. He/she has
				  limited ability in finishing a group project.
Seventh Grade Library Media Programs and Information
				  Literacy
Standard 1: Information Literacy LM.S.1
Students will become information literate by
* accessing information efficiently and effectively;
* evaluating information critically and competently;
* using information accurately and creatively.
Information Literacy Objectives
Students will:
LM.7.1.1 select the reference source most appropriate for a
				  specific purpose.
LM.7.1.2 locate and use a print or electronic index to
				  periodicals as a source for research and leisure reading.
LM.7.1.3 locate and use information from both primary and
				  secondary sources.
LM.7.1.4 evaluate information for accuracy, validity,
				  relevance, appropriateness, comprehensiveness,
and bias.
LM.7.1.5 recognize information deficiencies and locate
				  additional information
LM.7.1.6 state a purpose for research (e.g., formulate a
				  central research question or thesis statement).
LM.7.1.7 utilize basic steps in the information search
				  process.
LM.7.1.8 document sources for a project using a provided
				  bibliographic format.
LM.7.1.9 use note taking strategies including summarizing and
				  paraphrasing
* Distinguished
The student demonstrates exceptional and exemplary
				  performance with distinctive and sophisticated application of knowledge and
				  skills that exceeds the standard in Information Literacy. The student
				  critically and accurately evaluates and selects the most appropriate materials
				  for research purposes. He/she accurately states a purpose for research. The
				  student independently identifies and follows the basic steps in the information
				  search process. He/she efficiently and accurately identifies and uses correct
				  note taking strategies and bibliographic formats
* Above Mastery
The student demonstrates competent and proficient performance
				  and shows a thorough and effective application of knowledge and skills that
				  exceeds the standard in Information Literacy. The student independently and
				  accurately evaluates and selects the most appropriate materials for research
				  purposes. He/she correctly states a purpose for research. The student
				  consistently identifies and follows the basic steps in the information search
				  process. He/she accurately identifies and uses correct note taking strategies
				  and bibliographic formats.
* Mastery
The student demonstrates fundamental course or grade level
				  knowledge and skills by showing consistent and accurate academic performance
				  that meets the standard in Information Literacy. The student evaluates and
				  selects the most appropriate materials for research purposes. He/she states a
				  purpose for research. The student identifies and follows the basic steps in the
				  information search process. He/she identifies and uses correct note taking
				  strategies and bibliographic formats
* Partial Mastery
The student demonstrates basic but inconsistent performance
				  of fundamental knowledge and skills characterized by errors and/or omissions in
				  Information Literacy. The student occasionally evaluates and selects materials
				  for research purposes. He/she rarely states a purpose for research. The student
				  inconsistently identifies and follows the basic steps in the information search
				  process. He/she sporadically identifies and uses correct note taking strategies
				  and bibliographic formats.
* Novice
The student demonstrates substantial need for the development
				  of fundamental knowledge and skills, characterized by fragmented and incomplete
				  performance in Information Literacy. Performance needs considerable
				  development. . The student selects and uses materials for research purposes
				  with limited ability. He/she needs considerable assistance in stating a purpose
				  for research. The student sporadically follows the basic steps in the
				  information search process. With assistance, he/she uses correct note taking
				  strategies and bibliographic formats.
Standard 2: Independent Learning LM.S.2
Students will become independent learners by
* being information literate and pursuing information related
				  to personal interests;
* appreciating literature and other creative expressions of
				  information;
* striving for excellence in information seeking and
				  knowledge generation.
Independent Learning Objectives
Students will:
LM.7.2.1 analyze a variety of classic and contemporary
				  literature from many genre including award-winning selections.
LM.7.2.2 describe and discuss national and international
				  literature representing diverse ethnic groups.
LM.7.2.3 connect prior learning to new concepts and contexts
				  to establish a personal understanding
LM.7.2.4 utilize active inquiry to verify knowledge
LM.7.2.5 apply knowledge to authentic situations
LM.7.2.6 seek to make sense of content knowledge through
				  reflection, testing of ideas and concepts, and questioning
LM.7.2.7 evaluate progress and quality of personal
				  learning
Performance Descriptors (LM.PD.7.2)
* Distinguished
The student demonstrates exceptional and exemplary
				  performance with distinctive and sophisticated application of knowledge and
				  skills that exceeds the standard in Independent Learning. The student
				  independently and accurately describes and analyzes a wide variety of
				  literature representing award-winning selections and diverse ethnic groups. The
				  student evaluates and applies content knowledge of authentic situations through
				  reflection, testing of ideas and concepts and questioning. He/she explores and
				  integrates prior knowledge to new concepts and contexts to establish personal
				  understanding to verify previous learning.
* Above Mastery
The student demonstrates competent and proficient performance
				  and shows a thorough and effective application of knowledge and skills that
				  exceeds the standard in Independent Learning. The student independently
				  describes and analyzes a wide variety of literature representing award-winning
				  selections and diverse ethnic groups. The student judges content knowledge of
				  authentic situations through reflection, testing of ideas and concepts and
				  questioning. He/she assesses prior knowledge using new concepts and contexts to
				  establish personal understanding to verify previous learning.
* Mastery
The student demonstrates fundamental course or grade level
				  knowledge and skills by showing consistent and accurate academic performance
				  that meets the standard in Independent Learning. The student describes and
				  analyzes a wide variety of literature representing award-winning selections and
				  diverse ethnic groups. The student applies content knowledge of authentic
				  situations through reflection, testing of ideas and concepts and questioning.
				  He/she integrates prior knowledge to new concepts and contexts to establish
				  personal understanding and to verify previous learning.
* Partial Mastery
The student demonstrates basic but inconsistent performance
				  of fundamental knowledge and skills characterized by errors and/or omissions in
				  Independent Learning. The student infrequently describes and analyzes a wide
				  variety of literature representing award-winning selections and diverse ethnic
				  groups. The student applies content knowledge of authentic situations through
				  reflection, testing of ideas and concepts and questioning. With prompting
				  he/she needs assistance in integrating prior knowledge to new concepts and
				  contexts. The student occasionally applies content knowledge of authentic
				  situations.
* Novice
The student demonstrates substantial need for the development
				  of fundamental knowledge and skills, characterized by fragmented and incomplete
				  performance in Independent Learning.
Performance needs considerable development. The student needs
				  substantial assistance in a wide variety of literature. He/she sporadically
				  recalls prior knowledge. The student rarely applies content knowledge of
				  authentic situations. He/she, with considerable prompting, recites his/her
				  content knowledge
Standard 3: Social Responsibility LM.S.3
Students will develop social responsibility and contribute
				  positively to the learning community and society by
* being information literate and recognizing the importance
				  of information to a democratic society;
* practicing ethical behavior in regard to information and
				  information technology;
* participating effectively in groups to pursue and generate
				  information.
Social Responsibility Objectives
Students will:
LM.7.3.1 explore the role and importance of information in a
				  democratic society.
LM.7.3.2 compare and contrast freedom of the press in
				  different situations and geographic areas.
LM.7.3.3 cite source for words which are quoted verbatim and
				  for pictures, graphics, and audio or video segments which are used in a product
				  or presentation.
LM.7.3.4 explain why fair use is permitted for educational
				  purposes and not for profit.
LM.7.3.5 recognize legal consequences of plagiarism and the
				  need for personal authenticity in their work.
LM.7.3.6 identify kinds of works of ownership that can be
				  copyrighted.
LM.7.3.7 demonstrate the acceptance of new ideas and
				  strategies for workgroup members.
