Library Science Curriculum
  High School

The library and information literacy skills curriculum includes objectives that support the development of students’ skills in locating, evaluating, analyzing, and synthesizing information from various source types. These skills are developed through instruction and guided practice. Librarians collaborate with classroom teachers on information literacy lessons that support subject area curricula using print, web, and subscription electronic resources. Student progress is evaluated using assessments.

Last Updated: 04/03/12 04:04 PM
Standard 1

Benchmark 1.a
Use Prior and Background Knowledge as Context for New Learning
Indicator 1.a.1
Read background information to discover the key components
Indicator 1.a.2
Identify keywords or synonyms to use in further research
Indicator 1.a.3
Develop a schema to express the big idea among ideas and topics
Indicator 1.a.4
Explore information sources to increase familiarity with the topic
Indicator 1.a.5
Review initial information needed to develop, clarify, revise question
Indicator 1.a.6
Compare background information with prior knowledge to determine focus

Benchmark 1.b
Develop and Refine a Range of Questions to Frame the Search
Indicator 1.b.1
Generate specific questions to focus the purpose of the research
Indicator 1.b.2
Develop and refine the topic to arrive at a worthwhile topic
Indicator 1.b.3
Formulate questions to collect information to validate a thesis
Indicator 1.b.4
Design questions that test a hypothesis or validate a thesis statement
Indicator 1.b.5
Refine questions to provide a framework for the inquiry of research
Indicator 1.b.6
Recognize that the purpose of the inquiry determines questioning
Indicator 1.b.7
Explore problems or questions for which there are multiple answers
Indicator 1.b.8
Review initial information needed to clarify or refine the questions

Benchmark 1.c
Find, Evaluate, and Select Appropriate Sources to Answer Questions
Indicator 1.c.1
Identify the value of and differences among resources
Indicator 1.c.2
Seek and use a variety of specialized resources available
Indicator 1.c.3
Use both primary and secondary sources
Indicator 1.c.4
Evaluate sources based on varied criteria
Indicator 1.c.5
Demonstrate confidence & self-direction in making independent choices
Indicator 1.c.6
Use various search systems to retrieve information

Benchmark 1.d
Evaluate Information for Accuracy, Validity, Appropriateness, etc.
Indicator 1.d.1
Recognize that knowledge can be organized into disciplines
Indicator 1.d.2
Evaluate information from a variety of social or cultural contexts
Indicator 1.d.3
Identify presence of bias and explain the effect on the information
Indicator 1.d.4
Counter the effect of bias on accuracy & reliability of information
Indicator 1.d.5
Recognize & explain the impact of context on interpreting information
Indicator 1.d.6
Use criteria to determine whether information contradicts or verifies

Benchmark 1.e
Read, View, & Listen for Information to Make Inferences
Indicator 1.e.1
Take notes using one or more note-taking strategies
Indicator 1.e.2
Categorize information; add new categories as necessary
Indicator 1.e.3
Interpret information presented in various formats
Indicator 1.e.4
Restate the concepts in their own words and select appropriate data
Indicator 1.e.5
Integrate new information presented in various formats
Indicator 1.e.6
Analyze synthesis of findings & construct new hypotheses if needed
Indicator 1.e.7
Challenge ideas & make notes of questions to pursue additional sources

Benchmark 1.f
Demonstrate Mastery of Technology Tools for Accessing Information
Indicator 1.f.1
Use a range of electronic resources efficiently, effectively, & safely
Indicator 1.f.2
Use social networking & web 2.0 tools to demonstrate & share learning
Indicator 1.f.3
Expand use of technology tools and resources to evaluate information
Indicator 1.f.4
Use a range of search strategies to locate information about topics
Indicator 1.f.5
Create their own electronic learning spaces to work collaboratively

Benchmark 1.g
Collaborate with Others to Broaden and Deepen Understanding
Indicator 1.g.1
Seek ideas and opinions from others
Indicator 1.g.2
Design & implement projects with participation from diverse groups
Indicator 1.g.3
Describe ideas of others accurately
Indicator 1.g.4
Help to organize and integrate contributions of all group members
Indicator 1.g.5
Model social skills & character traits that advance a team's progress

