Stevensville School District
K-12 Information Literacy & Library Media Curriculum
Ravalli County Curriculum Consortium
Fall 2010
Ravalli County Curriculum Consortium
Information Literacy and Library Media Curriculum Team Members
RCCC Directors
Dan Johnston, Victor School District
Kathleen Dent, Hamilton School District
Robert Dobell, Stevensville School District
Jennifer Burdette, Darby School District
Tamara Lysons, Lone Rock School District
Librarians & Teachers
Jan Burgess, Lone Rock School
Judy Parker, Darby School
Jane Mason, Hamilton School
Mona McCarty, Hamilton School
Rod Pogachar, Hamilton School
Ann Rupiper, Hamilton School
Lori Jettie, Stevensville School
Liz Lubbers, Stevensville School
Vicki Lyngstad, Victor School
In August 2010, the committee met with the Ravalli Curriculum Consortium concentrated Library/Media curriculum development. The committee reviewed current practices, student achievement data, current research, existing Library/Media curriculum from each district, curriculum guides from other states, the National Standards, and the Montana Standards. The curriculum guide which follows is the culmination of this work.
Gratitude and appreciation are extended to the individual committee members for their hard work and dedication.
Stevensville Public Schools
Library Media Mission Statement
The mission of the Stevensville schools’ library media program is to ensure that all students are able to effectively use libraries to meet their information and research needs arising from the school’s curriculum and from personal needs and interests.
Our mission is to create a community of readers where each student can fulfill his or her potential and experience the joy of the written word.
Our school will provide appropriate materials and time for the practice and improvement of the students’ reading, listening, and viewing habits.
Library Media Philosophy Statement
Lifelong learning, literacy, and information skills are essential tools for the citizens of today. The library media centers will provide resources to build these basic skills and help the students develop to their fullest potential. The skills will serve the student in earning livelihoods, participating in the democratic processes, and functioning as members of their families, communities, and the larger society.
To facilitate the building of these skills, the Stevensville library media centers are fully integrated with the school curriculum. The library media centers are designed to help students more fully explore classroom subjects, either as part of the content areas’ curriculum or to satisfy personal interests.
The library media centers serve the students of the community, the faculty and staff, and the community at large in supporting research needs and recreational reading. Research may be associated with the curriculum of the school or may be personal research in areas of interest. Recreational reading may be in many different formats, from novels and short stories to periodicals to appropriate Internet sites. Materials will be selected to meet these needs. Further, the media centers will contain materials to meet the needs of all learners.
Stevensville’s school library media centers are places where students can develop information literacy skills (access information, evaluate information, and use information), independent learning skills (pursues information related to personal interests, appreciates literature, and strives for excellence in information seeking and knowledge generation), and social responsibility skills (recognizes the importance of information to a democratic society, contributes to the learning community, and participates effectively in groups to pursue and generate information).
The Stevensville school library media centers will strive to maintain a diverse collection that represents varying points of view and a wide variety of interest areas to all patrons served.
The underlying philosophy for the collection development in the library media centers advances the concept of free access, freedom of speech, and having access to what others have said. This is clearly stated in the “Library Bill of Rights.”
STEVENSVILLE SCHOOL LIBRARY MEDIA CENTER
Position Statements
Budget and Finance
The escalating costs of books, software, hardware, and other technological resources must be considered before full implementation of this curriculum can be realized.
Recommendation:
Annual inflation adjustments shall be made to the library budgets in order for them to maintain quality collections. New databases are needed to keep up with the research done by students.
Current Status:
The libraries have received adequate funding for materials and technology. As the need arises, increases in the budget may need to be negotiated.
Technology
The Stevensville’s Library Media Centers must maintain and provide current technological resource for students to efficiently and effectively access information.
Recommendation:
Add another technology coordinator and/or trouble shooter for the school district.
Continue to maintain and update computers, equipment and databases.
Current Status:
The libraries have adequate materials and technology. As the need arises, increase in the budget may need to be negotiated.
Collaborative Planning
Collaborative planning is a concept that involves the entire school in a cooperative, integrated process that unites the classroom with the resources available through the library media center. The purpose of collaborative planning is to develop units that encourage the transfer of knowledge by effectively integrating library media center activities with other learning experiences.
As an integral part of daily teaching and learning activities, a partnership between teachers and library media specialists must exist to have effective schools. This integration strengthens the teaching/learning process so that students can develop the vital skills necessary to locate, analyze, evaluate, interpret, and communicate information and ideas.
Recommendations:
Make staff aware the librarians are available to plan collaboratively, team-teach, and serve as instructional resource. Encourage collaborative learning in all curriculum areas.
Current Status:
The staff and librarians collaborate but more could be done in this area.
Facility
At this time a new K-8 library is under construction.