Performance Descriptors (LM.PD.7.3)
* Distinguished
The student demonstrates exceptional and exemplary
				  performance with distinctive and sophisticated application of knowledge and
				  skills that exceeds the standard in Social Responsibility. The student defines
				  and models the concepts of freedom of the press, fair use, and quoting
				  verbatim. He/she leads others in compiling a list of work strategies in order
				  to complete a group project.
* Above Mastery
The student demonstrates competent and proficient performance
				  and shows a thorough and effective application of knowledge and skills that
				  exceeds the standard in Social Responsibility. The student defines and utilizes
				  the concepts of freedom of the press, fair use, and quoting verbatim. He/she
				  assists others in compiling a list of work strategies in order to complete a
				  group project
* Mastery
The student demonstrates fundamental course or grade level
				  knowledge and skills by showing consistent and accurate academic performance
				  that meets the standard in Social Responsibility. The student defines the
				  concepts of freedom of the press, fair use, and quoting verbatim. He/she
				  compiles a list of group strategies in order to complete a group
				  project.
* Partial Mastery
The student demonstrates basic but inconsistent performance
				  of fundamental knowledge and skills characterized by errors and/or omissions in
				  Social Responsibility. The student has difficulty defining the concepts of
				  freedom of the press, fair use, and quoting verbatim. He/she compiles a list of
				  work group strategies in order to complete a group project with limited
				  proficiency.
* Novice
The student demonstrates substantial need for the development
				  of fundamental knowledge and skills, characterized by fragmented and incomplete
				  performance in Social Responsibility. Performance needs considerable
				  development. The student requires substantial assistance in defining the
				  concept of freedom of the press, fair use and quoting verbatim. He/she compiles
				  a list of work strategies in order to complete a group project with minimal
				  proficiency.
Eighth Grade Library Media Programs and Information
				  Literacy
Standard 1: Information Literacy LM.S.1
Students will become information literate by
* accessing information efficiently and effectively;
* evaluating information critically and competently;
* using information accurately and creatively.
Information Literacy Objectives
Students will:
LM.8.1.1 recognize the need to locate a variety of sources
				  representing a range of views.
LM.8.1.2 differentiate between primary and secondary
				  sources.
LM.8.1.3 address information deficiencies by locating
				  supplemental information from authoritative sources.
LM.8.1.4 explain the purpose for research (e.g., formulate a
				  central research question, thesis statement, or problem to investigate).
LM.8.1.5 justify the selected information for accuracy,
				  validity, relevance, appropriateness, comprehensiveness, and bias.
LM.8.1.6 record concise notes in a prescribed manner.
Performance Descriptors (LM.PD.8.1)
* Distinguished
The student demonstrates exceptional and exemplary
				  performance with distinctive and sophisticated application of knowledge and
				  skills that exceeds the standard in Information Literacy The student critically
				  evaluates and utilizes primary and secondary sources representing a variety of
				  views. He/she effectively evaluates selected information and locates
				  supplemental sources. The student independently identifies the purpose of
				  research and accurately records concise notes and appropriate bibliographic
				  formats.
* Above Mastery
The student demonstrates competent and proficient performance
				  and shows a thorough and effective application of knowledge and skills that
				  exceeds the standard in Information Literacy The student independently and
				  accurately utilizes primary and secondary sources representing a variety of
				  views. He/she accurately evaluates selected information and locates
				  supplemental sources. The student consistently identifies the purpose of
				  research and records concise notes and bibliographic formats.
* Mastery
The student demonstrates fundamental course or grade level
				  knowledge and skills by showing consistent and accurate academic performance
				  that meets the standard in Information Literacy. The student utilizes primary
				  and secondary sources representing a variety of views. He/she evaluates
				  selected information and locates supplemental sources. The student identifies
				  the purpose of research and records concise notes and applies correct
				  bibliographic formats
* Partial Mastery
The student demonstrates basic but inconsistent performance
				  of fundamental knowledge and skills characterized by errors and/or omissions in
				  Information Literacy. The student occasionally utilizes primary and secondary
				  sources representing a variety of views. He/she locates supplemental sources
				  with assistance. The student states the purpose of research and records concise
				  notes with assistance.
* Novice
The student demonstrates substantial need for the development
				  of fundamental knowledge and skills, characterized by fragmented and incomplete
				  performance in Information Literacy. Performance needs considerable
				  development. The student locates research sources with substantial assistance.
				  Only with assistance, he/she states the purpose of research. With substantial
				  assistance, he/she records brief but accurate notes.
Standard 2: Independent Learning LM.S.2
Students will become independent learners by
* being information literate and pursuing information related
				  to personal interests;
* appreciating literature and other creative expressions of
				  information;
* striving for excellence in information seeking and
				  knowledge generation.
Independent Learning Objectives
Students will
LM.8.2.1 critique various types and genre of literature
				  including award-winning selections.
LM.8.2.2 identify and analyze authors including West Virginia
				  authors and illustrators and their works.
LM.8.2.3 compare and contrast a national and international
				  literature representing on diverse ethnic groups.
LM.8.2.4 demonstrate understanding of content knowledge by
				  exploring the process through which the knowledge was generated
LM.8.2.5 establish personal goals in pursuit of individual
				  interests, academic requirements and career paths
Performance Descriptors (LM.PD.8.2)
* Distinguished
The student demonstrates exceptional and exemplary
				  performance with distinctive and sophisticated application of knowledge and
				  skills that exceeds the standard in Independent Learning. The student
				  independently and accurately identifies and analyzes various genres and authors
				  including West Virginia authors. The student independently demonstrates
				  understanding of content knowledge and consistently sets goals.
* Above Mastery
The student demonstrates competent and proficient performance
				  and shows a thorough and effective application of knowledge and skills that
				  exceeds the standard in Independent Learning. The student independently
				  identifies and analyzes various genres and authors including West Virginia
				  authors. He/she consistently demonstrates understanding of content knowledge
				  and sets goals.
* Mastery
The student demonstrates fundamental course or grade level
				  knowledge and skills by showing consistent and accurate academic performance
				  that meets the standard in Independent Learning. The student identifies and
				  analyzes various genres and authors including West Virginia authors. The
				  student demonstrates understanding of content knowledge and frequently sets
				  goals.
* Partial Mastery
The student demonstrates basic but inconsistent performance
				  of fundamental knowledge and skills characterized by errors and/or omissions in
				  Independent Learning. The student infrequently identifies various genres and
				  authors including West Virginia authors. He/she seldom demonstrates
				  understanding of content knowledge and rarely sets goals.
* Novice
The student demonstrates substantial need for the development
				  of fundamental knowledge and skills, characterized by fragmented and incomplete
				  performance in Independent Learning. Performance needs considerable
				  development. The student needs substantial assistance in identifying various
				  genres and authors including West Virginia authors. The student rarely
				  demonstrates understanding of content knowledge and rarely sets goals.
Standard 3: Social Responsibility LM.S.3
Students will develop social responsibility and contribute
				  positively to the learning community and society by being information literate
				  and recognizing the importance of information to a democratic society;
				  practicing ethical behavior in regard to information and information technology
				  participating effectively in groups to pursue and generate information.
Social Responsibility Objectives
Students will:
LM.8.3.1 recognize that the free flow of information
				  contributes to an informed citizenry.
LM.8.3.2 demonstrate legal and ethical use of technology and
				  information crediting sources by using various formats (e.g.,
				  bibliographies).
LM.8.3.3 relate examples of copyright violations
LM.8.3.4 evaluate completed projects to determine how the
				  workgroup could have functioned more efficiently and productively.
