1 | OASL SCHOOL LIBRARY GRADE-LEVEL LEARNING GOALS: INFORMATION LITERACY | UPDATED 12/2023 | |||||||||||
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2 | Glossary of highlighted terms | ||||||||||||
3 | STRAND: INFORMATION LITERACY Use strategies for locating, selecting, organizing, understanding, evaluating, using, and producing information, within physical and digital information environments | ||||||||||||
4 | Standard 1: Use skills, resources, and tools to inquire, think critically, and gain knowledge | ||||||||||||
5 | INDICATOR | K-1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 | 9/10 | 11/12 | 13 | 14 |
6 | LIB 1.1.A Follow an inquiry-based process to seek knowledge | With guidance an support, develop and awareness that inquiry has a process | With prompting, guidance, and support, follow an inquiry process using a prescribed framework | With guidance and support, follow an inquiry process using a prescribed framework | With support, follow an inquiry process using a prescribed framework | Follow an inquiry process using a prescribed framework | With guidance and support, follow an inquiry process selecting from among prescribed frameworks | With support, follow an inquiry process selecting from among prescribed frameworks | Follow an inquiry process selecting from among prescribed frameworks | With guidance and support, evaluate, select, and follow an inquiry process using a framework | With support, evaluate, select, and follow an inquiry process using a framework | Develop a researchable question which demonstrates curiosity about a topic | Develop a research question for inquiry within a particular discipline or professional/technical area |
7 | LIB 1.1.B Apply prior knowledge to new learning | With prompting and support, explore the concept of prior knowledge | With prompting and support, use prior knowledge to make connections to a problem, question, or topic | With support, use prior knowledge to make connections to a problem, question, or topic | Use prior knowledge to make connections to a problem, question, or topic | With prompting, guidance and support, evaluate accuracy of prior knowledge and explore ways in which prior knowledge can be used to inform next steps for research | With guidance and support, evaluate accuracy of prior knowledge when making connections to a problem, question, or topic; and use prior knowledge to inform next steps for research | With support, evaluate accuracy of prior knowledge and use prior knowledge to inform next steps for research | Evaluate accuracy of prior knowledge and use prior knowledge to inform next steps for research | With guidance and support, indentify and evaluate personal bias when using prior knowledge to inform research process. | With support, indentify and evaluate personal bias when using prior knowledge to inform research process. | Use divergent thinking (brainstorming, lateral thinking) and metacognitive reflection to surface prior knowledge, identify points of personal connection to apply to new knowledge, consider accuracy of prior knowledge, and to extend perceptions to include additional perspectives for next steps in research | Use divergent thinking (brainstorming, lateral thinking) and metacognitive reflection to surface prior knowledge related to a new rhetorical or discipline specific problem, identify points of personal connection to apply to new knowledge, consider accuracy of prior knowledge, and to extend perceptions to include additional perspectives for next steps in research |
8 | LIB 1.1.C Develop, select, clarify, and use questions to search for information | With guidance and support, generate questions about a topic | With guidance and support, generate questions and select a focal question to explore a topic | With guidance and support, generate and use multiple questions to explore a topic | With support, generate and use multiple questions to explore a topic | With prompting, guidance and support, generate researchable questions and evaluate them for validity and purpose. | With guidance and support, generate researchable questions and evaluate them for validity and purpose. | With support, generate researchable questions and evaluate them for validity and purpose. | With guidance and support, generate researchable questions and evaluate them for validity and purpose, making strategic decisions to modify and rewrite as needed. | With support, generate researchable questions and evaluate them for validity and purpose, making strategic decisions to modify and rewrite as needed. | Generate research questions and evaluate them for validity and puposefulness, making strategic decisions to modify, rewrite or replace where needed. | Generate questions related to as well as embedded within a focused topic statement, evaluate those questions for perspective and point of view, identify research questions that practitioners or scholars are studying on the topic, and synthesize to a researchable question which addresses a problem or issue | Generate questions related to as well as embedded within a focused topic statement, relevant to a particular discourse community or discipline, and evaluate those questions for perspective and point of view, and synthesize to a researchable question which addresses a problem or issue |
9 | LIB 1.1.D Develop, select, clarify, and use strategies to search for information | With prompting, guidance, and support, demonstrate an understanding that research begins by asking questions | With prompting, guidance, and support, demonstrate an understanding that research begins by asking questions and identifying keywords from the question | With prompting, guidance, and support, use research questions to find information by generating keywords, synonyms, and related concepts. | With guidance and support, use research questions to find information by generating keywords, synonyms, and related concepts. | With support, use research questions to find information by generating keywords, synonyms, and related concepts. | With prompting, guidance, and support, use advanced search strategies and limiters to expand, refine, and assess search results. | With guidance, and support, use advanced search strategies and limiters to expand, refine, and assess search results. | With support, use advanced search strategies and limiters to expand, refine, and assess search results. | With guidance and support, use subject specific vocabulary, advanced search strategies, and limiters to expand, refine, assess, and improve search results. | With support, use subject specific vocabulary, advanced search strategies, and limiters to expand, refine, assess, and improve search results. | Use advanced search strategies and different types of search language (controlled vocabulary, natural or colloquial language, keywords) for different applications | Use advanced search strategies and different types of search language (controlled vocabulary, natural or colloquial language, keywords) for different applications in discipline specific, technical area, or discourse community |
10 | LIB 1.1.E Find, evaluate, and select appropriate sources to answer questions | With prompting, guidance, and support, find and use sources to answer questions | With prompting, guidance, and support, find and use sources to answer questions, and demonstrate an understanding that criteria is used to select relevant sources | With guidance and support, find and use sources to answer questions, and demonstrate an understanding that criteria is used to select relevant sources | With support, find and use sources to answer questions, and demonstrate an understanding that criteria is used to select relevant sources | With prompting, guidance, and support, identify, select, and use sources related to research task, and use criteria to evaluate for timeliness, relevance, accuracy, authority, and purpose | With guidance and support, identify, select, and use sources related to research task, and use criteria to evaluate for timeliness, relevance, accuracy, authority, and purpose | With support, identify, select, and use sources related to research task, and use criteria to evaluate for timeliness, relevance, accuracy, authority, and purpose | Identify, select, and use sources related to research task, and use criteria to evaluate for timeliness, relevance, accuracy, authority, and purpose | With guidance and support, evaluate sources for timeliness, relevance, accuracy, authority, and purpose, and read laterally to evaluate the reliability of information | With support, evaluate sources for timeliness, relevance, accuracy, authority, and purpose, and read laterally to evaluate the reliability of information | Read laterally to evaluate the reliability of information, and evaluate sources for usefulness, relevance, author's expertise | Read laterally to evaluate the reliability of information, and evaluate sources for usefulness, reliability, author's expertise, frequency of citation, and position within the scholarly conversation |
11 | LIB 1.1.F Select and use tools within sources to access content | With prompting, guidance, and support, understand the conventions [structure] of a source, and use basic navigational tools to search | With guidance and support, understand the conventions [structure] of a source, and use basic navigational tools to search | With support, understand the conventions [structure] of a source, and use basic navigational tools to search | With prompting, guidance, and support, use basic navigational tools within a variety of sources to access content | With guidance and support, use basic navigational tools within a variety of sources to access content | With support, use use basic navigational tools within a variety of sources to access content | With guidance and support, use advanced navigational tools to access content found in a variety of sources | With support, use advanced navigational tools to access content found in a variety of sources | With guidance and support, select and use effective tools within sources to access information, including specialized and subject-specific sources | With support, select and use effective tools within sources to access information, including specialized and subject-specific sources | With support, select and use effective tools and source types with specific conventions, to access information, including specialized, subject-specific, and scholarly sources | Select and use effective tools and source types with specific conventions, to access information, including specialized, subject-specific, and scholarly sources |