Benchmark 1.h
Organize Knowledge in a Way That Can Be Called Upon Easily
Indicator 1.h.1
Use visualization to provide a clear picture of the major ideas
Indicator 1.h.2
Categorize new ideas with keywords and tagging
Indicator 1.h.3
Develop personal note-taking systems that incorporate reflections
Indicator 1.h.4
Connect new information to ideas previously learned
Indicator 1.h.5
Identify the main ideas by seeing the pattern they present

Benchmark 1.i
Monitor Own Information-Seeking Processes for Effectiveness & Progress
Indicator 1.i.1
Use interaction with & feedback from others to guide own inquiry
Indicator 1.i.2
Monitor gathered information, and assess for gaps or weaknesses
Indicator 1.i.3
Seek appropriate help when it is needed
Indicator 1.i.4
Develop directions for future investigations
Standard 2

Benchmark 2.a
Continue Inquiry-Based Research Process Using Critical Thinking Skills
Indicator 2.a.1
Identify main, supporting, & conflicting info. using multiple sources
Indicator 2.a.2
Make and explain inferences about main ideas
Indicator 2.a.3
Critically analyze relevant information from a variety of sources
Indicator 2.a.4
Research or clarify reasons for discrepancies in points of view

Benchmark 2.b
Organize Knowledge So That It Is Useful
Indicator 2.b.1
Independently use organizational patterns to draw conclusions

Benchmark 2.c
Use Strategies to Draw Conclusions & Apply Knowledge
Indicator 2.c.1
Draw clear & appropriate conclusions supported by evidence & examples
Indicator 2.c.2
Combine information, ideas & inferences to develop new understanding
Indicator 2.c.3
Develop their own points of view and support with evidence
Indicator 2.c.4
Recognize multiple causes for issues & present different perspectives
Indicator 2.c.5
Apply strategies for making personal and real world connections

Benchmark 2.d
Use Technology & Information Tools to Analyze & Organize Information
Indicator 2.d.1
Use technology tools to analyze collected ideas and information
Indicator 2.d.2
Identify & apply tools for communication, productivity & creativity

Benchmark 2.e
Collaborate to Exchange Ideas, Make Decisions & Solve Problems
Indicator 2.e.1
Participate in discussion to analyze information to suggest solutions
Indicator 2.e.2
Work with others to select, organize & integrate information & ideas
Indicator 2.e.3
Use online environments or collaborative tools to design & develop
Indicator 2.e.4
Assess own ability to work with others

Benchmark 2.f
Use Writing Process & Technology Skills to Create Products
Indicator 2.f.1
Select the presentation to effectively communicate & support an idea
Indicator 2.f.2
Express ideas through creative products in a variety of formats
Indicator 2.f.3
Revise work based on ongoing self-assessment & feedback from others
Indicator 2.f.4
Edit for grammar, language conventions, and style
Indicator 2.f.5
Cite all sources and use specific citation formats
Standard 3

Benchmark 3.a
Conduct and Conclude an Inquiry-Based Research Process
Indicator 3.a.1
Set high work standards and criteria for self-assessment
Indicator 3.a.2
Follow their research plans & evaluate effectiveness of their inquiry
Indicator 3.a.3
Identify strengths, assess processes & products, & set goals
Indicator 3.a.4
Present and support conclusions to answer the question or problem
Indicator 3.a.5
Present complex ideas with clarity and authority

Benchmark 3.b
Participate & collaborate as Members of a Social/Intellectual Network
Indicator 3.b.1
Seek ideas and opinions from others
Indicator 3.b.2
Accurately describe/summarize ideas of others & respond appropriately
Indicator 3.b.3
Comply with policies for access in different information environments
Indicator 3.b.4
Use interactive tools collaboratively to design products
Indicator 3.b.5
Share research and creative products with others
Indicator 3.b.6
Use writing & speaking skills to communicate new understandings
Indicator 3.b.7
Use technology to organize & display knowledge and understanding
Indicator 3.b.8
Engage in safe & ethical use of social networking applications
Indicator 3.b.9
Share reading, viewing, and listening experiences in a variety of ways
Indicator 3.b.10
Offer and defend information brought to group