Performance Descriptors (LM.PD.8.3)
* Distinguished
The student demonstrates exceptional and exemplary
				  performance with distinctive and sophisticated application of knowledge and
				  skills that exceeds the standard in Social Responsibility. The student
				  accurately defends and models the value of information in a free society.
				  He/she leads others in identifying and avoiding copyright violations. The
				  student leads others in assessing group projects.
* Above Mastery
The student demonstrates competent and proficient performance
				  and shows a thorough and effective application of knowledge and skills that
				  exceeds the standard in Social Responsibility. The student accurately justifies
				  and advocates the value of information in a free society. He/she assists others
				  in identifying and avoiding copyright violations. The student assists others in
				  assessing group projects.
* Mastery
The student demonstrates fundamental course or grade level
				  knowledge and skills by showing consistent and accurate academic performance
				  that meets the standard in Social Responsibility. The student accurately
				  evaluates the value of information in a free society. He/she identifies and
				  avoids copyright violations. The student assesses group projects.
* Partial Mastery
The student demonstrates basic but inconsistent performance
				  of fundamental knowledge and skills characterized by errors and/or omissions in
				  Social Responsibility. The student describes incompletely the value of
				  information in a free society. He/she identifies and avoids copyright
				  violations with assistance. The student partially assesses group
				  projects.
* Novice
The student demonstrates substantial need for the development
				  of fundamental knowledge and skills, characterized by fragmented and incomplete
				  performance in Social Responsibility. Performance needs considerable
				  development. The student requires substantial assistance in explaining value of
				  information in a free society. He/she incompletely identifies copyright
				  violations and violates copyright law. The student makes minimal effort in
				  assessing group projects.
Library Media Programs and Information Literacy Grade
				  9
Standard 1: Information Literacy (LM.S.1)
Students will become information literate by
* accessing information efficiently and effectively;
* evaluating information critically and competently;
* using information accurately and creatively.
Information Literacy Objectives:
Students will:
LM.9.1.1 access advanced reference sources in the school
				  library (e.g., interlibrary loan, CD-ROM
DVDs and online databases).
LM.9.1.2 select a research question.
LM.9.1.3 develop search strategies for location and access of
				  resources.
LM.9.1.4 use advanced and technical periodicals, various
				  types of reference books, vertical files and non-print materials to access
				  information (e.g., periodical indices).
LM.9.1.5 develop a systematic approach to judge the value of
				  retrieved information for authenticity of Information, bias, currency,
				  relevance and appropriateness.
LM.9.1.6 establish criteria for evaluating information
				  retrieved through Internet searching: author's expertise, bias, coverage of
				  topic and timeliness.
Performance Descriptors (LM.PD.9.1)
* Distinguished
The student demonstrates exceptional and exemplary
				  performance with distinctive and sophisticated application of knowledge and
				  skills that exceeds the standard in Information Literacy. The student
				  independently applies reference sources such as interlibrary loan, CD-ROMs,
				  DVDs, and online databases. He/she develops an advanced level research
				  question, develops specific search strategies to locate and access resources to
				  answer questions and uses periodical indices, vertical files, and technical
				  materials to retrieve information. The student automatically evaluates and
				  applies the retrieved information and establishes evaluation criteria.
* Above Mastery
The student demonstrates competent and proficient performance
				  and shows a thorough and effective application of knowledge and skills that
				  exceeds the standard in Information Literacy. The student demonstrates
				  competent and proficient information access to reference sources such as
				  interlibrary loan, CD-ROMs, DVDs, and online databases. The student
				  demonstrates knowledge of a research question. He/she develops search
				  strategies to locate and access resources to answer questions and uses
				  periodical indices, vertical files, and technical materials to retrieve
				  information. The student demonstrates knowledge of retrieved information and
				  evaluation criteria
* Mastery
The student demonstrates fundamental knowledge and skills by
				  showing consistent and accurate academic performance that meets the standard in
				  Information Literacy. The student accesses reference sources such as
				  interlibrary loan, CD-ROMs, DVDs, and online databases. He/she develops a
				  research question and develops search strategies to locate and access resources
				  to answer questions. The student uses periodical indices, vertical files and
				  technical materials to retrieve information. He/she judges the authenticity of
				  retrieved information and establishes evaluation criteria for retrieved
				  information from the Internet.
* Partial Mastery
The student demonstrates basic but inconsistent performance
				  of fundamental knowledge and skills characterized by errors and/or omissions in
				  Information Literacy. The student demonstrates basic but inconsistent
				  performance in accessing reference sources such as interlibrary loan, CD-ROMs,
				  DVDs, and online databases. With prompts, the student develops a research
				  question and develops search strategies to locate and access resources to
				  answer questions. He/she uses periodical indices, vertical files, and technical
				  materials to retrieve information. The student demonstrates basic knowledge of
				  retrieved information, and with prompts, establishes evaluation
				  criteria.
* Novice
The student demonstrates substantial need for the development
				  of fundamental knowledge and skills characterized by fragmented and incomplete
				  performance in Information Literacy. Performance needs considerable
				  development. The student requires substantial help to access reference sources
				  such as interlibrary loan, CD-ROMs, DVDs, and online databases. He/she develops
				  a research question and search strategies to locate and access resources to
				  answer questions with limited ability. He/she uses periodical indices, vertical
				  files and technical materials to retrieve information. The student requires
				  assistance in judging the authenticity in retrieving information from the
				  Internet.
Standard 2: Independent Learning (LM.S.2)
Students will become independent learners by
* being information literate and pursuing information related
				  to personal interests;
* appreciating literature and other creative expressions of
				  information;
* striving for excellence in information seeking and
				  knowledge generation.
Independent Learning Objectives:
Students will:
LM.9.2.1 demonstrate knowledge of a secondary school library
				  media center, personnel, organization, electronic retrieval systems and
				  procedures.
LM.9.2.2 identify and interpret information in the card
				  catalog and/or online public access catalog (OPAC) to access
				  information.
LM.9.2.3 operate library media equipment and software
				  programs necessary to access information.
LM.9.2.4 identify grade appropriate authors, their literary
				  works and associated time periods.
LM.9.2.5 identify topics of interest and seek relevant
				  information about them.
LM.9.2.6 make decisions about group and classroom projects
				  and learning objectives
Performance Descriptors (LM.PD.9.2)
* Distinguished
The student demonstrates exceptional and exemplary
				  performance with distinctive and sophisticated application of knowledge and
				  skills that exceeds the standard in Independent Learning. The student
				  demonstrates advanced proficiency in using a secondary LMC. He/she uses the
				  advanced and pertinent options of the card catalog/OPAC. The student explains
				  and operates library media equipment and software programs for information
				  retrieval. He/she reads mature grade level literary works from specific time
				  periods and by assigned authors. The student effectively and accurately selects
				  and prepares information for sophisticated classroom projects and
				  assignments.
* Above Mastery
The student demonstrates competent and proficient performance
				  and shows a thorough and effective application of knowledge and skills that
				  exceeds the standard of Independent Learning. The student is competent in using
				  a secondary LMC. He/she uses the card catalog/OPAC efficiently and accurately.
				  The student independently operates library media equipment and software
				  programs for information retrieval. He/she reads advanced grade level literary
				  works from specific time periods and by assigned authors. The student works
				  independently in selecting and preparing information for classroom projects and
				  assignments.
