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
 
 
LIB.HS
Standard 1
  INQUIRE, THINK CRITICALLY AND GAIN KNOWLEDGE
 

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
 
LIB.HS
Standard 2
  DRAW CONCLUSIONS, MAKE INFORMED DECISIONS AND APPLY KNOWLEDGE
 

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
 
LIB.HS
Standard 3
  SHARE KNOWLEDGE & PARTICIPATE ETHICALLY & PRODUCTIVELY IN SOCIETY
 

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
 
LIB.HS
Standard 4
  PURSUE PERSONAL AND AESTHETIC GROWTH
 

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)