Information Power Standards

GLE and Literacy Skills Alignment

The NHEMA (New Hampshire Educational Media Association) Information Literacy Task Force was assembled in June 2006 with support from the Office of Educational Technology at the New Hampshire Department of Education and the Local Educational Support Center Network (LESCN). The taskforce was charged with creating an alignment document to show the commonalities between the:

GLEs (NECAP Common Assessment Grade Level Expectations) for Reading through grade 8
Information Literacy Standards for Student Achievement from AASL (American Association of School Librarians)
NH ICT (Information and Communication Technology) Standards (Ed 306.42 of the Minimum Standards for School Approval)

The purpose of this GLE and Literacy Skills Alignment is to identify integration opportunities for the classroom teacher in order to meet the NH ICT Literacy Standards with the creation, organization, and assessment of digital portfolios, while addressing the Reading GLEs through grade eight. When classroom teachers partner with library media specialists and technology teachers, students have the best opportunity to develop information literacy and 21st century skills. Impact studies indicate that this collaboration enhances student achievement.

This initial draft GLE and Literacy Skills Alignment is created with the potential of adding other content area GLE/GSEs and curriculum standards. The current document was created as a table.Columns for stardards numbers have been included to allow for sorting when this document is converted to a spreadsheet in the future. Comments are welcome.

Diane Beaman

Marcia deSteuben

Pat Jones

Karen Libby

Carol Lincoln

Pam Ross

Glossary

AASL – American Association of School Librarians

ALA– American Library Association

GLE - The New Hampshire Department of Education, Rhode Island Department of Education, and Vermont Department of Education have developed a common set of Grade-Level Expectations, known as the New England Common Assessment Program Grade-Level Expectations (NECAP GLEs), and test specifications in Mathematics, Reading, and Writing.

GLE terminology: GLEs are arranged in clusters which represent broad concepts. Within each cluster skills are grouped by focus areas. A statementcalled the “stem” is at the beginning of each GLE. Each stem is the same or similar across the grades for a given GLE, and is meant to communicate the main curriculum and instructional focus of the GLE across the grades. The GLE stem identifies “the what” – meaning, “What is the big idea for instruction and assessment?”The bulleted indicators following each stem identify “the how” – meaning, “How will students demonstrate what they know?” Reading GLEs follow a developmental approach beginning with earliest skills that students should acquire.

ICT – Information and Communication Technologies Literacy Standards for K-12 Students - NH Ed 306.42 Standards-The ideal ICT Literacy Program in grades K-8 weaves technology experiences into all content areas and all grade levels, so that a student can demonstrate ICT competency at the end of 8th grade. The ideal ICT Literacy Program in high school provides courses which allow students to focus on technology experiences that match their career aspirations.

Information Literacy Standards (IL) –Information Literacy Standards for Student Learning, a set of guidelines developed by the ALA/AASL whichprovides a conceptual framework and broad guidelines for describing the information-literate student.

Information Literacy Task Force – NHEMA members commissioned by NHDOE to create a document aligning Reading GLEs, ICT standards, and IL standards, July 2006.

NHEMA – New Hampshire Educational Media Association -NHEMAis a professionalorganization representing school library media professionals and paraprofessionals. It’s mission is to ensure that all members of the New Hampshire school community become effective users of ideas and information, and school library media programs are an integral part of the teaching/learning process in every New Hampshire school.

Partnership for 21st Century Skills - a national advocacy organization that encourages schools, districts, and states to infuse technologyinto education - and provides tools and resources to facilitate that effort.