12 | LIB 1.1.G Evaluate information for accuracy, validity, importance, and bias | Begins in Grade 2 | With prompting, guidance, and support, explore accuracy, validity, importance, and bias as concepts for evaluating information | With guidance and support, explore accuracy, validity, importance, and bias as concepts for evaluating information | With support, explore accuracy, validity, importance, and bias as concepts for evaluating information | With prompting, guidance, and support, evaluate information for accuracy, validity, importance, and bias | With guidance and support, evaluate information for accuracy, validity, importance, and bias | With support, evaluate information for accuracy, validity, importance, and bias | Evaluate information for accuracy, validity, importance, and bias | With guidance, and support, evaluate information for accuracy, validity, importance, and bias, using increasingly complex qualifiers | With support, evaluate information for accuracy, validity, importance, and bias, using increasingly complex qualifiers | Evaluate information for accuracy, validity, importance, and bias, using increasingly complex qualifiers | Evaluate information for accuracy, validity, importance, and bias, using increasingly complex qualifiers for professional/technical focus |
13 | LIB 1.1.H Read, view, and listen to information in a variety of formats | With prompting, guidance, and support, explore and engage with information presented in a variety of formats | With guidance and support, engage with information presented in a variety of formats | With support, engage with information presented in a variety of formats | Engage with information presented in a variety of formats | With prompting, guidance, and support, identify the usefulness of reading, listening to, and viewing information in a variety of formats | With guidance and support, identify the usefulness of reading, listening to, and viewing information in a variety of formats | With support, identify the usefulness of reading, listening to, and viewing information in a variety of formats | Identify the usefulness of reading, listening to, and viewing information in a variety of formats | With guidance and support, use a variety of source formats to find information for a specific purpose | With support, use a variety of source formats to find information for a specific purpose | Compare and use sources from a variety of digital formats and select the most appropriate for a specific purpose | Compare and use sources from a variety of digital formats and select the most appropriate for a specific purpose within a discipline-specific or professional/technical context |
14 | LIB 1.1.I Collaborate to broaden and deepen understanding | With prompting, guidance, and support, use protocols for collaboration in digital and physical environments | With guidance and support, use protocols for collaboration in digital and physical environments | With support, use protocols for collaboration in digital and physical environments | With prompting, guidance, and support, identify the benefits of collaboration within digital and physical environments specific to purpose | With guidance and support, identify the benefits of collaboration within digital and physical environments specific to purpose | With support, identify the benefits of collaboration within digital and physical environments specific to purpose | With prompting, guidance, and support, collaborate within digital and physical environments for a variety of purposes | With guidance and support, collaborate within digital and physical environments for a variety of purposes | With support, collaborate within digital and physical environments for a variety of purposes | Collaborate within digital and physical environments for a variety of purposes | Collaborate with others within digital and physical environments to build and improve content, develop new knowledge, and improve metaliteracies | Collaborate with others within digital and physical environments to create content, developing discipline-specific or professional/technical knowledge by working through threshold concepts and metaliteracies |
15 | LIB 1.1.J Assess the effectiveness of questions, strategies, and processes used in research to find information | With prompting, guidance, and support, demonstrate an understanding that asking questions guides research | With prompting, guidance, and support, demonstrate an understanding that asking relevant questions guides research | With guidance and support, demonstrate an understanding that asking relevant, answerable questions guides research, and that there are strategies within the research process | With guidance and support, demonstrate an understanding that asking relevant, answerable questions guides research and that questions may need to be refined; and that there are strategies within the research process | With prompting, guidance and support, ask relevant, answerable questions to guide research; evaluate questions and research strategies for effectiveness and refine as needed | With guidance and support, ask relevant, answerable questions to guide research; evaluate questions and research strategies for effectiveness and refine as needed | With support, ask relevant, answerable questions to guide research; evaluate questions and research strategies for effectiveness and refine as needed | Ask relevant, answerable questions to guide research; evaluate questions and research strategies for effectiveness and refine as needed | With guidance and support, evaluate the effectiveness of various research strategies and processes, and select strategies that best support each research need | With support, evaluate the effectiveness of various research strategies and processes, and select strategies that best support each research need | Reflect on the effectiveness of a research process including problem solving, and progress through developing a topic into a researchable question | Reflect on the effectiveness of a research process including problem solving, and progress through developing a topic into a disciplinary or professional/technical researchable question |
16 | Standard 2: Use skills, resources, and tools to draw conclusions, make informed decisions, create new knowledge and apply knowledge to new situations | ||||||||||||
17 | INDICATOR | K-1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 | 9/10 | 11/12 | 13 | 14 |
18 | LIB 1.2.A Analyze and evaluate information to draw conclusions | With prompting and support, explore the concept of main idea and supporting details | With prompting, guidance, and support, draw conclusions referring to main ideas and supporting details from a source | With guidance and support, draw conclusions referring to main ideas and supporting details from a source | With support, draw conclusions referring to main ideas and supporting details across multiple sources | Draw conclusions referring to main ideas and supporting details across multiple sources | With guidance and support, draw conclusions using main ideas and supporting details across multiple sources | With support, draw conclusions using main ideas and supporting details across multiple sources | Draw conclusions using main ideas and supporting details across multiple sources | With prompting, guidance and support, draw conclusions by analyzing subtleties, complexities, and varying views across multiple sources | With guidance and support, draw conclusions by analyzing subtleties, complexities, and varying views across multiple sources | Analyze subtleties, complexities, varying views, and reasoning, from multiple sources to draw conclusions | Analyze subtleties, complexities, varying views, reasoning, discipline specific or professional/technical discussion, results, and evidence to draw conclusions |
19 | LIB 1.2.B Analyze and evaluate information to make informed decisions | Explore the concept of author's purpose | With prompting, guidance and support, evaluate information for purpose and point of view | With guidance and support, evaluate information for purpose and point of view | With support, evaluate information for purpose and point of view | Evaluate information for purpose and point of view | With guidance and support, evaluate information considering elements such as bias, credibility, reliability, relevance to make informed decisions | With support, evaluate information considering elements such as bias, credibility, reliability, relevance to make informed decisions | Evaluate information considering elements such as bias, credibility, reliability, relevance to make informed decisions | With guidance and support, evaluate information considering elements such as cultural perspective, use of rhetoric, soundness of reasoning, and personal biases to make informed decisions | With support, evaluate information considering elements such as cultural perspective, use of rhetoric, soundness of reasoning, and personal biases to make informed decisions | To make an informed decision, evaluate information, examine multiple positions, points of view, forms of argument, and challenge one’s assumptions including confirmation bias | To make an informed decision, evaluate information, examine multiple positions, points of view, forms of argument, and challenge one’s assumptions including confirmation bias and to change a thesis when the predominance of evidence from reliable sources contradicts one’s initial hypothesis |
20 | LIB 1.2.C Analyze, organize, and synthesize information using a variety of tools | With prompting, guidance, and support, explore and use tools to organize information | With guidance and support, use tools to organize information, and examine the criteria used for organizing | With support, use tools to organize information, and examine the criteria used for organizing | With prompting, guidance, and support, examine and use tools to organize, analyze, and synthesize information | With guidance and support, examine and use tools to organize, analyze, and synthesize information | With prompting, guidance, and support, evaluate a variety of tools for organizing, analyzing, and systhesizing information and select tool(s) relevant to the need/purpose | With guidance and support, evaluate a variety of tools for organizing, analyzing, and systhesizing information and select tool(s) relevant to the need/purpose | With support, evaluate a variety of tools for organizing, analyzing, and systhesizing information and select tool(s) relevant to the need/purpose | With guidance and support, use tools to concurrently organize, analyze, and synthesize information | With support, use tools to concurrently organize, analyze, and synthesize information | Use tools to concurrently organize, analyze, and synthesize information | Use tools to concurrently organize, analyze, and synthesize information in a discipline specific or professional/technical context |
21 | LIB 1.2.D Use information to answer questions and inspire further investigation | With prompting and support, answer questions about key details from teacher provided source | With support, answer questions about key details from teacher provided source | With prompting, guidance, and support, answer questions to demonstrate an understanding of information from a source by citing details and examples from a source | With guidance and support, answer questions to demonstrate an understanding of information from a source by citing details and examples from a source | With support, answer complex questions by citing details and examples from a source | With support, answer complex questions that require citing details and examples from a source | With prompting, guidance, and support, provide well-developed answers (e.g., detailed, quantifiable, evidential, reliable, cited) to complex questions using varied and multiple sources | With guidance and support, provide well-developed answers (e.g., detailed, quantifiable, evidential, reliable, cited) to complex questions using varied and multiple sources | With support, provide well-developed answers (e.g., detailed, quantifiable, evidential, reliable, cited) to complex questions using varied and multiple sources | Provide well-developed answers (e.g., detailed, quantifiable, evidential, reliable, cited) to complex questions using varied and multiple sources | Answer questions using information (quoted or paraphrased correctly) in proper context, providing attribution using varied and multiple sources | Answer questions using information (quoted or paraphrased correctly) in proper context, providing attribution using varied and multiple sources in a discipline or professional/technical area |