Recommendation:
The high school facility has been marginally adequate for our needs. The high school library no longer allows for the expansion of the collection. Two substantial areas of the original library have been lost to other uses. The room currently used of guidance was once part of the library as was the room now used for the computer network office. The end result was a loss of area for shelving. Expansion of the high school library is important if we are to stay current with other class A libraries.
Staff
Research has proven that reading test scores improve with the increase in the following characteristics of library media programs: LM program development, information technology, teacher/library media specialist collaboration, and individual visits to the library media center.
Insuring that the library media centers remain available and flexible to serve the students and staff of the district is imperative.
Recommendation:
Maintain a full time certified library/media specialist in each library.
Add an adult aide in the elementary library.
Add a half-time adult aide in the high school and maintain student aides.
Current Status:
Full-time, certified librarians are employed by the district.
IMPLEMENTATION PLAN – STEVENSVILLE LIBRARY MEDIA CENTER
YEAR / WHAT / HOW / WHO / WHEN / MEASUREMENT1 /
- Introduce curriculum and new expectation of library collaboration projects.
- Review and revise policy
- Fall teachers meeting and a fall school board meeting.
- Media Specialist
- Fall meetings
- All board members and staff members receive a copy of curriculum.
- Working policy document.
2 /
- Evaluation of previous years goal and continue with adjustments as needed.
- Introduce Super 3 and Big 6 to staff.
- Review policy.
- Teachers meetings with various grade levels.
- Media Specialist
- Throughout year as time allows with early outs.
- Keep track of times of collaboration and check list of skills taught.
- Teachers respond to idea of research format.
- All components of policy are in place.
- Register with state.
3 /
- Evaluation of previous year.
- Begin outlining plans for enlarging facility.
- Short questionnaire for staff.
- Workshops on Big 6.
- Discussion with board and administration for facility.
- Media Specialist, staff, and administration.
- Throughout school year
- Questionnaire/teacher feedback
- Administration acceptance of facility planning
4 /
- Evaluation of previous year in regards to collaboration and implementation of Big 6 and Super 3.
- Continue new facility plan.
- Teacher and administration feedback.
- Media Specialist
- Staff meeting and throughout year.
- More collaboration projects, detailed facility plan.
5 /
- Evaluation of previous year.
- If monies available, begin work on new facility.
- Short questionnaire, with focus being on collaboration and research skills.
- Media Specialist
- Staff meeting beginning of year.
- Documented increase use of library by teachers.
- If possible, actual construction of enlarged or new library.
- Evaluation of all programs in library and making sure they conform to standards and curriculum.
- Completion of facility.
- Detailed review of curriculum.
- Enlarged or new facility being used.
- Media Specialist
- Throughout year
- Checklist of skills.
- All library programs ongoing in facility.
Grades K-8
Informational Literacy and
Library Media Curriculum
Stevensville Elementary and Middle School
Topic: RESEARCH
Grade: K
Score 4.0 / In addition to Score 3.0, in-depth inferences and applications that go beyond what was taught. / Sample Tasks
3.5 / In addition to score 3.0 performance, in-depth inferences and applications with partial success.
Score 3.0 / The student:
- Will identify a topic of a book.
- Choose a book from the library on a favorite subject
2.5 / No major errors or omissions regarding 2.0 content and partial knowledge of the 3.0 content
Score 2.0 / There are no major errors or omissions regarding the simpler details and processes as the student:
- Will identify a topic of a book
- recognizes or recalls basic terminology such as:
- Subject, topic
- Explain the concept of subject
1.5 / Partial knowledge of the 2.0 content but major errors or omissions regarding the 3.0 content
Score 1.0 / With help, a partial understanding of some of the simpler details and processes and some of the more complex ideas and processes.
0.5 / With help, a partial understanding of the 2.0 content but not the 3.0 content
Score 0.0 / Even with help, no understanding or skill demonstrated.
Standard 1: A student must identify the task and determine the resources needed.
Topic: RESEARCH
Grade: K
Score 4.0 / In addition to Score 3.0, in-depth inferences and applications that go beyond what was taught. / Sample Tasks
3.5 / In addition to score 3.0 performance, in-depth inferences and applications with partial success.
Score 3.0 / The student:
- Will explore possible resources
- Inquire about contents of books on a given topic
2.5 / No major errors or omissions regarding 2.0 content and partial knowledge of the 3.0 content
Score 2.0 / There are no major errors or omissions regarding the simpler details and processes as the student:
- Will explore possible resources
- Engage in teacher directed book search
- Browse books teacher has brought into classroom on topic
1.5 / Partial knowledge of the 2.0 content but major errors or omissions regarding the 3.0 content
Score 1.0 / With help, a partial understanding of some of the simpler details and processes and some of the more complex ideas and processes.
0.5 / With help, a partial understanding of the 2.0 content but not the 3.0 content
Score 0.0 / Even with help, no understanding or skill demonstrated.
Standard 1: A student must identify the task and determine the resources needed.