* Mastery
The student demonstrates fundamental knowledge and skills by
				  showing consistent and accurate performance that meets the standard of
				  Independent Learning. The student demonstrates knowledge of a secondary LMC by
				  following standard operating procedures. He/she accesses, without assistance,
				  the card catalog/OPAC and other electronic information systems for information
				  retrieval. The student operates library media equipment and software programs
				  for information retrieval. He/she reads grade level literary works from
				  specific time periods and by assigned authors. The student selects and refines
				  information in preparing classroom assignments and projects.
* Partial Mastery
The student demonstrates basic but inconsistent performance
				  of fundamental knowledge and skills characterized by errors and/or omissions in
				  Independent Learning. The student requires assistance to access and utilize
				  many resources in the secondary LMC. He/she, with prompts and assistance, uses
				  the card catalog/OPAC. The student operates library media equipment and
				  software programs for information retrieval at a basic level. He/she exhibits
				  come difficulty reading grade level literary works from specific time periods
				  and by assigned authors. The student, with assistance, selects information and
				  prepares classroom projects and assignments.
* Novice
The student demonstrates substantial need for the development
				  of fundamental knowledge and skills characterized by fragmented and incomplete
				  performance in Independent Learning. Performance needs considerable
				  development. The student, with substantial assistance, uses a secondary school
				  LMC and follows standard operating procedures. He/she, with considerable
				  guidance and assistance, uses the card catalog/OPAC. The student, with
				  considerable guidance and assistance, operates library media equipment and
				  software programs for information retrieval. He/she reads literary works from
				  lower grade levels. The student, with supervision and assistance, selects
				  information and prepares classroom projects and assignments.
Standard 3: Social Responsibility
				  (LM.S.3)
Students will develop social responsibility and contribute
				  positively to the learning community and society by
* being information literate and recognizing the importance
				  of information to a democratic society;
* practicing ethical behavior in regard to information and
				  information technology;
* participating effectively in groups to pursue and generate
				  information.
Social Responsibility Objectives
:
Students will:
LM.9.3.1 demonstrate individual responsibility for equitable
				  access to information in a democratic society (e.g., share access to limited
				  resources, return materials diligently).
LM.9.3.2 recognize the social, economic, political, aesthetic
				  and ethical functions and purposes embedded in media communications.
LM.9.3.3 investigate a specific censorship situation (e.g.,
				  challenge to a book of magazine in a local library).
LM.9.3.4 identify copyright and plagiarism laws in the
				  editing and publishing process.
LM.9.3.5 infer and summarize information communicated,
				  delivered and received through interaction with all stakeholders.
Performance Descriptors (LM.PD.9.3)
* Distinguished
The student demonstrates exceptional and exemplary
				  performance with distinctive and sophisticated application of knowledge and
				  skills that exceeds the standard in Social Responsibility. The student accesses
				  information and describes freedom of the press in the United States and in
				  other countries. He/she assesses the merit of individual responsibility of
				  Internet acceptable use, copyright laws, and plagiarism laws in the editing
				  process. The student demonstrates sophisticated use of the Internet and
				  identifies the social, economic, political, aesthetic, and ethical functions
				  and purposes in media communications by following adopted guidelines. He/she
				  forms subtle conclusions and summarizes information communicated from other
				  patrons, peers, and other sources.
* Above Mastery
The student demonstrates competent and proficient performance
				  and shows a thorough and effective application of knowledge and skills that
				  exceeds the standard in Social Responsibility. The student assesses information
				  competently and proficiently for ethical functions including freedom of the
				  press. He/she follows adopted guidelines for Internet acceptable use and
				  consistently identifies the social, economic, political, aesthetic, and ethical
				  functions and purposes in media communications. The student develops
				  conclusions and summarizes information communicated from other patrons, peers,
				  and other sources.
* Mastery
The student demonstrates fundamental course or grade level
				  knowledge and skills by showing consistent and accurate academic performance
				  that meets the standard in Social Responsibility. The student accesses
				  information independently and demonstrates individual responsibility for
				  ethical functions such as returning borrowed books diligently. He/she
				  consistently follows adopted guidelines for Internet acceptable use and
				  identifies copyright and plagiarism laws in the editing process. The student
				  consistently develops conclusions and summarizes information communicated from
				  other patrons, peers, and other sources.
* Partial Mastery
The student demonstrates basic but inconsistent performance
				  of fundamental knowledge and skills characterized by errors and/or omissions in
				  Social Responsibility. The student accesses information inconsistently and
				  demonstrates basic individual responsibility for ethical functions such as
				  returning borrowed books diligently. He/she occasionally follows adopted
				  guidelines for Internet acceptable use and identifies copyright and plagiarism
				  laws in the editing process. The student develops partial conclusions and
				  summarizes information communicated from other patrons, peers, and other
				  sources.
* Novice
The student demonstrates substantial need for the development
				  of fundamental knowledge and skills characterized by fragmented and incomplete
				  performance in Social Responsibility. Performance needs considerable
				  development. The student accesses information with teacher guidance and
				  demonstrates limited individual responsibility for ethical functions such as
				  returning borrowed materials diligently. He/she, with prompts, follows adopted
				  guidelines for Internet acceptable use and identifies copyright and plagiarism
				  laws in the editing and publishing process. The student, with substantial
				  assistance, develops incomplete conclusions and summaries of information
				  communicated from patrons, peers, and other resources.
Tenth Grade Library Media Programs and Information
				  Literacy
Standard 1: Information Literacy (LM.S.1)
Students will become information literate by
* accessing information efficiently and effectively;
* evaluating information critically and competently;
* using information accurately and creatively.
Information Literacy Objectives
Students will:
LM.10.1.1 select specific library resources as needed.
LM.10.1.2 refine search results for research project.
LM.10.1.3 create a research question, thesis statement or
				  problem for a project.
LM.10.1.4 select and use advanced and technical periodicals,
				  various types of reference books, vertical files and non-print materials to
				  access information (e.g., periodical indices).
LM.10.1.5 prioritize the use of periodicals, encyclopedias,
				  almanacs, vertical files, non-print materials and a variety of reference tools
				  as sources of information.
LM.10.1.6 sort, evaluate and select information relevant to
				  research topics.
LM.10.1.7 examine the information retrieved for authenticity
				  of information, bias, currency, relevance and appropriateness.
LM.10.1.8 develop a systematic approach to judge the validity
				  of Internet information match against the defined information need (e.g.,
				  researching an author on the Internet requires finding bibliographic
				  information plus criticisms of the author's works).
Performance Descriptors (LM.PD.10.1)
* Distinguished
The student demonstrates exceptional and exemplary
				  performance with distinctive and sophisticated application of knowledge and
				  skills that exceeds the standard in Information Literacy. The student assesses
				  the merit of advanced resources as needed (e.g., technical periodicals, various
				  reference books, periodical indices, and other non-print materials). He/she
				  creates a well-crafted research question, thesis statement, or problem and
				  analyzes the impact of the search results for the created project. The student
				  evaluates and applies various sources of information (e.g., periodicals,
				  encyclopedias, and vertical files). He/she evaluates, elaborates, and
				  synthesizes the meaning and authenticity of relevant information. The student
				  independently develops an approach to validate Internet information (e.g.,
				  researches an author on the Internet which requires finding bibliographic
				  information plus criticism of the author's works).
* Above Mastery
The student demonstrates competent and proficient performance
				  and shows a thorough and effective application of knowledge and skills that
				  exceeds the standard in Information Literacy. The student demonstrates
				  competent and proficient performance in selecting and using advanced resources
				  as needed (e.g., technical periodicals, various reference books, periodical
				  indices, and other non-print materials). The student develops a specific
				  research question. He/she creates a thesis statement, or problem and shows
				  effective application of search results for the created project. The student
				  judges and applies various sources of information (e.g., periodicals,
				  encyclopedias, and vertical files). The student accurately judges the merit of
				  relevant information. The student consistently validates Internet information
				  (e.g., researches an author on the Internet which requires finding
				  bibliographic information plus criticism of the author's works).