Benchmark 3.c
Connect Learning to Community Issues
Indicator 3.c.1
Use multiple resources to seek balanced perspectives
Indicator 3.c.2
Explain how the topic or question relates to issues in the real world
Indicator 3.c.3
Demonstrate the understanding of intellectual freedom
Indicator 3.c.4
Investigate & evaluate multiple sides of issues

Benchmark 3.d
Use Information and Technology Ethically and Responsibly
Indicator 3.d.1
Understand what constitutes plagiarism
Indicator 3.d.2
Demonstrate understanding of intellectual property rights
Indicator 3.d.3
Abide by copyright guidelines for use of non-public domain materials
Indicator 3.d.4
Legally obtain, store, and disseminate text, data, images, or sounds
Indicator 3.d.5
Abide by the acceptable use policy in all respects
Indicator 3.d.6
Demonstrate understanding for the process of copyrighting own work
Indicator 3.d.7
Analyze the consequences and costs of unethical use of information
Indicator 3.d.8
Apply utilities to edit images complying with all copyright provisions
Standard 4

Benchmark 4.a
Read, View, and Listen for Pleasure and Personal Growth
Indicator 4.a.1
View information in a variety of formats to explore new ideas
Indicator 4.a.2
Seek and locate information about personal interests
Indicator 4.a.3
Take advantage of opportunities available within the community

Benchmark 4.b
Respond to literature and creative expressions of ideas
Indicator 4.b.1
Recognize & evaluate the author’s point of view & how it affects text
Indicator 4.b.2
Read books that connect to real world issues
Indicator 4.b.3
Recognize similarities among authors writing on the same theme
Indicator 4.b.4
Recognize how their own points of view influence perspectives on texts
Indicator 4.b.5
Assess the emotional impact of specific works on the reader or viewer
Indicator 4.b.6
Apply ideas gained from literary and artistic works to their own lives
Indicator 4.b.7
Compare the theme and its treatment in different works of literature
Indicator 4.b.8
Evaluate the effectiveness of a creative work
Indicator 4.b.9
Express new ideas gained through various formats
Indicator 4.b.10
Identify & analyze universal themes in literature
Indicator 4.b.11
Identify personal strengths, assess inquiry processes & set goals

Benchmark 4.c
Seek Information for Personal Learning in a Variety of Formats
Indicator 4.c.1
Select resources for academic, personal, and real-world purposes
Indicator 4.c.2
Select print, nonprint & digital resources based on personal interests
Indicator 4.c.3
Select resources on topics of interest on various comprehension levels
Indicator 4.c.4
Read a variety of fiction & non-fiction from various cultures
Indicator 4.c.5
Use print, nonprint & digital resources to seek answers to questions
Indicator 4.c.6
Set reading goals and maintain personal reading lists
Indicator 4.c.7
Explore real-world genres
Indicator 4.c.8
Find information about personal interests independently

Benchmark 4.d
Connect Ideas to Own Interests and Previous Knowledge and Experience
Indicator 4.d.1
Explain text on both literal and abstract levels
Indicator 4.d.2
Use context and graphic clues to aid understanding
Indicator 4.d.3
Analyze alternative perspectives and evaluate differing points of view
Indicator 4.d.4
Compare new ideas to previous understandings
Indicator 4.d.5
Connect new ideas and understandings to future needs and interests
Indicator 4.d.6
Reflect on changes in goals, reading preferences and interests

Benchmark 4.e
Self assess ability to pursue personal and aesthetic growth
Indicator 4.e.1
Identify the limits of personal knowledge

Essential - Standard, benchmark, or indicator from the VDOE Standards of Learning document. In the absence of VDOE standards for a given course, content subject to testing such as AP and IB can be labeled Essential.
Expected - Standard, benchmark, or indicator added by the FCPS Program of Studies to provide a context, a bridge, or an enhancement to the Essential SBIs.
Extended - Standard, benchmark, or indicator added by the FCPS Program of Studies generally used to differentiate instruction for advanced learners (Honors/GT)