22 | LIB 1.2.E Use information to solve real-world problems and inspire further investigation | With guidance and support, use teacher provided information to solve a simple problem | With prompting, guidance, and support, use multiple teacher provided sources to generate possible solutions to a real-world problem; and explore questions that arise from the investigation | With guidance and support, use multiple teacher provided sources to generate possible solutions to a real-world problem; and explore questions that arise from the investigation | With support, use multiple teacher provided sources to generate possible solutions to a real-world problem; and explore questions that arise from the investigation | With prompting, guidance, and support, use credible information to identify real-world problems, generate possible solutions, and explore questions that arise from the investigation | With guidance and support, use credible information to identify real-world problems, generate possible solutions, and explore questions that arise from the investigation | With support, use credible information to identify real-world problems, generate possible solutions, and explore questions that arise from the investigation | Use credible information to identify real-world problems, generate possible solutions, and explore questions that arise from the investigation | With guidance and support, address complex real-world problems; generate solutions supported by facts and evidence from credible sources; and expand thinking to explore connections for further investigations | With support, address complex real-world problems; generate solutions supported by facts and evidence from credible sources; and expand thinking to explore connections for further investigations | Make personal connections to topics of interest (personal experience, expertise, interest in new ideas and for academic or personal development) in order to locate and use information from credible sources, to extend complexity in thinking about a current event, social issue or other real-world problem, and to generate solutions with insight and synthesis | Make personal connections to topics of interest (personal experience, expertise, interest in new ideas and for academic or personal development) in order to locate and use information from more than one discipline specific or professional/technical level source , to extend complexity in thinking about a current event, social issue or other real-world problem, to generate solutions with insight and synthesis |
23 | LIB 1.2.F Collaborate with others to exchange ideas, develop new understandings, make decisions, and solve problems | With prompting, guidance, and support, use protocols for collaboration in digital and physical environments | With guidance and support, use protocols for collaboration in digital and physical environments | With support, use protocols for collaboration in digital and physical environments | With prompting, guidance, and support, identify the benefits of collaboration within digital and physical environments specific to need/purpose | With guidance and support, identify the benefits of collaboration within digital and physical environments specific to need/purpose | With support, identify the benefits of collaboration within digital and physical environments specific to need/purpose | With prompting, guidance, and support, collaborate within digital and physical environments for a variety of needs/purposes | With guidance and support, collaborate within digital and physical environments for a variety of needs/purposes | With support, collaborate within digital and physical environments for a variety of needs/purposes | Collaborate within digital and physical environments for a variety of needs/purposes | Share experiences, participate in decision-making, and collaboratively identify methods of assessing the usefulness of ideas and sources, to build new knowledge, create new works, and solve problems | Share experiences, participate in decision-making, and collaboratively identify methods of assessing the usefulness of ideas and sources, to build new knowledge, create new works, and solve problems, informed by the norms and expectations of a discipline or professional/technical area, in order to build new knowledge and solve problems |
24 | LIB 1.2.G Reach and defend informed conclusions based on best evidence | Begins in Grade 2 | Explore the concept of reaching a conclusion | With prompting, guidance, and support, demonstrate an understanding of the difference between informed and uninformed conclusions and the role of evidence | With prompting, guidance and support, reach an informed conclusion based on evidence | With guidance and support, reach an informed conclusion based on evidence | With guidance and support, use evidence to defend an informed conclusion | With support, use evidence to defend an informed conclusion | Use evidence to defend an informed conclusion | With guidance and support, defend an informed conclusion with best evidence, by identifying increasingly complex criteria for evidence (e.g., objectivity, reasoning, and verifiable facts) | With support, defend an informed conclusion with best evidence, by identifying increasingly complex criteria for evidence (e.g., objectivity, reasoning, and verifiable facts) | Make and defend informed conclusions based on complex criteria, including exploring multiple points of view, setting aside personal prejudices and assumptions, locating best evidence, and considering criteria specific to a topic | Make and defend informed conclusions based on complex criteria including rigorous research methods, locating corroborative and tested evidence, and considering criteria specific to a discipline or professional/technical area |
25 | LIB 1.2.H Evaluate the effectiveness of the skills and tools used to create new knowledge | Begins in Grade 3 | Begins in Grade 3 | With prompting, guidance, and support, identify the skills and/or tools used to create new knowledge | With guidance and support, identify the skills and/or tools used to create new knowledge | With support, identify the skills and/or tools used to create new knowledge | With prompting, guidance, and support, select and reflect on the effectiveness of skills and tools used to create new knowledge | With guidance and support, select and reflect on the effectiveness of skills and tools used to create new knowledge | With support, select and reflect on the effectiveness of skills and tools used to create new knowledge | With guidance and support, select and evaluate skills and tools used to create new knowledge | With support, select and evaluate skills and tools used to create new knowledge | Reflect on the development of new knowledge in a topic, and evaluate the effectiveness of the strategies and tools used in a research process | Reflect on the development of new knowledge in a topic from a discipline specific, or professional/technical area, and evaluate the effectiveness of the strategies and tools used in a research process |
26 | Standard 3: Use skills, resources, and tools to create and share work that expresses and demonstrates new understandings | ||||||||||||
27 | INDICATOR | K-1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 | 9/10 | 11/12 | 13 | 14 |
28 | LIB 1.3.A Analyze delivery formats for sharing understanding | With prompting, guidance, and support, discuss and use various delivery formats to create and share work | With guidance and support, discuss and use various delivery formats to create and share work | With support, discuss and use various delivery formats to create and share work | With prompting, guidance, and support, evaluate and use delivery formats to create and share work based on purpose and audience | With guidance and support, evaluate and use delivery formats to create and share work based on purpose and audience | With prompting, guidance, and support, analyze, select, and justify a delivery format to create and share work based on purpose and audience | With guidance and support, analyze, select, and justify a delivery format to create and share work based on purpose and audience | With support, analyze, select, and justify a delivery format to create and share work based on purpose and audience | With guidance and support, analyze, select, and defend delivery format to create and share work based on purpose and audience | With support, analyze, select, and defend delivery format based on purpose and audience | Analyze delivery formats for clarity of communication, accessibility, audience, purpose, ease of use, and modes of learning to select the most appropriate format for sharing understanding | Analyze delivery formats for usefulness, adaptability, and appropriate format to communicate demonstrate an understanding in a discipline specific or professional/technical area |
29 | LIB 1.3.B Use appropriate tools to create and share new work | With prompting, guidance and support, use a variety of tools to create and share work | With guidance and support, use a variety of tools to create and share work | With support, use a variety of tools to create and share work | With prompting, guidance, and support, select appropriate tools to create and share work based on purpose and audience | With guidance and support, select appropriate tools to create and share work based on purpose and audience | With prompting, guidance, and support, select and justify appropriate tools to create and share work based on purpose and audience | With guidance and support, select and justify appropriate tools to create and share work based on purpose and audience | With support, select and justify appropriate tools to create and share work based on purpose and audience | With guidance and support, select and defend appropriate tools used to create and share work based on purpose and audience | With support, select and defend appropriate tools used to create and share work based on purpose and audience | Select the most appropriate tools to create and share work based on purpose and audience | Select the most appropriate tools to create and to share work, based on purpose and audience, for online or in-person presentation |