Topic: RESEARCH
Grade: K
Score 4.0 / In addition to Score 3.0, in-depth inferences and applications that go beyond what was taught. / Sample Tasks
3.5 / In addition to score 3.0 performance, in-depth inferences and applications with partial success.
Score 3.0 / The student:
- Will choose resource from a limited selection
- Actively searching for information on subject area of day’s lesson
2.5 / No major errors or omissions regarding 2.0 content and partial knowledge of the 3.0 content
Score 2.0 / There are no major errors or omissions regarding the simpler details and processes as the student:
- Will choose resource from a limited selection
- recognizes or recalls basic terminology such as:
- Choose a book from subject area that ties in with day’s lesson
1.5 / Partial knowledge of the 2.0 content but major errors or omissions regarding the 3.0 content
Score 1.0 / With help, a partial understanding of some of the simpler details and processes and some of the more complex ideas and processes.
0.5 / With help, a partial understanding of the 2.0 content but not the 3.0 content
Score 0.0 / Even with help, no understanding or skill demonstrated.
Standard 2: A student must locate sources, use information, and present findings.
Topic: RESEARCH
Grade: K
Score 4.0 / In addition to Score 3.0, in-depth inferences and applications that go beyond what was taught. / Sample Tasks
3.5 / In addition to score 3.0 performance, in-depth inferences and applications with partial success.
Score 3.0 / The student:
- Locate major sections in the library
- Find a fiction book
- Find a non-fiction book
2.5 / No major errors or omissions regarding 2.0 content and partial knowledge of the 3.0 content
Score 2.0 / There are no major errors or omissions regarding the simpler details and processes as the student:
- Locate major sections in the library with assistance
- recognizes or recalls basic terminology such as:
- Fiction / Non-Fiction
- Ask librarian for help when selecting books to check out
1.5 / Partial knowledge of the 2.0 content but major errors or omissions regarding the 3.0 content
Score 1.0 / With help, a partial understanding of some of the simpler details and processes and some of the more complex ideas and processes.
0.5 / With help, a partial understanding of the 2.0 content but not the 3.0 content
Score 0.0 / Even with help, no understanding or skill demonstrated.
Standard 2: A student must locate sources, use information, and present findings.
Topic: RESEARCH
Grade: K
Score 4.0 / In addition to Score 3.0, in-depth inferences and applications that go beyond what was taught. / Sample Tasks
3.5 / In addition to score 3.0 performance, in-depth inferences and applications with partial success.
Score 3.0 / The student:
- Explore fiction and nonfiction resources
- Compare fiction books to non-fiction on same subject
2.5 / No major errors or omissions regarding 2.0 content and partial knowledge of the 3.0 content
Score 2.0 / There are no major errors or omissions regarding the simpler details and processes as the student:
- Explore fiction and nonfiction resources
- recognizes or recalls basic terminology such as:
- Fiction, non-fiction
- Discuss the terms fiction and non-fiction
1.5 / Partial knowledge of the 2.0 content but major errors or omissions regarding the 3.0 content
Score 1.0 / With help, a partial understanding of some of the simpler details and processes and some of the more complex ideas and processes.
0.5 / With help, a partial understanding of the 2.0 content but not the 3.0 content
Score 0.0 / Even with help, no understanding or skill demonstrated.
Standard 2: A student must locate sources, use information, and present findings.
Topic: RESEARCH
Grade: K
Score 4.0 / In addition to Score 3.0, in-depth inferences and applications that go beyond what was taught. / Sample Tasks
3.5 / In addition to score 3.0 performance, in-depth inferences and applications with partial success.
Score 3.0 / The student:
- Will point out parts of a book
- Locate the cover, back, pages, spine, spine label, title page
- Recognize author, illustrator
2.5 / No major errors or omissions regarding 2.0 content and partial knowledge of the 3.0 content
Score 2.0 / There are no major errors or omissions regarding the simpler details and processes as the student:
- Will discuss parts of a book
- recognizes or recalls basic terminology such as:
- cover, back, pages, spine, spine label, title page, author, illustrator
- Locate some parts of the book
1.5 / Partial knowledge of the 2.0 content but major errors or omissions regarding the 3.0 content
Score 1.0 / With help, a partial understanding of some of the simpler details and processes and some of the more complex ideas and processes.
0.5 / With help, a partial understanding of the 2.0 content but not the 3.0 content
Score 0.0 / Even with help, no understanding or skill demonstrated.
Standard 2: A student must locate sources, use information, and present findings.
Topic: RESEARCH
Grade: K
Score 4.0 / In addition to Score 3.0, in-depth inferences and applications that go beyond what was taught. / Sample Tasks
3.5 / In addition to score 3.0 performance, in-depth inferences and applications with partial success.
Score 3.0 / The student:
- Will view and listen for information.
- Answer guided questions about book
- Sequence events
2.5 / No major errors or omissions regarding 2.0 content and partial knowledge of the 3.0 content