* Mastery
The student demonstrates fundamental course or grade level
				  knowledge and skills by showing consistent and accurate academic performance
				  that meets the standard in Information Literacy. The student selects and uses
				  advanced resources as needed (e.g., technical periodicals, various reference
				  books, periodical indices, and other non-print materials). He/she creates a
				  research question, thesis statement, or problem, and refines search results for
				  the created project. The student uses various sources of information (e.g.,
				  periodicals, encyclopedias, and vertical files). The student sorts, evaluates,
				  and selects relevant information and examines the authenticity of the relevant
				  information. He/she validates Internet information (e.g., researches an author
				  on the Internet which requires finding bibliographic information plus criticism
				  of the author's works).
* Partial Mastery
The student demonstrates basic but inconsistent performance
				  of fundamental knowledge and skills characterized by errors and/or omissions in
				  Information Literacy. The student demonstrates basic, but inconsistent
				  performance in selecting and using resources as needed (e.g., technical
				  periodicals, various reference books, periodical indices, and other non-print
				  materials). The student creates a basic research question, thesis statement, or
				  problem. The student uses simplified sources of information (e.g., periodicals,
				  encyclopedias, and vertical files). He/she identifies relevant information and
				  authenticity. The student has a limited approach to validate Internet
				  information and to determine the meaning of author's works.
* Novice
The student demonstrates substantial need for the development
				  of fundamental knowledge and skills, characterized by fragmented and incomplete
				  performance in Information Literacy. Performance needs considerable
				  development. The student requires substantial help to use basic resources
				  needed (e.g., technical periodicals, various reference books, periodical
				  indices, and other non-print materials). He/she needs substantial help in
				  creating a research question, thesis statement, or problem. The student needs
				  considerable development in using various sources of information (e.g.,
				  periodicals, encyclopedias, and vertical files). He/she, with assistance, finds
				  relevant information and needs help in identifying the authenticity of the
				  information. The student demonstrates substantial need in validating Internet
				  information.
Standard 2: Independent Learning (LM.S.2)
Students will become independent learners by
* being information literate and pursuing information related
				  to personal interests.
* appreciating literature and other creative expressions of
				  information.
* striving for excellence in information seeking and
				  knowledge generation.
Independent Learning Objectives
Students will:
LM.10.2.1 select resources from the card catalog and/or
				  online public access catalog (OPAC) using title, subject or author, keyword and
				  advanced searches (e.g., Boolean operators or limiters, copyright year or
				  material type).
LM.10.2.2 compare and analyze a variety of grade appropriate
				  literary genre.
LM.10.2.3 read a variety of award-winning materials from
				  classic to contemporary literature.
LM.10.2.4 evaluate information for decision making and
				  personal interest.
LM.10.2.5 develop and apply criteria for judging success of
				  learning projects.
Performance Descriptors (LM.PD.10.2)
* Distinguished
The student demonstrates exceptional and exemplary
				  performance with distinctive and sophisticated application of knowledge and
				  skills that exceeds the standard in Independent Learning. . The student
				  competently uses the card catalog/OPAC to select resources using advanced
				  strategies such as Boolean operators and limiters. He/she compares and analyzes
				  grade appropriate literature in a variety of genres including award-winning
				  literature. The student demonstrates reflection and insight while applying
				  criteria for successful learning projects.
* Above Mastery
The student demonstrates competent and proficient performance
				  and shows a thorough and effective application of knowledge and skills that
				  exceeds the standard in Independent Learning. The student effectively uses the
				  catalog/OPAC to select resources using advanced strategies such as Boolean
				  operators and limiters. He/she reads and analyzes grade appropriate literature
				  in a variety of genres including award-winning works. The student develops
				  criteria for locating and using information for learning projects.
* Mastery
The student demonstrates fundamental course or grade level
				  knowledge and skills by showing consistent and accurate performance that meets
				  the standard in Independent Learning. The student uses the card catalog/OPAC to
				  select resources using advanced strategies such as Boolean operators and
				  limiters. He/she compares grade appropriate literary genres and reads various
				  award-winning models of literature. The student evaluates information and
				  develops and applies criteria for successful learning projects.
* Partial Mastery
The student demonstrates basic but inconsistent performance
				  of fundamental knowledge and skills characterized by errors and/or omissions in
				  Independent Learning. The student inconsistently uses the card catalog /OPAC to
				  select resources using advanced strategies such as Boolean operators and
				  limiters. With assistance, he/she reads grade appropriate literature in a
				  variety of genres and from various award-winning models of literature. The
				  student, with assistance, evaluates information and needs help developing
				  criteria for successful learning projects.
* Novice
The student demonstrates substantial need for the development
				  of fundamental knowledge and skills characterized by fragmented and incomplete
				  performance in Independent Learning. Performance needs considerable
				  development. With substantial assistance, the student uses he card catalog OPAC
				  to select resources using advanced strategies such as Boolean operators and
				  limiters. The student reads literature at below grade level. The student
				  inconsistently applies criteria for learning projects.
Standard 3: Social Responsibility
				  (LM.S.3)
Students will develop social responsibility and contribute
				  positively to the learning community and society by
* being information literate and recognizing the importance
				  of information to a democratic society.
* practicing ethical behavior in regard to information and
				  information technology.
* participating effectively in groups to pursue and generate
				  information.
Social Responsibility Objectives
LM.10.3.1 explain the importance of equitable access to a
				  variety of information in a democratic society.
LM.10.3.2 examine the social, economic, political, aesthetic
				  and ethical functions and purposes embedded in media communications.
LM.10.3.3 identify and explain the implications of censorship
				  in the United States and in other countries.
LM.10.3.4 observe and acknowledge copyright laws, plagiarism
				  laws and trademarks in the editing process.
LM.10.3.5 translate and employ information communicated,
				  delivered and received through interaction with all stakeholders.
Performance Descriptors (LM.PD.10.3)
* Distinguished
The student demonstrates exceptional and exemplary
				  performance with distinctive and sophisticated application of knowledge and
				  skills that exceeds the standard in Social Responsibility. The student
				  automatically accesses information and describes freedom of the press in the
				  United States and in other countries. He/she critiques the application of
				  copyright laws, and plagiarism laws in the editing process. The student
				  assesses and applies the social, economic, political, aesthetic, and ethical
				  functions and purposes in media communications by following adopted guidelines.
				  He/she automatically evaluates and applies information communicated from other
				  patrons, peers, and other sources.
* Above Mastery
The student demonstrates competent and proficient performance
				  and shows a thorough and effective application of knowledge and skills that
				  exceeds the standard in Social Responsibility. The student accesses information
				  competently and proficiently for ethical functions including freedom of the
				  press. He/she follows adopted guidelines for Internet acceptable use and
				  consistently identifies copyright laws, plagiarism laws, and trademarks. The
				  student independently develops conclusions and summarizes information received
				  and delivered from other patrons, peers, and other sources.
* Mastery
The student demonstrates fundamental course or grade level
				  knowledge and skills by showing consistent and accurate academic performance
				  that meets the standard in Social Responsibility. The student accurately
				  explains equitable access to information and describes and identifies
				  censorship implications in the United States and other countries. He/she
				  examines and explains the social, economic, political, aesthetic, and ethical
				  functions and purposes in media communications by following adopted guidelines.