Cluster / Content Area:
Reading / GLE Stem # / Stem / Indicator stem / IL # / Information Literacy Standardsfor Student Learning / AASL /

New Hampshire

ICT LITERACY STANDARDS for K-12 Students

/ Partnership for 21st Century Skills
Vocabulary / R / 2.1 / Students identify the meaning of unfamiliar vocabulary by…
R—8—2.1 Using strategies to unlock meaning. / 1 / Standard 1: The student who is information literate accesses information efficiently and effectively.
1. 4. Identifies a variety of potential sources of information
1. 5. Develops and uses successful strategies for locating information / A2 Become proficient in the use of 21st century tools to access, manage, integrate, evaluate, and create information within the context of the core subjects / Information and Media Literacy
Analyzing, accessing, managing, integrating, evaluating and creating information in a variety of forms and media. Understanding the role of Media in Society.
Literary Texts / R / 4.2 / Demonstrate initial understanding of elements of literary texts by…
R–8–4.2 Paraphrasing or summarizing key ideas/plot, with major events sequenced, as appropriate to text. / 3 / Standard 3: The student who is information literate uses information accurately and creatively.
3. 1. Organizes information for practical application / A2 Become proficient in the use of 21st century tools to access, manage, integrate, evaluate, and create information within the context of the core subjects
A4 Tech foundations
A5 Create digital portfolios / Critical Thinking and System Thinking
Exercising sound reasoning in understanding and making complex choices, understanding the interconnections among systems
Literary Texts / R / 16.1 / Generates a personal response to what is read through a variety of means …
R—8—16.1 Comparing stories or other texts to related personal experience, prior knowledge, or to other books. / 3 / Standard 3:The student who is information literate uses information accurately and creatively.
3. 2. Integrates new information into one’s own knowledge / A2 Become proficient in the use of 21st century tools to access, manage, integrate, evaluate, and create information within the context of the core subjects
A4 Tech foundations
A5 Create digital portfolios / Critical Thinking and System Thinking
Exercising sound reasoning in understanding and making complex choices, understanding the interconnections among systems
Literary Texts / R / 16.1 / Generates a personal response to what is read through a variety of means …
R—8—16.1 Comparing stories or other texts to related personal experience, prior knowledge, or to other books. / 4 / Standard 4: The student who is an independent learner is information literate and pursues information related to personal interests.
1. Seeks information related to various dimensions of personal well-being, such as career interests, community involvement, health matters, and recreational pursuits;
2. Designs, develops, and evaluates information products and solutions related to personal interests. / A5 Create digital portfolios which: Address the following components:
1. Basic operations and concepts;
2. Social, ethical, and human issues;
3. Technology productivity tools;
4. Technology communications tools;
5. Technology research tools; and
6. Technology problem solving and decision-making tools /

