Table 1. Assessment System Outcomes (Sketch School District 1998) [Back to Article]
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Access Procedures
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Searches for materials by author, title, subject, and keyword.
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Differentiates between networking and stand-alone computer uses.
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Uses electronic databases to access newspapers and magazines.
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Uses community resources for information.
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Uses search engines to locate information on the Internet.
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Uses general reference tools in print and electronic format.
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Uses the Dewey Decimal Classification System to locate materials by call number.
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Access Concepts
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- Knows that materials may be borrowed from other Sketch schools and the public library.
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Knows when to search by subject or search by keyword.
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Knows that Boolean Operators can be used to conduct a keyword search.
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Knows that all students have a right to equal access to library materials and resources.
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Research Procedures
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Defines an information problem.
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Formulates a research question or thesis statement.
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Develops information-seeking strategies.
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Determines the appropriate information resources and tools to search for needed data.
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Locates information within sources.
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Interprets charts, tables, and graphs.
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Makes inferences and judgments and draws conclusions from print, audio, and visual media.
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Evaluates information found on the Internet.
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Records sources of information in a standard bibliographic format.
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| Research Concepts |
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Knows the difference between primary and secondary sources.
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Knows that information sources reflect varying degrees of accuracy.
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Knows that information sources reflect diverse viewpoints.
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| Communication Procedures |
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Constructs a bibliography in standard bibliographic format.
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Creates presentations using video, audio, hypermedia, or other electronic resources.
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Communication Concepts
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Knows that worldwide communication can occur electronically through electronic discussion lists, e-mail, and bulletin boards.
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Knows that communication must have a purpose—to inform, persuade, or entertain.
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| Evaluation Procedures |
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Identifies materials which illustrate bias or stereotypes.
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Relates literature to real life or other literature.
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Selection and
Evaluation Concepts
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Knows that diverse racial and cultural groups and both genders have contributed to our literary heritage.
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Knows the principle of intellectual freedom.
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Figure 1. Activity System Model (Simplified) [Back to Article]
Table 2. Theoretical Division of Labor among the Community of Agents [Back to Article]
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School Library Media Specialists’ Roles
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- Develop a broad knowledge of the school’s core content and unified arts subject areas, understanding their relationship to information literacy standards.
- Have a detail understanding of the school’s thematic, integrated, and multicultural curriculum, promoting information literacy across it.
- Work within thematic unit planning teams to establish learning goals and objectives that incorporate information skills.
- Collaborate with educators to integrate information literacy competencies throughout the daily and project-based teaching and learning process.
- Teach and assess student achievement of information concepts and processes as determined through collaborative planning.
- Identify resources that support and enhance instruction.
- Design and implement teaching and learning activities, both individually and in collaboration with other educator that reflects the best in current research and practice.
- Apply basic principles of instructional design in creating activities and resources for learning.
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Teacher’s Roles
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- Develop a broad knowledge of information literacy and the district’s information literacy standards
- 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.
- Use the information literacy standards for student learning as a foundation for constructing thematic units and teaching their subject area.
- Manage and facilitate the learning environment, creating a positive atmosphere conducive for maximum learning.
- Collaboratively plan experiences to teach and assess student achievement of information concepts and processes.
- Be familiar with the strengths and weaknesses of different instructional and assessment approaches.
- Provide content area support to media specialists developing library programming to teach and assess information skills.
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Figure 2. Virtual Reality Information Literacy Learning and Assessment Space (VILLAS) [Back to Article]
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