				  The student consistently acknowledges copyright laws, plagiarism laws, and
				  trademarks. He/she interprets and employs information received and delivered
				  from other patrons, peers, and other sources.
* Partial Mastery
The student demonstrates basic but inconsistent performance
				  of fundamental knowledge and skills characterized by errors and/or omissions in
				  Social Responsibility. The student accesses basic information inconsistently
				  and describes and identifies censorship implications in the United States and
				  other countries. He/she examines and partially explains the social, economic,
				  political, aesthetic, and ethical functions and purposes in media
				  communications by following adopted guidelines. The student occasionally
				  acknowledges copyright and plagiarism laws in the editing process. He/she
				  occasionally translates and employs information received and delivered from
				  other patrons, peers, and other sources.
* Novice
The student demonstrates substantial need for the development
				  of fundamental knowledge and skills, characterized by fragmented and incomplete
				  performance in Social Responsibility. Performance needs considerable
				  development. The student demonstrates substantial need in explaining equitable
				  access to information and in describing and identifying censorship implications
				  in the United States and other countries. He/she needs help in identifying the
				  social, economic, political, aesthetic, and ethical functions and purposes in
				  media communicated by following adopted guidelines. The student seldom
				  acknowledges copyright laws, plagiarism laws, and trademarks. He/she needs
				  regular assistance in interpreting and employing information received from
				  other patrons, peers, and other resources.
Library Media Programs and Information Literacy Grade
				  11
Standard 1: Information Literacy LM.S.1
Students will become information literate by
* accessing information efficiently and effectively;
* evaluating information critically and competently;
* using information accurately and creatively.
Information Literacy Objectives
Students will:
LM.11.1.1 access the library resources remotely.
LM.11.1.2 compare and integrate new information with prior
				  knowledge to establish a research question, thesis statement.
LM.11.1.3 employ a systematic approach to judge the value of
				  the retrieved information for authenticity of information, bias, currency,
				  relevance and appropriateness.
LM.11.1.4 evaluate relevant information found in periodicals,
				  encyclopedias, almanacs, vertical files, non-print materials and a variety of
				  reference tools, including electronic databases, as sources of
				  information.
Performance Descriptors (LM.PD.11.1)
* Distinguished
The student demonstrates exceptional and exemplary
				  performance with distinctive and sophisticated application of knowledge and
				  skills that exceeds the standard in Information Literacy. The student
				  demonstrates exceptional and exemplary performance in accessing library sources
				  remotely. He/she uses sophisticated application of new information and exceeds
				  in analyzing a research question and /or thesis statement. The student analyzes
				  the impact of the value and authenticity of information (e.g., bias, currency,
				  relevancy). He/she assesses the merit of relevant information found in various
				  reference tools (e.g., periodicals, electronic databases, and other non-print
				  materials).
* Above Mastery
The student demonstrates competent and proficient performance
				  and shows a thorough and effective application of knowledge and skills that
				  exceeds the standard in Information Literacy. The student demonstrates
				  competent and proficient performance in accessing library resources remotely.
				  The student shows a thorough and effective application of knowledge and skills
				  to create a research question and/or thesis statement. The student shows
				  thorough and effective application of the value and authenticity of information
				  (e.g., bias, currency, relevancy). The student selects, evaluates, and uses
				  appropriate information found in various reference tools (e.g., periodicals,
				  electronic databases, and other non-print materials).
* Mastery
The student demonstrates fundamental course or grade level
				  knowledge and skills by showing consistent and accurate academic performance
				  that meets the standard in Information Literacy. The student accesses library
				  resources remotely. The student compares and integrates new information and
				  establishes a research question and/or thesis statement. The student
				  systematically judges the value and authenticity of information (e.g., bias,
				  currency, relevancy). The student evaluates relevant information found in
				  various reference tools (e.g., periodicals, electronic databases, and other
				  non-print materials).
* Partial Mastery
The student demonstrates basic but inconsistent performance
				  of fundamental knowledge and skills characterized by errors and/or omissions in
				  Information Literacy. The student demonstrates basic, but inconsistent
				  performance in accessing library resources remotely. He/she identifies some new
				  information and demonstrates basic, but inconsistent performance, in creating a
				  research question and/or thesis statement. The student needs support in
				  analyzing and judging the value and authenticity of information (e.g., bias,
				  currency, relevancy). He/she needs support in accessing relevant information
				  found in various reference tools (e.g., periodicals, electronic databases, and
				  other non-print materials).
* Novice
The student demonstrates substantial need for the development
				  of fundamental knowledge and skills, characterized by fragmented and incomplete
				  performance in Information Literacy. Performance needs considerable
				  development. The student demonstrates substantial need in accessing library
				  resources remotely. He/she needs considerable help in locating information and
				  needs considerable help in developing a research a question. The student needs
				  considerable help in judging the value and authenticity of information (e.g.,
				  authority, objectivity, accuracy). He/she requires considerable help in
				  evaluating relevant information found in various reference tools (e.g.,
				  periodicals, electronic databases, and other non-print materials).
Standard 2: Independent Learning LM.S.2
Students will become independent learners by
* being information literate and pursuing information related
				  to personal interests;
* appreciating literature and other creative expressions of
				  information;
* striving for excellence in information seeking and
				  knowledge generation.
Independent Learning Objectives
Students will:
LM.11.2.1 use word processing skills for note taking,
				  creating reports, lists and simple tables, and producing and publishing a
				  variety of works.
LM.11.2.2 utilize and link knowledge from software programs
				  and the Internet (e.g., hypertext, sound files, video clips, other
				  sophisticated applications).
LM.11.2.3 analyze literary styles within a genre.
LM.11.2.4 read and evaluate books with emphasis on American,
				  British and world literature.
LM.11.2.5 recognize that accurate and complete information is
				  essential to sound decisions in personal, academic and career pursuits.
LM.11.2.6 establish goals, plans, budgets and timeline for
				  completing a project
Performance Descriptors (LM.PD.11.2)
* Distinguished
The student demonstrates exceptional and exemplary
				  performance with distinctive and sophisticated application of knowledge and
				  skills that exceeds the standard in Independent Learning. The student expertly
				  demonstrates performance in using word processing skills efficiently for
				  various tasks (e.g. note taking, lists and simple tables, publishing works).
				  He/she links knowledge from software and the Internet (e.g. note taking, lists
				  and simple tables, publishing works). The student independently evaluates
				  literary styles including American, British and world literature. He/she
				  consistently recognizes the importance of accurate and complete information.
				  The student is self-directed to establish goals, plans, budgets, and timelines
				  for completing a project.
* Above Mastery
The student demonstrates competent and proficient performance
				  and shows a thorough and effective application of knowledge and skills that
				  exceeds the standard in Independent Learning. The student accurately chooses
				  and uses word processing skills for various tasks (e.g. note taking, lists,
				  tables, and publishing works). He/she links knowledge from software and the
				  Internet .The student analyzes and evaluates literary styles in various
				  literary genres including American, British, and world literature. He/she
				  demonstrates the importance of accurate and complete information in work
				  produced. The student independently establishes goals, plans, budgets, and
				  timelines for completing a project.
* Mastery
The student demonstrates fundamental course or grade level
				  knowledge and skills by showing consistent and accurate performance that meets
				  the standard in Independent Learning. The student uses word processing skills
				  efficiently for various tasks (e.g. note taking, lists and simple tables,
				  publishing works). He/she utilizes and links knowledge from software and the
				  Internet (e.g. hypertext, sound files, video clips). The student analyzes and
				  evaluates literary styles in a variety of works including American, British,
				  and world literature. He/she recognizes the importance of accurate and complete
				  information. The student establishes goals, plans, budgets, and timelines for
				  completing a project.
