STANDARD: 01
Students define an information problem and identify information needed to solve the problem.
OBJECTIVES:
01.1 Define an information problem.
Recognize that an information need exists. (SS)
Define the information problem. (SS)
Describe and analyze the task. (SS)
Identify the topic with teacher help. (SS) (LA)
Demonstrate that topics can be narrowed or broadened. (SS) (LA)
Formulate a variety of questions related to the topic, e.g., yes-no, open-ended. (SS) (LA)
Identify and distinguish subtopics from topics and formulate a variety of questions related to them. (SS) (LA)
Identify the audience in preparing and presenting a final product. (SS) (LA)
Compare a variety of presentation formats. (SS) (LA)
Develop evaluation criteria based on elements of an effective product or presentation. (SS)
Select from a variety of methods to track individual progress. (LA)
01.2 Identify information needed.
Identify and record information already known. (LA)
Compare different kinds of information contained in textual, pictorial, and numerical sources. (SS)
Identify and select subject and keyword search terms for print, audiovisual, or electronic resources. (SS)
Narrow or broaden subject and keyword search terms for print, audiovisual, or electronic resources. (SS)
Construct a timeline to complete the task using the Big6™ Information Problem-Solving Process. (SS)
Track progress and summarize the sequence of Step 1, Task Definition. (SS)(LA)
SKILLS AND STRATEGIES:
STANDARD: 02
Students identify, evaluate, and select potential information resources available in or through the school library media center.
OBJECTIVES:
02.1 Identify a wide range of resources.
Identify and describe general references, e.g., general encyclopedias, atlases, dictionaries, charts, maps, globes, pictures, periodicals, timelines, thesauri, almanacs, pamphlets, indexes. (SS)(LA)
Identify, use, and describe subject-specific references, e.g., science and history encyclopedias, historical atlases, sports encyclopedias, biographical dictionaries.
Identify and describe general collection resources, e.g., fiction and informational books, periodicals, audiovisual materials, general reference materials. (LA)
Identify people who are possible information resources, e.g., personal or electronic interviews or presentations.
Compare community resources, e.g., libraries, museums, businesses, government agencies.
Use electronic resources, e.g., CD-ROM, Pioneer, the Internet, telephone. (LA)
02.2 Evaluate and select the best resources.
Evaluate and select information resources that are understandable, available, relevant, current, and valid. (LA)
Distinguish between fact and opinion. (LA)
Compare and contrast information resources that show prejudice, stereotyping, and bias with information that does not.
Select resources in a variety of formats. (LA)
Track progress and summarize the sequence of Step 2, Information-Seeking Strategies. (LA)
SKILLS AND STRATEGIES:
STANDARD: 03
Students locate resources and access information within resources.
OBJECTIVES:
03.1 Locate identified resources.
Locate within the school library media center, collection catalog, picture books, informational and fiction books, audiovisual materials, periodicals, and general reference. (LA)
Apply knowledge of school library media center procedures and policies, e.g., rules, proper care of materials, requests for help, etiquette and "netiquette," inter-library loan procedures.
Use the electronic cataloging system to search by subject, author, title, keyword, series title. (LA)
Locate and use computer information resources, e.g., CD-ROM, Pioneer, e-mail, such Internet sites as periodical and poetry indexes, as available. (LA)
Locate fiction books in alphabetical order by author’s last name and biographies and other informational books by the Dewey Decimal Classification number and other book spine information.
03.2 Access information within resources.
Access information within print resources, e.g., table of contents, index, headings and subheadings, copyright date, volume number, guide words, glossary, bibliography, author's notes, introduction, footnotes, appendixes. (SS)(LA)
Demonstrate knowledge of operational procedures for accessing information in electronic resources. (LA)
Use appropriate interview techniques, e.g., prepare effective yes-no and open-ended questions that relate to the topic and subtopics, arrange appointments, record the interview with audio, video, or notetaking. (SS)(LA)
Record progress and reflections on the sequence of Step 3, Location and Access. (LA)
SKILLS AND STRATEGIES:
STANDARD: 04
Students engage and extract information.