30 | LIB 1.3.C Collaborate with others to create original products and share new understanding | With prompting, guidance, and support, use protocols for collaboration in digital and physical environments | With guidance and support, use protocols for collaboration in digital and physical environments | With support, use protocols for collaboration in digital and physical environments | With prompting, guidance, and support, identify the benefits of collaboration within digital and physical environments specific to need/purpose | With guidance and support, identify the benefits of collaboration within digital and physical environments specific to need/purpose | With support, identify the benefits of collaboration within digital and physical environments specific to need/purpose | With prompting, guidance, and support, collaborate within digital and physical environments for a variety of needs/purposes | With guidance and support, collaborate within digital and physical environments for a variety of needs/purposes | With support, collaborate within digital and physical environments for a variety of needs/purposes | Collaborate within digital and physical environments for a variety of needs/purposes | Set up a shared plan, use project management skills to equitably share new understandings, and create and share content in collaborative groups | Within a field of study, rhetorical or discipline specific content group, set up a shared plan, use project management skills to equitably share new understandings, and create and share content in collaborative groups |
31 | LIB 1.3.D Reflect on a product's effectiveness in expressing and demonstrating new understandings | With prompting, guidance, and support, discuss whether a product effectively expresses new understandings | With guidance and support, discuss whether a product effectively demonstrates new understandings | With support discuss whether a product effectively demonstrates new understandings | With prompting, guidance, and support, identify ways to reflect on a product's expression of new understandings. | With guidance and support, identify ways to reflect on a product's expression of new understandings. | With support, identify ways to reflect on a product's expression of new understandings. | With prompting, guidance, and support, reflect on the effectiveness of a product's expression of new understandings, evaluating both the product and the creation process | With guidance and support, reflect on the effectiveness of a product's expression of new understandings, evaluating both the product and the creation process | With support, reflect on the effectiveness of a product's expression of new understandings, evaluating both the product and the creation process | Reflect on the effectiveness of a product's expression of new understandings, evaluating both the product and the creation process | Identify and use specific criteria to track the acquisition of new understanding and to evaluate the effectiveness of a created product | Use a discipline specific or professional/technical framework to track the acquisition of new understanding and to evaluate the effectiveness of a created product |
1 | OASL SCHOOL LIBRARY GRADE-LEVEL LEARNING GOALS : READING ENGAGEMENT | 12/2023 | ||||||||||||||||||||||||||
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2 | Glossary of highlighted terms | |||||||||||||||||||||||||||
3 | STRAND: READING ENGAGEMENT Read to pursue lifelong intellectual, personal, and emotional growth | |||||||||||||||||||||||||||
4 | Standard 1: Develop an appreciation for reading | |||||||||||||||||||||||||||
5 | INDICATOR | K-1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 | 9/10 | 11/12 | 13 | 14 | |||||||||||||||
6 | LIB 2.1.A Read, listen to, and view a variety of genres and formats | With prompting, guidance, and support, interact with different genres and formats | With prompting, guidance, and support, self-select and interact with different genres and formats | With guidance and support, self-select and interact with different genres and formats, and demonstrate an understanding that each genre has specific characteristics | With support, self-select and interact with different genres and formats, and demonstrate an understanding that each genre has specific characteristics | With prompting, guidance, and support, select and read from a variety of genres and formats and identify their characteristics | With guidance and support, select and read from a variety of genres and formats and identify their characteristics | With support, select and read from a variety of genres and formats and identify their characteristics | Select and read from a variety of genres and formats and identify their characteristics | With guidance and support, select and read increasingly complex text from a wide variety of genres and formats | With support, select and read increasingly complex text from a wide variety of genres and formats | Select and read increasingly complex text from a variety of genres and formats, and develop a reading literacy agenda (increase range of selection, self-challenge to stretch abilities) | Select and read increasingly complex text within the field of study, or discipline specific content, and develop a reading literacy agenda | |||||||||||||||
7 | LIB 2.1.B Identify, reflect upon and respond to works which exemplify the human experience | With prompting, guidance, and support, develop an awareness of and respond to the similarities and differences between various works and personal experiences | With guidance and support, develop an awareness of and respond to the similarities and differences between various works and personal experiences | With prompting, guidance, and support, discuss and reflect upon new and/or familiar perspectives encountered in a variety of works | With guidance and support, discuss and reflect upon new and/or familiar perspectives encountered in a variety of works | With prompting, guidance, and support, identify and reflect upon how personal experiences and perspectives are reflected in universal theme(s), and exemplify the human experience | With guidance and support, identify and reflect upon how personal experiences and perspectives are reflected in universal theme(s), and exemplify the human experience | With support, identify and reflect upon how personal experiences and perspectives are reflected in universal theme(s), and exemplify the human experience | Identify and reflect upon how personal experiences and perspectives are reflected in universal theme(s), and exemplify the human experience | With support, identify and reflect upon how personal experiences and perspectives are reflected in universal theme(s) across multiple works, and exemplify the human experience | With support, identify and reflect upon multiple universal themes across multiple works, and how they exemplify the human experience | Recognize universal themes and trace their development in information sources | Recognize universal themes within the field of study, or discipline specific content, and trace their development in information sources | |||||||||||||||
8 | LIB 2.1.C Read to answer questions, make decisions, or solve problems | With prompting, guidance, and support, listen and read for information and enjoyment | With guidance and support, demonstrate an understanding that reading can help in answering questions, making decisions, and solving problems | With support, demonstrate an understanding that reading can help in answering questions, making decisions, and solving problems | Demonstrate an understanding that reading can help in answering questions, making decisions, and solving problems | With prompting, guidance, and support, expand and cultivate reading selections to explore personal interests, to make decisions, and solve problems | With guidance and support, expand and cultivate reading selections to explore personal interests, to make decisions, and solve problems | With support, expand and cultivate reading selections to explore personal interests, to make decisions, and solve problems | Expand and cultivate reading selections to explore personal interests, to make decisions, and solve problems | With guidance and support, expand and cultivate reading selections to explore personal interests, to make decisions, and solve problems, demonstrating an understanding that some sources are more beneficial than others | Expand and cultivate reading selections to explore personal interests, to make decisions, and solve problems, demonstrating an understanding that some sources are more beneficial than others | Recognize that information sources invite inference and interpretation within and across texts and experiences, to consider others’ evidence-based inferences and interpretations, and to synthesize relationships among personal ideas, ideas from texts, and ideas from discussions | Recognize and demonstrate an understanding that information sources invite inference and interpretation within and across texts and experiences, to consider others’ evidence-based inferences and interpretations, and to synthesize relationships among personal ideas, ideas from texts, and ideas from discussions | |||||||||||||||
9 | LIB 2.1.D Explore text to text, text to self, and text to world connections | With prompting, guidance, and support, listen to stories and identify similarities among the texts, between self and texts, and between the world and texts | With guidance and support, listen to and read stories and identify similarities among the texts, between self and texts, and between the world and texts | With support, read stories and identify similarities among the texts, between self and texts, and between the world and texts | Read stories and identify similarities among the texts, between self and texts, and between the world and texts | With prompting, guidance, and support, select and read a wide range of texts, identifying similarities and differences among texts, between text to self, and between text to world | With guidance and support, select and read a wide range of texts, identifying similarities and differences among texts, between text to self, and between text to world | With support, select and read a wide range of texts, describe similarities and differences among texts, between text to self, and between text to world | Select and read a wide range of texts, describe similarities and differences among texts, text to self, and text to world | With guidance and support, select and read a wide range of more complex texts, explain similarities and differences among texts, between text to self, and between text to world, and demonstrate an understanding that literature is a way to view the world | With support, select and read a wide range of more complex texts, explain similarities and differences among texts, between text to self, and between text to world, and demonstrate an understanding that literature is a way to view the world | Reflect in discussions, and in writing, personal growth as a reader, and recognize how information sources may incorporate or promote social, historical, economic, political, and cultural commentary | Reflect in discussions, and in writing, personal growth as a reader within a discipline specific or professional/technical context, and demonstrate an understanding of how information sources may incorporate or promote social, historical, economic, political and cultural commentary | |||||||||||||||