Self Direction

Monitoring one’s own understanding and learning needs, locating appropriate resources, transferring learning from one domain to another
Accountability and Adaptability
Exercising personal responsibility and flexibility in personal, workplace and community contexts; setting and meeting high standards and goals for one’s self and others; tolerating ambiguity
Informational Texts / R / 7.1 / Demonstrate initial understanding of informational texts (expository and practical texts) by…
R–8–7.1a Obtaining information from text features / 1 / Standard 1: The student who is information literate accesses information efficiently and effectively.
1. 5. Develops and uses successful strategies for locating information / A2 Become proficient in the use of 21st century tools to access, manage, integrate, evaluate, and create information within the context of the core subjects / Information and Media Literacy
Analyzing, accessing, managing, integrating, evaluating and creating information in a variety of forms and media. Understanding the role of Media in Society.
Informational Texts / R / 7.2 / Demonstrate initial understanding of informational texts (expository and practical texts) by…
R–8–7.2 Using information from the text to answer questions related to main/central ideas or to provide supporting details. / 2 / Standard 2: The student who is information literate evaluates information critically and competently.
2. 4. Selects information appropriate to the problem or question at hand / A1 & A2(1) Develop knowledge of ethical, responsible use of technology tools in a society that relies heavily on knowledge of information in its decision-making;(2) Become proficient in the use of 21st century tools to access, manage, integrate, evaluate, and create information within the context of the core subjects / Problem Identification, Formulation and Solution
Ability to frame, analyze and solve problems
Informational Texts / R / 7.3 / Demonstrate initial understanding of informational texts (expository and practical texts) by…
R–8–7.3 Organizing information to show understanding or relationships among facts, ideas, and events / 1 / Standard 1: The student who is information literate accesses information efficiently and effectively.
1. 5. Develops and uses successful strategies for locating information. / A2 Become proficient in the use of 21st century tools to access, manage, integrate, evaluate, and create information within the context of the core subjects / Information and Media Literacy
Analyzing, accessing, managing, integrating, evaluating and creating information in a variety of forms and media. Understanding the role of Media in Society.
Informational Texts / R / 7.3 / Demonstrate initial understanding of informational texts (expository and practical texts) by…
R–8–7.3 Organizing information to show understanding or relationships among facts, ideas, and events / 2 / Standard 2: The student who is information literate evaluates information critically and competently.
2. 4. Selects information appropriate to the problem or question at hand. / A1 & A2(1) Develop knowledge of ethical, responsible use of technology tools in a society that relies heavily on knowledge of information in its decision-making;(2) Become proficient in the use of 21st century tools to access, manage, integrate, evaluate, and create information within the context of the core subjects / Problem Identification, Formulation and Solution
Ability to frame, analyze and solve problems
Informational Texts / R / 7.3 / Demonstrate initial understanding of informational texts (expository and practical texts) by…
R–8–7.3 Organizing information to show understanding or relationships among facts, ideas, and events / 3 / Standard 3: The student who is information literate uses information accurately and creatively.
3. 1. Organizes information for practical application / A2 Become proficient in the use of 21st century tools to access, manage, integrate, evaluate, and create information within the context of the core subjects
A4 Tech foundations
A5 Create digital portfolios / Critical Thinking and System Thinking
Exercising sound reasoning in understanding and making complex choices, understanding the interconnections among systems
Informational Texts / R / 7.4 / Demonstrate initial understanding of informational texts (expository and practical texts) by…
R-8-7.4 Generating questions before, during, and after reading to enhance understanding and recall; expand understanding and/or gain new information. / 1 / Standard 1: The student who is information literate accesses information efficiently and effectively.
1. 3. Formulates questions based on information needs / A2 Become proficient in the use of 21st century tools to access, manage, integrate, evaluate, and create information within the context of the core subjects / Information and Media Literacy
Analyzing, accessing, managing, integrating, evaluating and creating information in a variety of forms and media. Understanding the role of Media in Society.
Informational Texts / R / 7.5 / Demonstrate initial understanding of informational texts (expository and practical texts) by…
R-8-7.5 Identifying the characteristics of a variety of types of text / 1 / Standard 1: The student who is information literate accesses information efficiently and effectively.
1. 4. Identifies a variety of potential sources of information / A2 Become proficient in the use of 21st century tools to access, manage, integrate, evaluate, and create information within the context of the core subjects / Information and Media Literacy
Analyzing, accessing, managing, integrating, evaluating and creating information in a variety of forms and media. Understanding the role of Media in Society.
Informational Texts / R / 8.3 /

Analyze and interpret informational text, citing evidence as appropriate by…

R–8–8.3 Drawing inferences about text, including author’s purpose (e.g., to inform, explain, entertain, persuade) or message; or explaining how purpose may affect the interpretation of the text; or using supporting evidence to form or evaluate opinions/judgments and assertions about central ideas that are relevant / 3 / Standard 3: The student who is information literate uses information accurately and creatively.
3. 3. Applies information in critical thinking and problem solving / A2 Become proficient in the use of 21st century tools to access, manage, integrate, evaluate, and create information within the context of the core subjects
A4 Tech foundations
A5 Create digital portfolios / Critical Thinking and System Thinking
Exercising sound reasoning in understanding and making complex choices, understanding the interconnections among systems
Informational Texts / R / 8.4 / Analyze and interpret informational text, citing evidence as appropriate by…
R–8–8.4 Distinguishing fact from opinion, and identifying possible bias/propaganda or conflicting information within or across texts / 2 / Standard 2: The student who is information literate evaluates information critically and competently.
2. 2. Distinguishes among fact, point of view, and opinion
2. 3. Applies information in critical thinking and problem solving / A1 & A2(1) Develop knowledge of ethical, responsible use of technology tools in a society that relies heavily on knowledge of information in its decision-making;(2) Become proficient in the use of 21st century tools to access, manage, integrate, evaluate, and create information within the context of the core subjects / Problem Identification, Formulation and Solution
Ability to frame, analyze and solve problems
Reading Strategies / R / 12 / Demonstrates ability to monitor comprehension for different types of text and purposes by…
R—8—12.1 Using a range of self-monitoring and self-correction approaches / 6 / Standard 6: The student who is an independent learner is information literate and strives for excellence in information seeking and knowledge generation.
6. 1. Assesses the quality of the process and products of one’s own information seeking
6. 2. Devises strategies for revising, improving, and updating self-generated knowledge. / A3 Use 21st century tools to develop cognitive proficiency in: Literacy; Numeracy; Problem solving; Decision making; and. Spatial / visual literacy; /

Self Direction

Monitoring one’s own understanding and learning needs, locating appropriate resources, transferring learning from one domain to another
Breadth of Reading / R / 14.2 / Demonstrates the habit of reading widely and extensively* by…
R—8—14.2 Reading from a wide range of genres/ kinds of text, including primary and secondary sources, and a variety of authors / 7 / Standard 7: The student who contributes positively to the learning community and to society is information literate and recognizes the importance of information to a democratic society
1. Seeks information from diverse sources, contexts, disciplines, and cultures;
2. Respects the principle of equitable access to information. / A1 Develop knowledge of ethical, responsible use of technology tools in a society that relies heavily on knowledge of information in its decision-making / Communication Skills
Understanding, managing and creating effective oral, written and multimedia communication in a variety of forms and contexts.
Breadth of Reading / R / 17.1 / Demonstrates participation in a literate community by…

R—8—17.1 Self-selecting reading materials aligned with reading ability and personal interests (Local)

/ 4 / Standard 4: The student who is an independent learner is information literate and pursues information related to personal interests. / A5 Create digital portfolios which: Address the following components:
1. Basic operations and concepts;
2. Social, ethical, and human issues;
3. Technology productivity tools;
4. Technology communications tools;
5. Technology research tools; and
6. Technology problem solving and decision-making tools /

Self Direction

Monitoring one’s own understanding and learning needs, locating appropriate resources, transferring learning from one domain to another
Breadth of Reading / R / 17.1 / Demonstrates participation in a literate community by…
R—8—17.2 Participating in in-depth discussions about text, ideas, and student writing by offering comments and supporting evidence, recommending books and other materials, and responding to the comments and recommendations of peers, librarians, teachers, and others (Local) / 5 / Standard 5: The student who is an independent learner is information literate and appreciates literature and other creative expressions of information.
5. 1. Is a competent and self-motivated reader / A2 Become proficient in the use of 21st century tools to access, manage, integrate, evaluate, and create information within the context of the core subjects of:
c. English and language arts; / Creativity and Intellectual Curiosity
Developing, implementing, and communicating new ideas to others, staying open and responsive to new and diverse perspectives.
Breadth of Reading / R / 17.2 / Research* by reading multiple sources (including print and non-print texts) to solve a problem, or to make a decision, or to formulate a judgment, or to support a thesis by…
R—8—15.1Identifying and evaluating potential sources of information / 9 / Standard 9: The student who contributes positively to the learning community and to society is information literate and participates effectively in groups to pursue and generate information.
9. 1. Shares knowledge and information with others
9. 2. Respects others’ ideas and backgrounds and acknowledges their contributions
9. 3. Collaborates with others, both in person and through technologies, to identify information problems and to seek their solutions
9. 4. Collaborates with others, both in person and through technologies, to design, develop, and evaluate information products and solutions. / A1Develop knowledge of ethical, responsible use of technology tools in a society that relies heavily on knowledge of information in its decision-making / Interpersonal and Collaborative Skills
Demonstrating teamwork and leadership; adapting to varied roles and responsibilities; working productively with others; exercising empathy; respecting diverse perspectives
Breadth of Reading / R / 15.1 / Research* by reading multiple sources (including print and non-print texts) to solve a problem, or to make a decision, or to formulate a judgment, or to support a thesis by…
R—8—15.1Identifying and evaluating potential sources of information / 1 / Standard 1: The student who is information literate accesses information efficiently and effectively. / A2 Become proficient in the use of 21st century tools to access, manage, integrate, evaluate, and create information within the context of the core subjects / Information and Media Literacy
Analyzing, accessing,managing, integrating,evaluating
and creating information in a variety of forms and media. Understanding the role of Media in Society.
Breadth of Reading / R / 15.2 / Research* by reading multiple sources (including print and non-print texts) to solve a problem, or to make a decision, or to formulate a judgment, or to support a thesis by…
R—8—15.2Evaluating information presented, in terms of completeness and relevance. (Local) / 2 / Standard 2: The student who is information literate evaluates information critically and competently.
2. 1. Determines accuracy, relevance, and comprehensiveness;
2. 2. Distinguishes among fact, point of view, and opinion;
2. 3. Identifies inaccurate and misleading information;
2. 4. Selects information appropriate to the problem or question at hand. / A1 & A2(1) Develop knowledge of ethical, responsible use of technology tools in a society that relies heavily on knowledge of information in its decision-making;(2) Become proficient in the use of 21st century tools to access, manage, integrate, evaluate, and create information within the context of the core subjects / Problem Identification, Formulation and Solution
Ability to frame, analyze and solve problems
Breadth of Reading / R / 15.3 / Research* by reading multiple sources (including print and non-print texts) to solve a problem, or to make a decision, or to formulate a judgment, or to support a thesis by…
R—8—15.3Gathering, organizing, analyzing, and interpreting the information (Local) / 2 / Standard 2: The student who is information literate evaluates information critically and competently.
2. 1. Determines accuracy, relevance, and comprehensiveness;
2. 2. Distinguishes among fact, point of view, and opinion;
2. 3. Identifies inaccurate and misleading information;
2. 4. Selects information appropriate to the problem or question at hand. / A1 & A2(1) Develop knowledge of ethical, responsible use of technology tools in a society that relies heavily on knowledge of information in its decision-making;(2) Become proficient in the use of 21st century tools to access, manage, integrate, evaluate, and create information within the context of the core subjects / Problem Identification, Formulation and Solution
Ability to frame, analyze and solve problems
Breadth of Reading / R / 15.3 / Research* by reading multiple sources (including print and non-print texts) to solve a problem, or to make a decision, or to formulate a judgment, or to support a thesis by…
R—8—15.3Gathering, organizing, analyzing, and interpreting the information (Local) / 3 / Standard 3: The student who is information literate uses information accurately and creatively.
3. 1. Organizes information for practical application / A2 Become proficient in the use of 21st century tools to access, manage, integrate, evaluate, and create information within the context of the core subjects of a. Reading; b. Mathematics; c. English and language arts; d. Science; e. Social studies, including civics, government, economics, history, and geography; f. Arts; and g. World languages
A4 Tech foundations
A5 Create digital portfolios / Critical Thinking and System Thinking
Exercising sound reasoning in understanding and making complex choices, understanding the interconnections among systems
Breadth of Reading / R / 15.4 / Research* by reading multiple sources (including print and non-print texts) to solve a problem, or to make a decision, or to formulate a judgment, or to support a thesis by…
R—8—15.4Using evidence to support conclusions (Local) / 3 / Standard 3: The student who is information literate uses information accurately and creatively.
3. 3. Applies information in critical thinking and problem solving / A2 Become proficient in the use of 21st century tools to access, manage, integrate, evaluate, and create information within the context of the core subjects
A4 Tech foundations
A5 Create digital portfolios / Critical Thinking and System Thinking
Exercising sound reasoning in understanding and making complex choices, understanding the interconnections among systems
8 / Standard 8: The student who contributes positively to the learning community and to society is information literate and practices ethical behavior in regard to information and information technology
8.1. Respects the principles of intellectual freedom;
8.2. Respects intellectual property rights
8.3. Uses information technology responsibly. / A1 Develop knowledge of ethical, responsible use of technology tools in a society that relies heavily on knowledge of information in its decision-making
A5B Represent proficient, ethical, responsible use of 21st century tools within the context of the core subjects; and / Social Responsibility
Acting responsibly with the interests of the larger community in mind; demonstrating ethical behavior in personal, workplace and community context.

Draft 7-14-2006