OBJECTIVES:
04.1 Engage information in a resource.
Recall and organize previous knowledge of subject and build on that knowledge base. (LA)
Use questions formulated in Step 1, Task Definition, to guide reading, listening to, and viewing information. (LA)
Use headings and subheadings to help find information. (LA)
Identify a main idea under relevant headings, within written information. (LA)
Read and interpret graphic information found in illustrations, maps, and charts. (SS)(LA)
Determine significant concepts and details gained through reading, listening, and viewing. (LA)
Interview experts using questions prepared in Step 3, Location and Access. (SS)
04.2 Extract information from resources.
Evaluate and select information that is understandable, available, relevant, current, and objective. (LA)
Develop note-taking skills to record information, e.g., take notes on cards, photocopy, download, dictate. (LA)
Paraphrase or summarize information to avoid plagiarism. (LA)
Use direct quotation skills in notetaking, when needed. (LA)
Record information sources in an approved bibliographic citation format.
Record progress and reflections on the sequence of Step 4, Use of Information. (LA)
SKILLS AND STRATEGIES:
STANDARD: 05
Students organize, synthesize, and present information.
OBJECTIVES:
05.1 Organize information from multiple sources.
Select a product format that fits assignment and nature of information to be presented. (See Appendix A, Possible Final Products Examples.) (LA)
Organize and integrate information, e.g., using sequencing, webbing, outlining. (LA)
Create a first draft, gather feedback, edit, and refine. (LA)
Organize and record information sources in a bibliography using approved bibliographic format. (Appendix C)
Use appropriate technologies, e.g., word processing, photographing, audio recording, drawing and capturing illustrations, creating multimedia computer presentations, videotaping. (LA)
Apply previously established evaluation criteria (Step 1, Task Definition) and revise draft accordingly.
05.2 Present information.
Demonstrate good oral presentation techniques, e.g., face audience, speak slowly and clearly, project voice to back of room, show visuals effectively, use voice inflection. (LA)
Rehearse to meet presentation criteria. (LA)
Describe strengths and weaknesses of rehearsal presentation and revise accordingly. (LA)
Prepare the facility for final presentation.
Use facilities, resources, and equipment responsibly for the production and presentation, e.g., staging, props, seating arrangements, sound system, software and hardware, lighting.
Anticipate, prepare for, and elicit audience reaction, e.g., questions, comments, applause. (LA)
Present final product. (LA)
Record progress and reflections on the sequence of Step 5, Synthesis. (LA)
SKILLS AND STRATEGIES:
STANDARD: 06
Students evaluate the product and the process.
OBJECTIVES:
06.1 Evaluate the product.
Assess product effectiveness using objective evaluation criteria established in Step 1, Task Definition.
Use personal criteria such as quality of product and level of personal effort to evaluate the product.
Assess reaction from the audience, e.g., peers teachers, parents, judges. (LA)
Summarize what went well and what should be improved in future products.
06.2 Evaluate the process.
Recall activities, and impressions during each step of the Big6™ Process. (LA)
Assess the process for effectiveness and efficiency. (LA)
Reflect on and record one's assessment of the process, e.g., what was done well and why, what could have been improved, what was difficult and why. (LA)
SKILLS AND STRATEGIES:
STANDARD: 07
Students explore print material to learn how physical features of books and other resources contribute to meaning.
OBJECTIVES:
07.1 Demonstrate how graphic material conveys meaning.
Explain how illustrations, charts, graphs, and maps enhance understanding of the text. (SS)(LA)
Use graphics to enhance writing and research projects, e.g., illustrations, charts, graphs, maps. (SS)(LA)
07.2 Demonstrate an understanding of the physical features of books and other library resources.
Locate and define the parts of a book, e.g., title and half-title pages, table of contents, glossary, index, copyright information, publisher, bibliography, appendix, author and illustrator notes. (SS)(LA)
Identify, describe, and use the display features of electronic resources, e.g., buttons, scroll bars, menus, hot links. (SS)(LA)
SKILLS AND STRATEGIES:
STANDARD: 08
Students explore various aspects of literature in books and other formats.
OBJECTIVES:
08.1 Identify the contribution of authors and illustrators in the creation of literature.
Explain the role of the author. (LA)
Describe with examples the components of literary style, e.g., sentence patterns, pacing, voice, alliteration, personification. (LA)
Compare the roles of the author and illustrator.