10 | LIB 2.1.E Appreciate and evaluate author's craft and use of literary devices | With prompting, guidance, and support, listen to a variety of stories by the same author and describe basic similarities and differences among the stories | With guidance and support, listen to and read a variety of stories by the same author and describe basic similarities and differences among the stories | With support, listen to and read a variety of stories by the same author and describe basic similarities and differences among the stories | Listen to and read a variety of stories by the same author and describe basic similarities and differences among the stories | With prompting, guidance and support, read a wide variety of texts to identify features of author’s craft and use of literary devices | With guidance and support, read a wide variety of texts to identify features of author’s craft and use of literary devices | With support, read a wide variety of texts and explain the features of author’s craft and use of literary devices | Read a wide variety of texts and explain the features of author’s craft and use of literary devices | With guidance and support, read a variety of increasingly complex texts, analyze the features of the author's craft and use of literary devices, and evaluate their effectiveness | With support, read a variety of increasingly complex texts, analyze the features of the author's craft and use of literary devices, and evaluate their effectiveness | Identify the features of the author's craft including language choices, or scientific names and labels, that shape meaning, and identify the narrative voice and the authorial voice (including historical contextualization where relevant), which shape the relationship between author and reader | Demonstrate an understanding of the author's craft including language choices, or scientific names and labels, that shape meaning, and identify the narrative voice, and the authorial voice (including historical contextualization where relevant), which shape the relationship between author and reader | |||||||||||||||
11 | LIB 2.1.F Read to seek multiple diverse and inclusive perspectives | With prompting, guidance, and support, read and discuss a variety of fiction and nonfiction to explore multiple diverse and inclusive perspectives | With guidance, and support, read and discuss a variety of fiction and nonfiction to explore multiple diverse and inclusive perspectives | With support, read and discuss a variety of fiction and nonfiction to explore multiple diverse and inclusive perspectives | Read and discuss a variety of fiction and nonfiction to explore multiple diverse and inclusive perspectives | With prompting, guidance, and support, read a variety of fiction and nonfiction to identify diverse perspectives, cultural influences, and global issues, and explore how they impact personal perspectives | With guidance, and support, read a variety of fiction and nonfiction to identify diverse perspectives, cultural influences, and global issues, and explore how they impact personal perspectives | With guidance and support, read a variety of fiction and nonfiction to identify diverse perspectives, cultural influences, and global issues, and discuss how they impact personal perspectives | With support, read a variety of fiction and nonfiction to identify diverse perspectives, cultural influences, and global issues, and explain how they impact personal perspectives | With prompting, guidance, and support, seek, select, and read to demonstrate an understanding of how diverse perspectives, cultural influences, and global issues can impact and enrich individual lives | With support, seek, select, and read a variety of fiction and nonfiction to demonstrate an understanding of how diverse perspectives, cultural influences, and global issues can impact and enrich individual lives | Seek diverse and inclusive perspectives, be open to new ideas, recognize how selection of reading material affects the reader and can be empowering both personally and globally | Seek diverse and inclusive perspectives, be open to new ideas, demonstrate an understanding of how selection of reading material within the field of study, or discipline specific content, affects the reader and can be empowering both personally and globally | |||||||||||||||
12 | Standard 2: Comprehend, interpret and evaluate informational and fictional text | |||||||||||||||||||||||||||
13 | INDICATOR | K-1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 | 9/10 | 11/12 | 13 | 14 | |||||||||||||||
14 | LIB 2.2.A Read, listen to, view, and integrate information to build background knowledge | With prompting, guidance, and support, explore the concept of background knowledge | With prompting guidance and support, interact with a variety of sources to build background knowledge | With guidance and support, interact with a variety of sources to build background knowledge | With support, interact with a variety of sources to build background knowledge | Interact with a variety of sources to build background knowledge | With prompting, guidance, and support, interact with a variety of sources to examine and build background knowledge | With guidance and support, interact with a variety of sources to examine and build background knowledge | With support, interact with a variety of sources to examine and build background knowledge | With guidance and support, interact with a variety of sources to examine and build background knowledge, recognizing complexities and subtleties in information | With support, interact with a variety of sources to examine and build background knowledge, recognizing complexities and subtleties in information | Surface background knowledge that will connect to new information, in order to revise schema, and develop a clearer understanding | Surface background knowledge that will connect to new information, in order to revise schema, develop a clearer understanding, and build reading fluency within the field of study or discipline specific content | |||||||||||||||
15 | LIB 2.2.B Demonstrate reading for meaning by finding the main and supporting details | With prompting, guidance, and support, explore main ideas and supporting details | With guidance and support, explore main ideas and supporting details | With prompting, guidance, and support, identify main ideas and supporting details | With guidance and support, identify main ideas and supporting details | With prompting, guidance, and support, identify and summarize main ideas, supporting details, relevant information, and contextual clues to demonstrate reading for meaning | With guidance and support, identify and summarize main ideas, supporting details, relevant information, and contextual clues to demonstrate reading for meaning | With support, identify and summarize main ideas, supporting details, relevant information, and contextual clues to demonstrate reading for meaning | Identify and summarize main ideas, supporting details, relevant information, and contextual clues to demonstrate reading for meaning | With guidance and support, use increasingly complex text to identify and summarize main ideas, supporting details, relevant information, and contextual clues to demonstrate reading for meaning, | With support, use increasingly complex text to identify and summarize main ideas, supporting details, relevant information, and contextual clues to demonstrate reading for meaning | Monitor reading processes and identify problems, ask questions about the author’s ideas, use strategies to repair comprehension, summarize key points and reflect on important information in the text | Monitor reading processes and identify problems, ask questions about the author’s ideas, use strategies to repair comprehension, summarize key points and reflect on important information in the text, within the field of study or discipline specific content | |||||||||||||||
16 | LIB 2.2.C Demonstrate reading for meaning by evaluating evidence, drawing conclusions, and forming opinions | With prompting, guidance, and support, explore opinion vs. fact | With prompting, guidance, and support, form and support an opinion with evidence from a source | With guidance and support, form and support an opinion with evidence from a source | With support, form and support an opinion with evidence from a source | With prompting, guidance, and support, evaluate evidence used when drawing conclusions and forming opinions | With guidance and support, evaluate evidence used when drawing conclusions and forming opinions | With support, evaluate evidence used when drawing conclusions and forming opinions | Evaluate evidence used when drawing conclusions and forming opinions | With prompting, guidance, and support, evaluate the validity of conclusions drawn and opinions formed | With support, evaluate the validity of conclusions drawn and opinions formed | Critically analyze and evaluate the information presented in an information source, to locate evidence for building and supporting comprehension of texts, use comparisons to identify similarities or differences, ask inquiry questions when something from the text inspires seeking new knowledge | Critically analyze and evaluate the information presented in an information source, to locate evidence for building and supporting demonstrate an understandings of texts, use comparisons to identify similarities or differences, ask inquiry questions when something from the text inspires seeking new knowledge within the field of study or discipline specific content | |||||||||||||||
17 | LIB 2.2.D Read to understand history, current events, and to make personal decisions | Begins in 2nd grade | With prompting, guidance, and support, select and read materials to make personal decisions, and to develop an understanding of history and current events | With guidance and support, select and read materials to make personal decisions, and to develop an understanding of history and current events | With support, select and read materials to make personal decisions, and to develop an understanding of history and current events | With prompting, guidance, and support, demonstrate an understanding that reading broadly deepens knowledge of history and current events, and informs personal decisions | With guidance and support, demonstrate an understanding that reading broadly deepens knowledge of history and current events, and informs personal decisions | With support, demonstrate an understanding that reading broadly deepens knowledge of history and current events, and informs personal decisions | With guidance and support, demonstrate an understanding that reading broadly from a wide variety of increasingly complex texts, deepens knowledge of history and current events, and informs personal decisions | With support, demonstrate an understanding that reading broadly from a wide variety of increasingly complex texts, deepens knowledge of history and current events, and informs personal decisions | Demonstrate an understanding that reading broadly from a wide variety of increasingly complex texts, deepens knowledge of history and current events, and informs personal decisions | Set a reading purpose for reading a particular text, and vary the reading strategies to fit the purpose | Set a reading purpose for reading a particular text, and vary the reading strategies to fit the purpose within the field of study or discipline specific content | |||||||||||||||
18 | LIB 2.2.E Evaluate text for author's purpose | With prompting, guidance, and support, interact with a variety of texts to explore author's purpose | With guidance and support, interact with a variety of texts to explore author's purpose | With support, interact with a variety of texts to explore author's purpose | With guidance and support, interact with a variety of texts to determine author's purpose | With support, interact with a variety of texts to determine author's purpose | With prompting, guidance, and support, identify author’s purpose, and demonstrate an understanding that an author's purpose can influence thinking | With guidance, and support, identify author’s purpose, and demonstrate an understanding that an author's purpose can influence thinking | With support, identify author’s purpose, and demonstrate an understanding that an author's purpose can influence thinking | With guidance and support, evaluate author’s purpose, and analyze how author's purpose influences thinking | With support, evaluate author’s purpose, and analyze how author's purpose influences thinking | Identify how an author or authors, including organizations and companies as authors, write with a variety of purposes and for particular audiences, and evaluate effectiveness of text to purpose | Identify how an author or authors, including organizations and companies as authors, write with a variety of purposes and for particular audiences, and evaluate effectiveness of text to purpose within the field of study or discipline specific content | |||||||||||||||
19 | Standard 3: Build reading skills and behaviors for lifelong learning | |||||||||||||||||||||||||||
20 | INDICATOR | K-1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 | 9/10 | 11/12 | 13 | 14 | |||||||||||||||
21 | LIB 2.3.A Apply reading strategies across the content areas | With prompting guidance and support, demonstrate an understanding that text features are tools that can be used as strategies for reading | With guidance and support, demonstrate an understanding that text features are tools that can be used as strategies for reading | With support, demonstrate an understanding that text features are tools that can be used as strategies for reading | Demonstrate an understanding that text features are tools that can be used as strategies for reading | With prompting, guidance and support, use a wide variety of text features, characteristic to, or specific of, different content areas, to increase reading comprehension | With guidance and support, use a wide variety of text features, characteristic to, or specific of, different content areas, to increase reading comprehension | With support, use a wide variety of text features, characteristic to, or specific of, different content areas, to increase reading comprehension | Use a wide variety of text features, characteristic to, or specific of, different content areas, to increase reading comprehension | With prompting, guidance, and support, apply reading strategies to text structures and standard formats found in scholarly research studies across content areas | With guidance and support, apply reading strategies to text structures and standard formats found in scholarly research studies across content areas | Apply reading strategies to text structures and standard formats found in scholarly research studies across content areas | Apply reading strategies to text structures and standard formats found in scholarly research studies across content areas within the field of study or academic discipline | |||||||||||||||
22 | LIB 2.3.B Contribute to a reading and learning community | Explore the concept of reading as it applies to communities | With prompting, guidance, and support, participate in reading and learning communities by sharing ideas, asking and answering questions, listening to others, and understanding that learning communities are guided by rules and protocols | With guidance and support, participate in reading and learning communities by sharing ideas, asking and answering questions, listening to others, and understanding that learning communities are guided by rules and protocols | With support, participate in reading and learning communities by sharing ideas, asking and answering questions, listening to others, and understanding that learning communities are guided by rules and protocols | Participate in reading and learning communities by sharing ideas, asking and answering questions, listening to others, and understanding that learning communities are guided by rules and protocols | With prompting, guidance, and support, participate in a multiple types of reading and learning communities, using that community's rules and protocols | With guidance and support, participate in a multiple types of reading and learning communities, using that community's rules and protocols | With support, participate in a multiple types of reading and learning communities, using that community's rules and protocols | With guidance and support, participate in reading and learning communities, to develop skills for increased academic conversations, and to further research and inquiry | With support, participate in reading and learning communities, to develop skills for increased academic conversations, and to further research and inquiry | Participate in reading and learning communities, to develop skills for increased academic conversations, and to further research and inquiry | Participate in reading and learning communities, to develop skills for increased academic conversations, and to further research and inquiry within the field of study or discipline specific content | |||||||||||||||
23 | LIB 2.3.C Self-select reading materials from a variety of genres and formats | With prompting, guidance, and support, identify the difference between fiction and nonfiction materials, and make a selection | With guidance and support, identify the difference between fiction and nonfiction materials and make a selection | With prompting, guidance, and support, identify genres and formats within fiction and nonfiction materials, and make a selection | With guidance and support, identify genres and formats within fiction and nonfiction materials, and make a selection | With support, identify genres and formats within fiction and nonfiction materials, and make a selection | With prompting, guidance, and support, use selection tools to find and read from a variety of genres and formats, to broaden and enrich reading experience | With guidance and support, use selection tools to find and read from a variety of genres and formats, to broaden and enrich reading experience | With support, use selection tools to find and read from a variety of genres and formats, to broaden and enrich reading experience | Use selection tools to find and read from a wide variety of genres and formats, to broaden and enrich reading experience | Develop an awareness of one's identity as a reader and use selection tools to read from a wide variety of genres and formats, to broaden and enrich reading experience | Recognize one’s identity as a reader, and extend reading experiences through a variety of genres and formats | Recognize one’s identity as a reader, and extend reading experiences through a variety of genres and formats within the field of study or academic discipline | |||||||||||||||
24 | LIB 2.3.D Make personal and global connections to the real world when reading a variety of texts | With prompting, guidance, and support, listen to a story and make personal connections to the text | With guidance and support, read or listen to a text and make personal connections | With support, read or listen to a text and make personal connections | Read or listen to a text and make personal connections | With prompting, guidance, and support, read or listen to text and use strategies and patterns of thinking to make personal connections to self, to others, and to the world | With guidance, and support, read or listen to text and use strategies and patterns of thinking to make personal connections to self, to others, and to the world | With support, read or listen to text and use strategies and patterns of thinking to make personal connections to self, to others, and to the world | Read or listen to text and use strategies and patterns of thinking to make personal connections to self, to others, and to the world | With guidance and support, make connections from a variety of texts to personal and academic experiences | With support, make connections from a variety of texts to personal and academic experiences | Make connections from a wide variety of texts to personal, academic, or professional experience and knowledge | Make connections from a wide variety of texts within a discipline specific or professional/technical context to personal, academic, or professional experience and knowledge | |||||||||||||||
25 | LIB 2.3.E Demonstrate resiliency, perseverance, and stamina when reading a variety of texts | With prompting, guidance, and support, read, listen to, and discuss stories with themes of resiliancy, perseverance, and stamina | With guidance and support, read, listen to, and discuss stories with themes of resiliancy, perseverance, and stamina | With support, read, listen to and discuss stories with themes of resiliancy, perseverance, and stamina | Read, listen to and discuss stories with themes of resiliency, perseverance, and stamina | With prompting, guidance and support, recognize and begin to identify and strengthen habits and techniques that build personal reading resiliency, perserverance, and stamina | With guidance and support, recognize and strengthen the habits and techniques that build personal reading resiliency, perserverance, and stamina | With support, identify and strengthen the habits and techniques that build personal reading resiliency, perserverance, and stamina | Strengthen self-identified habits and techniques that build personal reading resiliency, perserverance, and stamina | With guidance and support, set a reading purpose applicable to the task and adjust as needed. Use metacognition to track changes and development in one's reading identity | With support, set a reading purpose applicable to the task and adjust as needed. Use metacognition to track changes and development in one's reading identity | Set a reading purpose applicable to the reading task and type of genre. Use metacognition to track changes and development in one's reading identity | Set a reading purpose applicable to the reading task and type of genre in materials specific to the field of study or academic discipline. Use metacognition to track changes and development in one's reading identity | |||||||||||||||
1 | OASL SCHOOL LIBRARY GRADE-LEVEL LEARNING GOALS: SOCIAL RESPONSIBILITY | 12/2023 | |||||||||||
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
2 | Glossary of highlighted terms | ||||||||||||
3 | STRAND: SOCIAL RESPONSIBILITY Share knowledge and participate ethically and productively as members of a democratic society | ||||||||||||
4 | Standard 1: Practice ethical behavior to share knowledge | ||||||||||||
5 | INDICATOR | K-1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 | 9/10 | 11/12 | 13 | 14 |
6 | LIB 3.1.A Use appropriate language when communicating with others | With prompting, guidance, and support, identify and use respectful language to communicate with others | With guidance and support, identify and use respectful language to communicate with others | With prompting, guidance, and support, use appropriate language and consider the audience and environment to communicate | With guidance and support, use appropriate language and consider the audience and environment to communicate | With prompting, guidance, and support, consider audience and environment, and identify purpose of communication, presentation style and how it may be perceived when communicating with others | With guidance and support, consider audience and environment, and identify purpose of communication, presentation style and how it may be perceived when communicating with others | With support, consider audience and environment, identify purpose of communication, presentation style and how it may be perceived when communicating with others | Consider audience and environment, identify purpose of communication, presentation style and how it may be perceived, when communicating with others | With guidance and support, select appropriate language to contribute to academic conversations and interactions, monitor reactions and adjust participation as necessary | With support, select appropriate language to contribute to academic conversations and interactions, monitor reactions, and adjust participation as necessary | Contribute to topical conversations at the appropriate level using accepted vocabulary and discourse; monitor reactions, and adjust participation as necessary | Contribute to topical conversations at the appropriate level for the field of study, using accepted vocabulary and discourse; monitor reactions, and adjust participation as necessary |
7 | LIB 3.1.B Participate in and advocate for safe and ethical communication | With prompting, guidance, and support, demonstrate mutual respect and attentive listening | With prompting, guidance, and support, explore the concept of ethical communication, practice strategies for safe interaction in face-to-face and online environments, and develop an awareness of digital citizenship | With guidance and support, explore the concept of ethical communication, practice strategies for safe interaction in face-to-face and online environments, and develop an awareness of digital citizenship | With support, explore the concept of ethical communication, practice strategies for safe interaction in face-to-face and online environments, and develop an awareness of digital citizenship | With prompting, guidance, and support, practice safe and ethical communication, and demonstrate an understanding of digital citizenship and the responsibility of online behaviors | With guidance and support, practice safe and ethical communication, and demonstrate an understanding of digital citizenship and the responsibility of online behaviors | With support, practice safe and ethical communication, and demonstrate an understanding of digital citizenship and the responsibility of online behaviors | Practice safe and ethical communication, and demonstrate an understanding of digital citizenship and the responsibility of online behaviors | With guidance and support, participate in and advocate for safe and ethical communication, demonstrate responsible digital citzenship, and monitor individual digital footprint | With support, participate in and advocate for safe and ethical communication, demonstrate responsible digital citzenship, and monitor individual digital footprint | As a contributor of information, decide how and where best to contribute; demonstrate an understanding of the safety and ethics involved with commodification of personal information and tracking of online interactions, and share content and interests appropriate to the forum | In a field of study, as a contributor of information, decide how and where best to contribute; demonstrate an understanding of the safety and ethics involved with commodification of personal information and tracking of online interactions, and share content and interests appropriate to the forum |
8 | LIB 3.1.C Practice accuracy and consider bias when sharing information | With prompting, guidance, and support, verify sources of information and consider the impact of sharing that information | With guidance and support, verify of sources of information and consider the impact of sharing that information | With support, verify sources of information and consider the impact of sharing that information | With prompting, guidance, and support, recognize and identify biased information, and demonstrate an understanding of the importance of sharing objective and accurate information | With guidance and support, identify biased information, and demonstrate an understanding of the importance of sharing objective and accurate information | With support, identify biased information, and demonstrate an understanding of the importance of sharing objective and accurate information | With prompting, guidance, and support, share and represent accurate information and identify the impact of sharing biased information, and question the value of sharing. | With guidance and support, share and represent accurate information and identify the impact of sharing biased information, and question the value of sharing. | With support, share and represent accurate information and identify the impact of sharing biased information, and question the value of sharing. | Share and represent accurate information and identify the impact of sharing biased information, and question the value of sharing. | Critically evaluate contributions made (including one’s own) in a variety of information environments, identifying biases, and evaluating the value of various perspectives | Critically evaluate contributions made (including one’s own) in a variety of information environments within a field of study, identifying biases, and evaluating the value of various perspectives |
9 | Standard 2: Practice ethical behavior when using print and digital resources | ||||||||||||
10 | INDICATOR | K-1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 | 9/10 | 11/12 | 13 | 14 |
11 | LIB 3.2.A Use a variety of authoritative sources, considering multiple perspectives and points of view | With prompting, guidance, and support, use a variety of sources to answer a question or explore a topic | With prompting, guidance, and support, use a variety of teacher-selected authoritative sources to answer a question or explore a topic | With guidance and support, use a variety of teacher-selected authoritative sources to answer a question or explore a topic | With support use a variety of teacher-selected authoritative sources to answer a question or explore a topic | Use a variety of teacher-selected authoritative sources to answer a question or explore a topic | With prompting, guidance, and support, identify, locate, and use a variety of authoritative sources with multiple perspectives to answer a question or explore a topic. | With guidance and support, identify, locate, and use a variety of authoritative sources with multiple perspectives to answer a question or explore a topic. | With support, identify, locate, and use a variety of authoritative sources with multiple perspectives to answer a question or explore a topic. | Identify, locate, and use a variety of authoritative sources with multiple perspectives to answer a question or explore a topic, and with guidance and support objectively read and search for information. | Identify, locate, and use a variety of authoritative sources with multiple perspectives to answer a question or explore a topic, and with support objectively read and search for information. | Seek accuracy, legitimacy, and reliability in sources, and be objective when searching and reading, and demonstrate an understanding of how particular sources, including crowdsourced, contribute to general knowledge | Seek accuracy, legitimacy, and reliability in sources, and be objective when searching and reading, and demonstrate an understanding of how particular sources, including crowdsourced, contribute to knowledge within a field of study |
12 | LIB 3.2.B Generate accurate source citations | With prompting, guidance, and support, identify author and title of a source, and demonstrate an understanding that it is appropriate to give creators credit for their work | With guidance and support, identify author, title, and publication date of a source, and demonstrate an understanding that it is appropriate to give creators credit for their work | With guidance and support, create a citation using basic formatting and punctuation for author, title and publication date, and demonstrate an understanding that it is appropriate to give creators credit for their work | With support, create a citation using basic formatting and punctuation for author, title and publication date, and demonstrate an understanding that it is appropriate to give creators credit for their work | With prompting, guidance, and support, identify components of citations for a variety of formats, and use a citation generator to create a bibliography | With guidance and support, identify components of citations for a variety of formats, and use a citation generator to create a bibliography | With support, identify components of citations for a variety of formats, and use a citation generator to create a bibliography | Identify components of citations for a variety of formats, and use a citation generator to create a bibliography | With guidance and support, create accurate citations and bibliographies, using varying citation styles (MLA, APA, Chicago/Turabian) | With support, create accurate citations and bibliographies, using varying citation styles (MLA, APA, Chicago/Turabian) | With support provide proper attribution and citations for sources, including identifying all necessary components for a complete citation within each source used, as required by the citation style for the field of study, constructing citations in proper format, using citation generators, and checking for accuracy | Provide proper attribution and citations for sources, including identifying all necessary components for a complete citation within each source used, as required by the citation style for the field of study, constructing citations in proper format, differentiating between citation styles, using citation generators, and checking for accuracy |