* Partial Mastery
The student demonstrates basic but inconsistent performance
				  of fundamental knowledge and skills characterized by errors and/or omissions in
				  Independent Learning. The student demonstrates basic, but inconsistent
				  performance in using word processing skills (e.g. note taking, lists and simple
				  tables, publishing works). He/she utilizes and sometimes links knowledge from
				  software and the Internet (e.g. hypertext, sound files, video clips). The
				  student reads, and in simplistic terms, evaluates various works including
				  American, British, and world literature. He/she recognizes the importance of
				  accurate and complete information, but requires assistance to judge its
				  efficacy. If prompted, the student establishes goals, plans, budgets, and
				  timelines for completing a project.
* Novice
The student demonstrates substantial need for the development
				  of fundamental knowledge and skills characterized by fragmented and incomplete
				  performance in Independent Learning. Performance needs considerable
				  development. The student uses basic word processing skills (e.g. note taking,
				  lists and simple tables, publishing works) with inconsistency. He/she links
				  knowledge from software and the Internet (e.g. hypertext, sound files, video
				  clips) sporadically. The student reads works American, British, and world
				  literature below grade level. He/she recognizes the importance of accurate and
				  complete information but requires considerable assistance to select and use it.
				  The student rarely sets goals, plans, budgets, and timelines for completing a
				  project.
Standard 3: Social Responsibility LM.S.3
Students will develop social responsibility and contribute
				  positively to the learning community and society by
* being information literate and recognizing the importance
				  of information to a democratic society;
* practicing ethical behavior in regard to information and
				  information technology;
* participating effectively in groups to pursue and generate
				  information.
Social Responsibility Objectives
Students will:
LM.11.3.1 evaluate the impact of equitable access to
				  information in a democratic society.
LM.11.3.2 compare and contrast freedom of the press in
				  different situations and geographic areas.
LM.11.3.3 assess the need for different information policies
				  and user agreements in a variety of settings.
LM.11.3.4 examine and evaluate information communicated,
				  delivered and received through interaction with all stakeholders.
Performance Descriptors (LM.PD.11.3)
* Distinguished
The student demonstrates exceptional and exemplary
				  performance with distinctive and sophisticated application of knowledge and
				  skills that exceeds the standard in Social Responsibility. The student
				  evaluates equitable access to information and compares and contrasts freedom of
				  the press in the United States and other countries. He/she automatically
				  relates and demonstrates the need for a variety of information, policies, and
				  user agreements. The student critiques and applies information communicated
				  from other patrons, peers, and other sources.
* Above Mastery
The student demonstrates competent and proficient performance
				  and shows a thorough and effective application of knowledge and skills that
				  exceeds the standard in Social Responsibility. The student independently
				  evaluates equitable access to information without assistance and compares and
				  contrasts freedom of the press in the United States and other countries. He/she
				  independently applies the value of a variety of information policies and user
				  agreements. The student assesses information communicated from other patrons,
				  peers, and other sources.
* Mastery
The student demonstrates fundamental course or grade level
				  knowledge and skills by showing consistent and accurate academic performance
				  that meets the standard in Social Responsibility. The student consistently and
				  independently evaluates equitable access to information and compares and
				  contrasts freedom of the press in the United States and in other countries.
				  He/she continuously relates the value of a variety of information policies and
				  user agreements. The student examines and evaluates information communicated
				  from other patrons, peers, and other sources.
* Partial Mastery
The student demonstrates basic but inconsistent performance
				  of fundamental knowledge and skills characterized by errors and/or omissions in
				  Social Responsibility. With considerable assistance, the student evaluates
				  equitable access to information and describes and identifies censorship
				  implications in the United States and other countries. He/she inconsistently
				  relates the value of a variety of information policies and user agreements. The
				  student occasionally examines and evaluates information communicated from other
				  patrons, peers, and other sources.
* Novice
The student demonstrates substantial need for the development
				  of fundamental knowledge and skills, characterized by fragmented and incomplete
				  performance in Social Responsibility. Performance needs considerable
				  development. The student needs substantial assistance in accessing information
				  and in acknowledging freedom of the press in the United States and other
				  countries. With considerable assistance, he/she relates the value of a variety
				  of information policies and user agreements. The student needs guidance in
				  examining and evaluating information communicated from other patrons, peers,
				  and other resources.
Library Media Programs and Information Literacy Grade
				  12
Standard 1: Information Literacy LM.S.1
Students will become information literate by
* accessing information efficiently and effectively;
* evaluating information critically and competently;
* using information accurately and creatively.
Information Literacy Objectives
Students will:
LM.12.1.1 apply all library resources.
LM.12.1.2 create and develop a research question, thesis
				  statement or problem based on the nature, purpose and scope of the
				  project.
LM.12.1.3 determine if the research question, thesis
				  statement or problem is clear and searchable; refine and revise, as
				  necessary.
LM.12.1.4 critique research retrieved for authority,
				  accuracy, objectivity, currency, coverage and relevancy.
LM.12.1.5 assess information and sources to complete a final
				  product.
LM.12.1.6 determine a variety of technology resources for
				  curriculum needs and personal information needs (e.g., streaming video, CD/DVD,
				  subscription database).
Performance Descriptors (LM.PD.12.1)
* Distinguished
The student demonstrates exceptional and exemplary
				  performance with distinctive and sophisticated application of knowledge and
				  skills that exceeds the standard in Information Literacy. The student applies
				  sophisticated and independent use of all library resources. He/she creates an
				  enhanced and cohesive question, thesis statement or problem for a specific
				  project. The student elaborates and assesses the validity and authenticity of
				  information (e.g., authority, objectivity, accuracy). He/she automatically
				  evaluates and applies various technology resources for curriculum and personal
				  needs (e.g., streaming video, CD/DVD, subscription database).
* Above Mastery
The student demonstrates competent and proficient performance
				  and shows a thorough and effective application of knowledge and skills that
				  exceeds the standard in Information Literacy. The student demonstrates
				  competent and proficient use of all library resources. The student creates a
				  precise and effective question, thesis statement, or problem for a specific
				  project. The student shows a thorough effective validity and authenticity of
				  information (e.g., authority, objectivity, accuracy). The student critiques and
				  ranks retrieved information (e.g., streaming video, CD/DVD, subscription
				  database). The student employs various technology resources for curriculum, and
				  personal needs (e.g., streaming video, CD/DVD, subscription database).
* Mastery
The student demonstrates fundamental course or grade level
				  knowledge and skills by showing consistent and accurate academic performance
				  that meets the standard in Information Literacy. The student applies all
				  library resources. The student creates and develops a question, statement, or
				  problem for a specific project. The student determines the clarity and validity
				  of the question, statement, or problem, then refines and revises the question,
				  statement, or problem. The student critiques retrieved information (e.g.,
				  authority, objectivity, accuracy). The student assesses information and sources
				  for a final project. The student determines various technology resources for
				  curriculum needs and personal needs (e.g., streaming video, CD/DVD,
				  subscription database).
* Partial Mastery
The student demonstrates basic but inconsistent performance
				  of fundamental knowledge and skills characterized by errors and/or omissions in
				  Information Literacy. The student demonstrates basic, but inconsistent
				  performance of applying all library resources. The student creates simplistic
				  questions, statements, or problems for a specific project. He/she has sporadic
				  clarity and validity of the question, statement, or problem and, with prompts,
				  refines and revises the question, statement or problem (e.g., authority,
				  objectivity, accuracy). The student has limited use of retrieved information
				  and sources for a final project. The student, with applied prompts, uses
				  various technology resources for curriculum and personal needs (e.g., streaming
				  video, CD/DVD, subscription database).
* Novice
The student demonstrates substantial need for the development
				  of fundamental knowledge and skills, characterized by fragmented and incomplete
				  performance in Information Literacy. Performance needs considerable
				  development. The student demonstrates substantial need in applying fundamental
				  knowledge of library resources. He/she needs considerable development in
				  creating a question, statement, or problem for a specific project. The student
				  has fragmented and incomplete clarity, validity, and authenticity of
				  information (e.g., authority, objectivity, accuracy). He/she requires
				  substantial assistance in retrieving information and sources for a final
				  project. The student needs considerable development in technology resources for
				  curriculum and personal needs (e.g., streaming video, CD/DVD, subscription
				  database).
Independent Learning Objectives
Students will:
LM.12.2.1 organize information in systematic manner for
				  unity, coherence, clarity and emphasis.
LM.12.2.2 evaluate and select knowledge from software
				  programs and the Internet to create and present projects, products and
				  performances through a variety of information gathering tools.
LM.12.2.3 evaluate author's choice of genre.
LM.12.2.4 read books and other creative works from a variety
				  of world literature and relate them to personal information needs and
				  experiences.
LM.12.2.5 articulate personal goals in pursuit of individual
				  interest, academic requirements and career paths.
LM.12.2.6 recognize gaps in personal knowledge and apply
				  strategies for addressing them.
Performance Descriptors (LM.PD.12.2)
* Distinguished
The student demonstrates exceptional and exemplary
				  performance with distinctive and sophisticated application of knowledge and
				  skills that exceeds the standard in Independent Learning. The student analyzes
				  and evaluates information in a systematic manner. He/she automatically
				  evaluates and applies information from various information-gathering tools to
				  enhance and expand projects, productions and performances. The student
				  demonstrates reflection and insight of an author's choice of genre. He/she
				  reads books and other creative works with a critical eye to applying and
				  relating them to personal needs. The student defines and prioritizes personal
				  goals in pursuit of individual interests, academic requirements, and career
				  paths. He/she acknowledges the lack of personal knowledge and uses elaborate
				  strategies to address them.
* Above Mastery
The student demonstrates competent and proficient performance
				  and shows a thorough and effective application of knowledge and skills that
				  exceeds the standard in Independent Learning. The student organizes information
				  in a systematic manner. He/she coordinates information from various gathering
				  tools to create and present projects, productions, and performances. The
				  student has a sophisticated ability to evaluate an author's choice of genre.
				  He/she reads books and other literature for the purpose of applying information
				  to personal needs. The student is self-motivated to personal goals in pursuit
				  of individual interests, academic requirements, and career paths. He/she
				  independently addresses gaps in personal knowledge and applies strategies to
				  address them.
* Mastery
The student demonstrates fundamental course or grade level
				  knowledge and skills by showing consistent and accurate performance that meets
				  the standard in Independent Learning. The student organizes information in a
				  systematic manner. He/she evaluates and selects information from various
				  information gathering tools to create and present projects, productions, and
				  performances. The student evaluates an author's choice of genre. He/she reads
				  books and other creative works and relates them to personal needs. The student
				  develops personal goals in pursuit of individual interests, academic
				  requirements, and career paths. He/she recognizes gaps in personal knowledge
				  and seeks strategies to address them.
* Partial Mastery
The student demonstrates basic but inconsistent performance
				  of fundamental knowledge and skills characterized by errors and/or omissions in
				  Independent Learning. The student organizes basic information in a systematic
				  manner with limited success. He/she requires assistance to judge and select
				  information from various information gathering tools to create and present
				  projects, productions, and performances. The student, with prompts, explains an
				  author's choice of genre. He/she needs assistance in reading books and other
				  creative works and in relating them to personal needs. The student determines
				  limited personal goals in pursuit of individual interests, academic
				  requirements, and career paths. He she recognizes gaps in personal knowledge,
				  when pointed out, and sporadically applies strategies to address them.
* Novice
The student demonstrates substantial need for the development
				  of fundamental knowledge and skills characterized by fragmented and incomplete
				  performance in Independent Learning. Performance needs considerable
				  development. The student organizes basic information with considerable
				  assistance. He/she selects information from a very limited array of information
				  gathering tools to create and present projects, productions, and performances.
				  The student identifies the author's choice of genre. He/she needs considerable
				  assistance in reading books and other creative works and in relating them to
				  personal needs. The student requires assistance and encouragement in setting
				  personal goals in reference to individual interests, academic requirements, and
				  career paths. He/she recognizes gaps in personal knowledge but rarely applies
				  strategies to address them.
Social Responsibility Objectives
Students will:
LM.12.3.1 assess information communicated, delivered and
				  received through interaction with all stakeholders.
LM.12.3.2 collaborate with others to ensure equitable access
				  to information in a democratic society.
LM.12.3.3 explain conditions under which permission must be
				  obtained for the use of copyrighted materials.
LM.12.3.4 formulate the criteria for the reconsideration of
				  controversial materials in the school library.
LM.12.3.5 defend and justify information communicated,
				  delivered and received through interactionthrough all stakeholders.
Performance Descriptors (LM.PD.12.3)
* Distinguished
The student demonstrates exceptional and exemplary
				  performance with distinctive and sophisticated application of knowledge and
				  skills that exceeds the standard in Social Responsibility. The student
				  independently evaluates equitable access to information and compares and
				  contrasts freedom of the press in the United States and other countries. He/she
				  analyzes the impact of copyright permission and refines reconsideration
				  criteria for controversial materials. The student critiques, defends, and
				  applies information communicated and delivered from other patrons, peers, and
				  other sources.
* Above Mastery
The student demonstrates competent and proficient performance
				  and shows a thorough and effective application of knowledge and skills that
				  exceeds the standard in Social Responsibility. The student proficiently
				  accesses information and collaborates with others in the information inquiry
				  process. He/she defends freedom of the press. The student adequately uses
				  copyright permission and justifies reconsideration criteria for controversial
				  materials. The student interprets and analyzes information communicated and
				  delivered from other patrons, peers, and other sources.
* Mastery
The student demonstrates fundamental course or grade level
				  knowledge and skills by showing consistent and accurate academic performance
				  that meets the standard in Social Responsibility.
The student consistently accesses information and
				  collaborates with others in the information inquiry process. The student
				  explains copyright permission and creates reconsideration criteria for
				  controversial materials. He/she defends and justifies information communicated
				  and delivered from other patrons, peers, and other sources.
* Partial Mastery
The student demonstrates basic but inconsistent performance
				  of fundamental knowledge and skills characterized by errors and/or omissions in
				  Social Responsibility. With prompts and assistance the student accesses
				  information and collaborates with others in the information inquiry process.
				  The student partially explains copyright permission and with assistance,
				  creates reconsideration criteria for controversial materials. He/she
				  sporadically defends and justifies information communicated and delivered from
				  other patrons, peers, and other resources.
* Novice
The student demonstrates substantial need for the development
				  of fundamental knowledge and skills characterized by fragmented and incomplete
				  performance in Social Responsibility.
Performance needs considerable development. The student
				  demonstrates substantial need in accessing information and guided collaboration
				  with others in the information inquiry. He/she needs assistance in identifying
				  copyright permission and must be guided through reconsideration criteria for
				  controversial materials. The student, with teacher guidance, defends and
				  justifies information communicated from other patrons, peers, and other
				  resources.