Reproduce compositional elements in illustrations, e.g., shape, space, color, line, medium, perspective.
08.2 Identify and describe the elements of "story."
Find examples of the elements of "story," e.g., character, setting, plot, point-of-view, theme. (LA)
Identify and explain the techniques used by authors and illustrators to give definition to characters, e.g., verbal and visual descriptions, dialogue.
Identify the elements of the plot, i.e., rising action, climax, and ending. (LA)
Identify and describe the themes in stories, e.g., loyalty, determination, courage.
Identify and explain setting and how it affects the action, characters, and theme.Identify point-of-view, i.e., who tells the story, and explain how authors and illustrators establish point-of-view.
08.3 Explore and compare different types of literature to enrich and expand the reading experience.
Identify and describe the characteristics of various types of literature, e.g., fables, poetry, drama, realistic fiction, fantasy, folktales, fairy tales, myths, historical fiction, science fiction. (SS)(LA)
Read informational works, e.g., science, art, "how-to" books, technology, sports and recreation, pets, communication, transportation, economics, ecology, reference, history, geography. (SS)(LA)
SKILLS AND STRATEGIES:
STANDARD: 09
Students value the contribution of reading to becoming self-directed, lifelong learners.
OBJECTIVES:
09.1 Listen to and read a variety of literature to enhance selection.
Define and use a variety of evaluative criteria when selecting materials, e.g., interest, readability, relevance, currency, accuracy. (LA)
Distinguish among and read a variety of literary formats, e.g., periodicals, multimedia, short stories. (LA)
Listen to, read, and distinguish among works of literary quality, e.g., award books, classics, "notable" or "best" books, works of distinguished authors and illustrators. (LA)
09.2 Recognize, as readers, how literature offers a wide variety of life experiences and perspectives.
Recognize how reading can inform, delight, and enrich. (LA)
Share insights from and connections to fictional characters, people, and cultures from the past and present. (SS)(LA)
Develop empathy and perspective through interaction with a story’s characters, setting, plot, or theme. (LA)
SKILLS AND STRATEGIES:
STANDARD: 10
Awareness: Students will be aware that media literacy as a life skill is integral to modern citizenship, informed decision making, and healthy lifestyles.
OBJECTIVES:
10.1 Use basic terms and concepts of media.
Define and explain basic terms, e.g., media, media literacy, mass media, local media.
Classify, as print or nonprint, a variety of media and list the advantages and limitations of each, e.g., availability, cost, audience appeal, frequency, and ease of use. (HL)
10.2 Demonstrate how the use of media can broaden the educational experience.
Use examples to show how vicarious experience through media can provide cultural, geographic, and historic insights. (LA)
Explain how media experiences have the potential to help develop creativity and change perspectives, values, or lives. (HL)
10.3 Explain citizens’ rights and responsibilities with respect to media.
Explain ethically and legally responsible ways in which to use print and nonprint media. (SS)
Identify bibliographic and other important information in print and nonprint media, e.g., title, author, director, producer, copyright date, copyright and duplication warnings.
Identify and list how to be active consumers of media, e.g., respond with letters to editors, letters and telephone calls to station programmers and advertisers, flyers, posters. (SS)
10.4 Demonstrate how cultural heritage and experiences influence interpretation of media.
Recognize the value of differing viewpoints. (LA)
Describe and explain how emotions and experiences influence understanding and interpretation of media.
Explain how social and cultural attitudes and backgrounds influence understanding and interpretation of media, e.g., gender bias, ethnic and cultural content.
10.5 Recognize the purposeful and careful construction of media productions.
Explain how media productions may be constructed to create or influence a perception of reality. (HL)
Classify examples of real, realistic, and unreal content in media, e.g., a dinosaur artifact, a dinosaur museum replica, a cartoon representation of a dinosaur. (LA)
Identify examples of advertising with multiple messages, e.g., associating increased athletic ability with certain products, promoting certain cereals as healthy. (HL)
SKILLS AND STRATEGIES:
STANDARD: 11
Analysis: Students analyze elements of media messages to understand their forms and functions, content, intent, and effects on the receiver.