13 | LIB 3.2.C Avoid plagiarism when gathering, presenting, or publishing information | With prompting, guidance, and support, demonstrate an understanding that information is owned by its creator | With guidance and support, demonstrate an understanding that information is owned by its creator | With prompting, guidance, and support, identify original sources used when taking notes to gather information | With guidance and support, identify origninal sources used when taking notes to gather information | With prompting, guidance, and support, define intellectual property and plagiarism, and use strategies to avoid presenting another's work/ideas as one's own | With guidance and support, define intellectual property and plagiarism, and use strategies to avoid presenting another's work/ideas as one's own | With support, define intellectual property and plagiarism, and use strategies to avoid presenting another's work/ideas as one's own | Define intellectual property and plagiarism, and use strategies to avoid presenting another's work/ideas as one's own | With guidance and support, use strategies to avoid plagiarism, use subject-specific citation styles, and demonstrate an understanding of the rights and permissions for use of intellectual property, including public domain, and Creative Commons licenses | With support, use strategies to avoid plagiarism, use subject-specific citation styles, and demonstrate an understanding of the rights and permissions for use of intellectual property, including public domain, and Creative Commons licenses | Use strategies to avoid plagiarism, use subject-specific citation styles, and demonstrate an understanding of the rights and permissions for use of intellectual property, including public domain, and Creative Commons licenses | Within a field of study, use strategies to avoid plagiarism, use subject-specific citation styles, and demonstrate an understanding of the rights and permissions for use of intellectual property, including public domain, and Creative Commons licenses |
14 | LIB 3.2.D Respect the intellectual property of others and copyright law when gathering, presenting, or publishing information | Begins in 5th grade | Begins in 5th grade | Begins in 5th grade | Begins in 5th grade | With prompting, guidance, and support, demonstrate an understanding that intellectual property refers to ownership of a creation or idea, that creators have rights to protect their work, and copyright laws exist to protect those rights and define parameters for which the work may be used | With guidance and support, demonstrate an understanding that intellectual property refers to ownership of a creation or idea, that creators have rights to protect their work, and copyright laws exist to protect those rights and define parameters for which the work may be used | With support, demonstrate an understanding that intellectual property refers to ownership of a creation or idea, that creators have rights to protect their work, and copyright laws exist to protect those rights and define parameters for which the work may be used | Demonstrate an understanding that intellectual property refers to ownership of a creation or idea, that creators have rights to protect their work, and copyright laws exist to protect those rights and define parameters for which the work may be used | With prompting, guidance and support, demonstrate an understanding of the concepts of intellectual property and originality, and use sources within the limitations of copyright law, the allowances of public domain, copyleft (open public copyright), or Creative Commons licenses, and read sources closely to understand the context for the given information to accurately represent the ideas in context | With guidance and support, demonstrate an understanding of the concepts of intellectual property and originality, and use sources within the limitations of copyright law, the allowances of public domain, copyleft (open public copyright), or Creative Commons licenses, and read sources closely to understand the context for the given information to accurately represent the ideas in context | With support, demonstrate an understanding of the concepts of intellectual property and originality, and use sources within the limitations of copyright law, the allowances of public domain, copyleft (open public copyright), or Creative Commons licenses, and read sources closely to understand the context for the given information to accurately represent the ideas in context | Demonstrate an understanding of the concepts of intellectual property and originality, and use sources within the limitations of copyright law, the allowances of public domain, copyleft (open public copyright), or Creative Commons licenses, and read sources closely to understand the context for the given information to accurately represent the ideas in context |
15 | Standard 3: Participate collaboratively, respectfully and productively as a member of a democratic society | ||||||||||||
16 | INDICATOR | K-1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 | 9/10 | 11/12 | 13 | 14 |
17 | LIB 3.3.A Collaborate as members of a social and intellectual community | With prompting, guidance, and support, explore protocols and behaviors for collaboration in a variety of large and small group settings | With guidance and support, explore protocols and behaviors for collaboration in a variety of large and small group settings | With support, explore protocols and behaviors for collaboration in a variety of large and small group settings | Explore protocols and behaviors for collaboration in a variety of large and small group settings | With prompting, guidance, and support, collaborate within social and intellectual communities, online and face-to-face, and demonstrate an understanding of their similarities and differences | With guidance and support, collaborate within social and intellectual communities, online and face-to-face, and demonstrate an understanding of their similarities and differences | With support, collaborate within social and intellectual communities, online and face-to-face, and demonstrate an understanding of their similarities and differences | Collaborate within social and intellectual communities, online and face-to-face, and demonstrate an understanding of their similarities and differences | With guidance and support, collaborate with diverse social and intellectual communities to gain new understanding of complex topics using group-established norms | With support, collaborate with diverse social and intellectual communities to gain new understanding of complex topics using group-established norms | Set and use normative behavior agreements with ground rules and roles when working in groups, using more formal parliamentary procedure where required; demonstrate intellectual humility; contribute to the intellectual community rather than remaining only a consumer of information; value and evaluate others’ contributions; and seek guidance from experts | Demonstrate an understanding of and use the normative behavior agreements of the particular discourse community when working in a group for a certain field of study, using more formal parliamentary procedure where required; demonstrate intellectual humility; contribute to the intellectual community rather than remaining only a consumer of information; value and evaluate others’ contributions; and seek guidance from experts |
18 | LIB 3.3.B Advocate for intellectual freedom and uphold the rights of others | Demonstrate an understanding that individuals may choose what they read and view | With prompting, guidance, and support, make individual selections about what to read/view, and support others’ choices | With guidance and support, make individual selections about what to read/view, and support others’ choices | With support, make individual selections about what to read/view, and support others’ choices | With prompting, guidance, and support, demonstrate an understanding that the principle of intellectual freedom is a protected right and is governed by policies which uphold the rights of others | With guidance and support, demonstrate an understanding that the principle of intellectual freedom is a protected right and is governed by policies which uphold the rights of others | With support, demonstrate an understanding that the principle of intellectual freedom is a protected right and is governed by policies which uphold the rights of others | Demonstrate an understanding that the principle of intellectual freedom is a protected right and is governed by policies which uphold the rights of others | With guidance and support, apply the principle of intellectual freedom and uphold the rights of others | With support, apply the principle of intellectual freedom and uphold the rights of others | Demonstrate an understanding that diverse ideas and world views which challenge a researcher are necessary for informed participation in the social interchange within information ecosystems | Pursue diverse ideas and world views which challenge a researcher, and which are necessary for informed participation in the social interchange within information ecosystems; and support public disclosure and free access to information |
19 | LIB 3.3.C Demonstrate responsible citizenship in use of materials and resources | With prompting, guidance, and support, identify and practice responsible use and care of materials and resources | With guidance and support, identify and practice responsible use and care of materials and resources | With support, identify and practice responsible use and care of materials and resources | Identify and practice responsible use and care of materials and resources | With prompting, guidance, and support, develop dispositions of a responsible citizen, and use policies and practices that govern the use of materials and resources | With guidance and support, develop dispositions of a responsible citizen, and use policies and practices that govern the use of materials and resources | With support, develop dispositions of a responsible citizen, and use policies and practices that govern the use of materials and resources | With guidance and support, demonstrate the dispositions of a responsible citizen, use policies and practices that govern the use of materials and resources, take initiative for accessing materials, and recognize that responsible citizenship is lifelong and worldwide | With support, demonstrate the dispositions of a responsible citizen, use policies and practices that govern the use of materials and resources, take initiative for accessing materials, and recognize that responsible citizenship is lifelong and worldwide | Demonstrate the dispositions of a responsible citizen, use policies and practices that govern the use of materials and resources, take initiative for accessing materials, and recognize that responsible citizenship is lifelong and worldwide | Demonstrate an understanding that responsible information users draw reasonable conclusions based on analysis and interpretation of information, follow policies when using shared resources, take the initiative to suggest improvements, and recognize that choices impact how the information will be used and by whom | Demonstrate an understanding that responsible information users draw reasonable conclusions based on analysis and interpretation of information, follow policies when using shared resources, take the initiative to suggest improvements, recognize that choices impact how the information will be used and by whom, and follow up with additional research when inconsistencies are encountered |