Information & Technology Literacy, 2010-2011

Today’s library is no longer a place to just check out books. Matter-of-fact, the library is no longer an entity onto itself. It is, in combination with the computer lab, the LRC or Learning Resource Center. An effective library part of the LRC provides information literacy instruction. According to the American Association of School Librarians, “Information literacy is the ability to locate process, evaluate and utilize information.” Our program will provide information resources in a variety of formats and readability levels. Students will be shown how to access, use and evaluate information resources efficiently and ethically based on academic or personal need. This instruction will be correlated to specific academic content standards and taught as an integrated process.
Each of the LRC benchmarks will be expanded into specific grade level objectives too numerous to list individually.

One goal of St. Paul of the Cross School is to assist in the future success of its students by providing them with equitable, appropriate and useful learning experiences involving technology. Technology is an effective tool and an essential component of the skills needed to enrich their learning, and, also, their desire to learn.  Students will have the opportunity and knowledge to select appropriate tools  that will let them adapt to the challenges of the 21st century though the access and utilization of technology in gathering, using, and communicating information in order to make responsible decisions as global, Catholic citizens.
The use of technology is most effective when integrated as one component into the learning environment and used as a tool for active construction of knowledge and skills by students. It should promote higher levels of critical and creative thinking and problem solving, accommodate individual learning styles for all students, facilitate communication and teamwork, and promote the location and use of information to solve problems.
Students in kindergarten through eighth grade receive computer instruction as part of their weekly Learning Resource Center (LRC) schedule. Students also have the ability to enrich their core and special subjects with the use of individual laptop computers maintained on carts which will be wheeled into separate classrooms. Students are assessed using a variety of methods from observation to rubrics.
The following is a basic breakdown of six main technology literacy standards based on the National Educational Technology Standards for Students (NET*S.) Following are benchmarks for students at specific points.

 
LRC Benchmarks for Information Literacy

By the end of the K-2 program, students should:

1. Locate the LRC, recognize staff members and participate in library activities.
2. Recognize that the LRC has a variety of books and materials that may be used and borrowed, and understand the importance of proper care of these materials.
3. Understand that books and materials are housed in specific areas of the LRC.
4. Read and listen to stories for schoolwork and personal enjoyment.
5. Understand what information is and use a process to find information


By the end of the grades 3-5 program, students should:

1. Access the LRC facility, staff, and resources whenever an academic or personal information need arises, and demonstrate appropriate use of materials.
2. Understand that books and materials are organized in a system, and use the system to locate items.
3. Explore and use various forms of literature for schoolwork and personal enjoyment.
4. Describe types of information: including facts, opinions, primary/secondary sources, and formats of information including number, text, sound, visual, multimedia; and use information for a purpose.
5. Apply a research process (Big6) to decide what information is needed, find sources, use information and check sources.

By the end of the grades 6-8 program, students should:

1. Understand the function of the LRC, recognize other types of libraries, and use a variety of libraries to meet informational and personal needs.
2. Identify information needs, select books and materials in a variety of formats, and demonstrate responsible use and ethical behavior when using LRC materials.
3. Select literature by genre based on need and personal enjoyment.
4. Evaluate the accuracy, authority, objectivity, currency, coverage and relevance of information and data sources.
5. Conduct research and follow a research process model (Big6) that includes the following: develop essential question; identify resources; select, use and analyze information; synthesize and generate a product; and evaluate both process and product


LRC Benchmarks for Computer/Technology Literacy

Students will understand basic operations and concepts of technology.

By the end of the K-2 program, students should:

• Identify the computer as a machine that helps people work and play.
• Have an awareness of the layout of the computer keyboard and that certain fingers are used on certain keys.
• Use the correct hand and body position while applying the proper touch method of keying for the home row keys some special purpose keys.
• Use keyboarding skills to produce grade appropriate projects.
• Proofread and correct errors using backspace, delete, undo.
• Identify and use input devices (mouse, keyboard, etc.) and output devices (monitor, printers, etc.) to successfully operate computers and other technologies.
• Use a variety of media and technology resources for directed and independent learning activities.
• Communicate about technology using developmentally appropriate and accurate terminology.
• Use and apply developmentally appropriate multimedia resources including interactive books, educational software, interactive whiteboards, and multimedia encyclopedias to support learning.