OBJECTIVES:
11.1 Analyze techniques used to construct media messages.
List and describe elements of communication, i.e., sender, message, receiver.
Identify and describe with examples the purposes and perspectives of media messages. (HL)(SS)
Identify examples of how sound is manipulated in constructing media messages, e.g., music, sound effects, decibel level. (HL)
Identify visual effects used in constructing media messages, e.g., shot selection, camera angles, zooms, cuts, color, graphics, wipes, dissolves, lighting, flashback. (HL)
Describe how written and verbal texts are manipulated in constructing a media message, e.g., amount, color, repetition of text, pace, content, volume. (HL)
Describe how editing alters media messages. (HL)
11.2 Analyze, question, and think critically about media messages.
Summarize the content of media messages. (LA)
Differentiate between advertisements and other content material, e.g., television, periodicals, radio, the Internet, movies, videos, "infomercials."
Discuss the possible intents, obvious and hidden, of media messages, e.g., in advertising, educational programming, public service announcements. (HL)
Identify fact and opinion in a variety of media messages. (HL)(LA)
Identify persuasive techniques in advertising, e.g., negative side-by-side comparison, "torture test," "plain folks," health and nature, theatrical extravaganza. (HL)
Compare and contrast media messages for a balance of diversity, e.g., gender, age, ethnic representation, physical and mental ability, and socio-economic level.
11.3 Analyze effects of media messages on the receiver.
Predict the possible effects of advertising, e.g., accurate vs. misleading information, positive vs. damaging portrayals. (HL)(SS)
Identify media messages for ethics and values, e.g., honesty, responsibility, caring, respect, trust, justice. (HL)
Explain possible effects of viewing gratuitous violence and other excessive behaviors, e.g., promoting fear, promoting aggressive behavior, increasing desire for more violent programming, desensitizing viewers, encouraging imitative behavior, offering unrealistic solutions to problems. (HL)
SKILLS AND STRATEGIES:
STANDARD: 12
Evaluation: Students evaluate elements and intended results of media messages to facilitate selection for personal and educational use.
OBJECTIVES:
12.1 Critique the aesthetic elements of media messages.
Apply criteria for the effective use of visual techniques in media messages, e.g., color, graphics, zooms, cuts.
Apply criteria for the effective use of time manipulation in media messages, e.g., slow motion, instant replay, time lapse.
List criteria for the effective use of written and verbal text in media messages, e.g., color, volume (loudness), pace.
12.2 Evaluate the effectiveness of media for intended results from targeted audiences.
Analyze print and nonprint versions of the same media message.
Identify and assess the impact of stereotyping on various groups.
12.3 Evaluate and select media for personal and educational use.
Analyze the amount of time devoted to media with the amount of time devoted to reading, exercise, participation sports, the arts.
Recognize criteria and evaluative resources in making wise media choices, e.g., conferring with parents and teachers, consulting reviews and ratings.
Evaluate media messages for accuracy, authenticity and relevance, e.g., verify facts with additional resources.
Evaluate and select media materials to meet educational needs, e.g., presentations, research. (LA)
SKILLS AND STRATEGIES:
STANDARD: 13
Production: Students produce media messages in selected formats.
OBJECTIVES:
13.1 Students prepare messages for presentation by using a multi-step planning process.
Determine message to convey, considering content, intent, and length.
Define the target audience for message, e.g., peers, parents, community.
Select the most appropriate medium for each message, e.g., poster, brochure, advertisement.
Identify items needed for presentations, e.g., art materials, video or recording equipment.
13.2 Students develop and apply criteria for quality media productions.
Establish criteria for quality media productions.
Select components of the medium, e.g., format, materials, color, design, size, graphics, sound.
Draft and refine message, e.g., storyboarding, sketching, editing. Identify good presentation techniques.
Cite sources used in productions.
13.3 Students present or exhibit media messages and evaluate their final products.
Plan and prepare presentation settings.
Practice good presentation techniques, e.g., face audience, speak slowly and clearly, project voice to back of room.
Present media message to appropriate group, e.g., peers, parents, community.
Evaluate final products for effectiveness.
SKILLS AND STRATEGIES: