Table 1. Assessment System Outcomes (Sketch School District 1998)  [ Back to Article]


Access Procedures

  1. Searches for materials by author, title, subject, and keyword.
  2. Differentiates between networking and stand-alone computer uses.
  3. Uses electronic databases to access newspapers and magazines.
  4. Uses community resources for information.
  5. Uses search engines to locate information on the Internet.
  6. Uses general reference tools in print and electronic format.
  7. Uses the Dewey Decimal Classification System to locate materials by   call number. 


Access Concepts

  1. Knows that materials may be borrowed from other Sketch schools and the public library.
  2. Knows when to search by subject or search by keyword.
  3. Knows that Boolean Operators can be used to conduct a keyword search.
  4. Knows that all students have a right to equal access to library materials and resources.


Research Procedures

  1. Defines an information problem.
  2. Formulates a research question or thesis statement.
  3. Develops information-seeking strategies.
  4. Determines the appropriate information resources and tools to search for needed data.
  5. Locates information within sources.
  6. Interprets charts, tables, and graphs.
  7. Makes inferences and judgments and draws conclusions from print, audio, and visual media.
  8. Evaluates information found on the Internet.
  9. Records sources of information in a standard bibliographic format. 


Research Concepts 
  1. Knows the difference between primary and secondary sources.
  2. Knows that information sources reflect varying degrees of accuracy.
  3. Knows that information sources reflect diverse viewpoints.


Communication Procedures 
  1. Constructs a bibliography in standard bibliographic format.
  2. Creates presentations using video, audio, hypermedia, or other electronic resources.


Communication Concepts 

  1. Knows that worldwide communication can occur electronically through electronic discussion lists, e-mail, and bulletin boards.
  2. Knows that communication must have a purpose—to inform, persuade, or entertain. 


Evaluation Procedures 
  1. Identifies materials which illustrate bias or stereotypes.
  2. Relates literature to real life or other literature. 


Selection and

Evaluation Concepts 

  1. Knows that diverse racial and cultural groups and both genders have contributed to our literary heritage.
  2. Knows the principle of intellectual freedom.



Figure 1. Activity System Model (Simplified)  [ Back to Article]





Table 2. Theoretical Division of Labor among the Community of Agents  [ Back to Article]


School Library Media Specialists’ Roles

  1. Develop a broad knowledge of the school’s core content and unified arts subject areas, understanding their relationship to information literacy standards.
  2. Have a detail understanding of the school’s thematic, integrated, and multicultural curriculum, promoting information literacy across it.
  3. Work within thematic unit planning teams to establish learning goals and objectives that incorporate information skills.
  4. Collaborate with educators to integrate information literacy competencies throughout the daily and project-based teaching and learning process.
  5. Teach and assess student achievement of information concepts and processes as determined through collaborative planning.
  6. Identify resources that support and enhance instruction.
  7. Design and implement teaching and learning activities, both individually and in collaboration with other educator that reflects the best in current research and practice.
  8. Apply basic principles of instructional design in creating activities and resources for learning.

Teacher’s Roles

  1. Develop a broad knowledge of information literacy and the district’s information literacy standards
  2. Collaborate with media specialist to integrate information literacy competencies into their core content and unified arts areas, while meeting the accountability and testing requirement of those areas.
  3. Use the information literacy standards for student learning as a foundation for constructing thematic units and teaching their subject area.
  4. Manage and facilitate the learning environment, creating a positive atmosphere conducive for maximum learning.
  5. Collaboratively plan experiences to teach and assess student achievement of information concepts and processes.
  6. Be familiar with the strengths and weaknesses of different instructional and assessment approaches.
  7. Provide content area support to media specialists developing library programming to teach and assess information skills. 

Figure 2. Virtual Reality Information Literacy Learning and Assessment Space (VILLAS)  [ Back to Article]