By the end of the 3-5 program, students should:

• Review and demonstrate proper touch-keying techniques for all alpha numeric and symbol keys.
• Key at a rate of 20 wpm using the proper keyboarding techniques.
• Discuss common uses of technology in daily life and the advantages and disadvantages those uses provide.
• Work with more than one software application at a time.
• Understand the differences in file formats and compatibility.
• Develop skills in using function keys and keyboard shortcuts.

By the end of the 6-8 program, students should:

• Key at a rate of 30 wpm and apply the touch system to the numeric keypad.
• Demonstrate knowledge and appropriate use of operating systems, software applications, communication, and networking components.
• Apply strategies for identifying and solving routine hardware and software problems that occur during everyday use.
• Use technology terminology appropriate to the task.
• Organize files and perform basic software application functions such as creating, modifying, printing, saving documents and advanced formatting techniques such as margins, line spacing, tabs, etc.
• Create a chart that visually represents data.
• Create a multimedia presentation using text, graphics, and sound to effectively communicate a concept.

Students will understand the importance of social, ethical, and human issues associated with technology.

By the end of the K-2 program, students should:

• Demonstrate the safe use of electronic technologies
• Identify, discuss and visually represent uses of technology in the community (bar codes, scanners, etc.)
• Respect the privacy of others.
• Understand and follow classroom rules for technology use.
• Recognize the importance of supervised use of technology.
• Respect the rights of others.
• Recognize that technology can be used to assist learning.
• Work cooperatively and collaboratively with peers and others when using technology.
• Demonstrate positive social and ethical behaviors when using technology.

By the end of the 3-5 program, students should:

• Respect the electronic work of other individuals.
• Practice and respect the copyright laws and accurately record information source
• Analyze the advantages and disadvantages of the use of technology with respect to personal safety, ethics, and efficiency

By the end of the 6-8 program, students should:

• Practice ethical and legal behaviors when using information and technology and discuss ramifications of misuse.
• Discuss copyright laws/issues and model ethical acquisition and use of digital information, citing sources using established methods.
• Describe the consequences regarding copyright violations including computer hacking, computer piracy, intentional virus setting, and invasion of privacy.
• Discuss current changes in the information technologies and how those changes affect society and the workplace.
• Research and evaluate the accuracy, relevance, appropriateness, comprehensiveness, and bias of electronic information sources concerning real-world problems.

Students will use technology productivity tools.

By the end of the K-2 program, students should:

• Use computer resources to practice learning skills in relation to other subject areas such as math, science, English, etc.
• Recognize that different soft ware programs are designed for specific purposes.
• Use a variety of media and technology resources for directed and independent learning activities.
• Create developmentally appropriate multimedia products with support from teacher or others.
• Use technology resources for problem solving, communication, and illustration of thoughts, ideas, and stories.
• Use a prepared spreadsheet to enter/edit data and observe the changes that occur to make predictions.

By the end of the 3-5 program, students should:

• Use subject specific information gathered through technology resources for a variety of curriculum subjects.
• Create presentations for various subject related assignments.
• Use simulation software and tutorial software to assist with learning.
• Identify and discuss multimedia terms/concepts as a class/group.
• Use an age appropriate web authoring tool to compose text, create hyperlinks, and add relevant multimedia.
• Correctly perform basic skills in word processing and spreadsheet programs.

By the end of the 6-8 program, students should:

• Use technology tools to enhance learning, increase productivity, and promote creativity.
• Demonstrate the ability to select and use software for a defined task according to quality, appropriateness, effectiveness, and efficiency.
• Use productivity tools to create effective document files for defined audiences such as slide shows, posters, multimedia presentations, newsletters, brochures, or reports.
• Research and evaluate the accuracy, relevance, appropriateness, comprehensiveness, and bias of electronic information sources concerning real-world problems.

Students will use technology communications tools.

By the end of the K-2 program, students should:

• Use technology resources (puzzles, logical thinking programs, writing tools, and digital cameras, drawing tools) for problem solving, communication and illustration of thoughts, ideas, and stories.
• Gather information and communicate with others using telecommunications with support from teachers and others.
• Recognize and discuss telecommunications as a way to share information electronically.
• Use multimedia software to communicate information and ideas.
• Identify various technology communication tools such as television, telephone, internet, email, fax, etc.

By the end of the 3-5 program, students should:

• Use telecommunications efficiently to access remote information, communicate with others in support of direct and independent learning and pursue personal interests.
• Use telecommunications and online resources to participate in collaborative problem-solving activities for the purpose of developing solutions or products for audiences inside and outside of the classroom.
• Use outlining tools to create simple presentation templates.
  Explore effective ways to demonstrate ideas.

By the end of the 6-8 program, students should:

• Use telecommunications to collaborate, publish, and interact with peers, experts, and other audiences by using multimedia authoring programs to create linear or non-linear projects and by creating multi-section documents.
• Use a variety of media and formats to communicate information and ideas effectively to multiple audiences.

Students will select and use appropriate technology research tools.

By the end of the K-2 program, students should:

• Use the internet to go to a teacher selected site(s.)
• Use technology tools to process data and report results.
• Recognize that information needs to be organized.
• Discuss what they have found at specific sites and talk about the information as to its helpfulness for the assigned task.

By the end of the 3-5 program, students should:

• Select appropriate strategies to navigate and access information on local area networks and wide area networks for research and resource sharing.
• Use electronic reference materials including encyclopedias, thesauruses, dictionaries, atlases, etc.
• Develop a small basic data base and design a basic spreadsheet.
• Use interactive technology environments, such as simulation, electronic science or mathematics laboratories, virtual museum field trips, or on-line interactive lessons to extend learning.

By the end of the 6-8 program, students should:

• Apply appropriate electronic search strategies in the acquisition of information including keyword and Boolean search strategies.
• Use on-line help and other documentation.
  Identify the source, location, relevancy, and content validity of available information.
• Design, develop, publish, and present products (i.e. web pages, videotapes) using technology resources that demonstrate and communicate curriculum concepts.
• Select and use appropriate tools and technology resources to accomplish a variety of task and solve problems.
• Model legal and ethical behaviors when using information and technology by properly selecting, acquiring, and citing resources.

Students will utilize technology problem-solving and decision-making tools.

By the end of the K-2 program, students should:

• Recognize that computers were created to assist in solving problems (computer history.)
• Use a step-by step process for solving a problem.
• Use developmentally appropriate software to follow sequential directions and proper steps to solve a problem for a given simple task.
• Use some method of storyboarding to create a presentation o the steps to solve a problem.
• Students will use the internet to examine selected website to acquire information and illustrate thoughts, ideas, or stories with multimedia software.

By the end of the 3-5 program, students should:

• Use the computer and technology resources to gather information on different ways to solve a specific problem.
• Use technology resources for problem solving, self-directed learning and extended learning activities.
• Evaluate the accuracy relevance, appropriateness, comprehensiveness, and bias of electronic information sources.

By the end of the 6-8 program, students should:

• Integrate acquired technology applications skills, strategies, and use of the word processor, database, spreadsheet, telecommunications, draw, paint, and utility programs into the foundation and enrichment curricula.
• Demonstrate knowledge of the relevancy of technology to future job skills, life-long learning, and daily living.
• Use technology resources for self-directed learning, problem solving and extended learning activities.
• Generate a desired outcome using an appropriate problem-solving method.
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