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2000 Curriculum Document
Page history
last edited
by Pam Burke 14 years, 1 month ago
VSLA_curriculum_doc.doc
Please make no edits to this page. This is here for historical purposes as we look at revising this document in the school year of 2009/10.
Elements of a Library-Media Curriculum 10/2000
Purpose:
In a standards-based learning environment, the curriculum of the library-media center is focused on helping students meet standards. Since many librarians are being asked to develop such curricula in their schools, a team of librarians and I began meeting to draft a document that could serve as a framework for local work. This document is the result. Obviously, this is not an actual curriculum. What this attempts to do, however, is provide a model within which you can place your work, focus your work, and see how the work you do can help students achieve Vermont Standards.
We have separated the standards-based work of the library into two areas: supporting the reading program of the school and ensuring that students and staff are information literate. Within the grade ranges of K-4, 5-8 and 9-12, these two categories are fleshed out with program elements. No librarian does all of these at the same time; the hope here is that you will find links for the work you do.
Please remember that these are examples only; they are not meant to be all-inclusive. Use the "notes" column to fill in your own ideas.
Reading the columns:
Column 1, "Elements of Program," lists most of the familiar elements of the actual curriculum work and programs of school librarians. This column is intended to reflect the work you do now.
Column 2, "Standards," identifies a range of standards that might be addressed by the work in Column 1. The standards chosen are not exclusive; they are chosen as suggestions and models. PLEASE NOTE that the Field of Knowledge standards are included only skeletally, since the standards addressed would depend greatly on the nature of the projects and collaborations undertaken in each category. All references are to Vermont's Framework of Standards and Learning Opportunities, including revisions from 5/99. When this document becomes web-based, there will be links to the standards in each column. For now, they are only referenced.
Column 3, "Key skills, concepts and evidence," identifies concepts and skills (the beginnings of criteria for assessment) and evidence pulled from those standards and the work in Column 1.
Column 4, "Instruction, Collaboration," identifies possible instructional and collaborative opportunities to help students achieve the standards.
Column 5, "Examples of possible assessment tools," indicates, where appropriate, a range of possible assessments to serve as a catalyst for your planning. These assessments must link back to the specific criteria developed for each area.
Column 6, "Grade level examples," where provided, are designed to provide a range of samples of good work; they are not intended to be (necessarily) plugged into your curriculum as is. They've been chosen to represent actual work in Vermont schools as well as web-based research and models for units. In some cases, the examples point to units you've already received in my newsletters; in other cases, they point to work that is either attached or on the web. At this time, there is only one grade-level example for each major division; as time goes on we hope to add to these examples with your work. One example is given of how to change a webquest to a standards-based unit. That example is:________(to be added in fall 2000).
Column 7: "Notes." This is a small column for notes for your use, meant to serve as a placeholder for you to attach things you don't want to forget.
There is also an appendix that lists resources and is meant to be added to at the local level. (Appendix to be added in Fall 2000, in a format to be determined.)
Within each area , you are encouraged to identify the work you do and connect it to the model, expanding the examples whenever possible with full standards-based examples.
The new "Standards Into Action" tool, a result of the Vermont/IBM Reinventing Education partnership, should also be helpful in working with this document. Each school has a liaison for this initiative.
What's next? Feedback, please, and suggestions for ways to improve this! Send feedback to:
Leda Schubert
Vermont Department of Education
120 State St.
Montpelier, Vt. 05620
Team members:
Beth Curtis, Fairfield Center School
Maria Forman, Twinfield Union School
Dan Greene, U-32 High School
Susan Hessey, Guilford School
Holly Kruse, Cabot School
Melissa Malcolm, Mt. Abraham Union High School
Merlyn Miller, Burr and Burton Academy
Diane Pawlusiak, Edmunds Middle School
Harriette Phillips-Hamblett, Lake Region Union High School
Chris Terry, Union Elementary School
Shannon Walters, Grand Isle School
Pat Williams, Hazen Union High School
Permission is given to duplicate this information for educational use, giving credit to the originators
Elements of a Standards-Based Library-Media Curriculum: A framework for local curricula
Grades K-4: supporting the reading program/writing and teaching information literacy
|
Elements of Program:
K-4 – Supporting the reading/writing program
|
Standards
(possible)
|
Key skills, concepts and evidence
|
Examples of possible instruction/ collaboration
|
Examples of possible assessment tools
|
Grade level
Ex.
|
Notes
|
|
Choosing books:
-book selection
-emergent reader advisory
-reading lists
-readers advisory
-helping teachers find appropriate materials
|
1.1
1.3
1.4
5.8
|
-strategies for choosing appropriate books
-comprehending grade-appropriate material
-reading at least 25 books per year; reading three genres, reading a variety of types, etc.
|
-creation of emergent reading centers
-developing classroom collections with teachers
-public librarian/district librarians
|
-book log
-genre charts
-observation
-checklists
-other record keeping
-self-assessments
|
|
.
|
|
Reading, writing and discussion:
-story time
-booktalks
-learning about genre
-readers advisory
-reading/disc. groups
-sustained silent reading
-reading lists
-writing about literature
|
1.1
1.4
1.6
1.7
1.13
1.14
1.15
5.4
5.7
5.8
5.12
|
-appreciating literature
-choosing appropriate books for grade level, reading ability, and interests
-understanding genre
-listening and speaking skills
-audience awareness
-developing aesthetic judgment
-forming literate community
-reflecting on reading through writing
|
-classroom teacher: unit work
-supplying books and resources based on instruction
-programs such as Junior Great Books, Red Clover
-public librarian/district librarians
-Vermont Center for the Book, Vermont Council on the Humanities programs
|
-increased circulation
-checklists for standards
-individual checklists
-observation
-conversation
-genre charts
-individual reading logs
-writing portfolio pieces
-rubrics
|
|
|
|
Reading and retelling:
-using words
-using pictures
|
1.2
1.13
1.15
5.11
5.12
5.13
|
-reading for meaning/comprehension
-reading at grade level
-listening and speaking well
-showing awareness of audience
-using literary terminology (plot, theme, character, etc.)
-acting as part of literate comm.
|
-AmericaReads, etc.
-RSVP volunteers
-classroom instruction
-book buddies
-older/younger reading pairings
|
-Vt. DRA (Dev. Reading Assessment)
-running records
-observation
-checklists
-rubrics
|
|
|
|
Elements of Program:
K-4 – Supporting the reading/writing program
|
Standards
(possible)
|
Key skills, concepts and evidence
|
Examples of possible instruction/ collaboration
|
Examples of possible assessment tools
|
Grade level
Ex.
|
Notes
|
|
Learning about book awards:
-Caldecott
-Red Clover Program
-Dorothy Canfield Fisher
-other?
Standards-based unit
Red Clover program
|
1.2
1.3
1.4
1.5
1.7
1.11
5.12
5.4
|
-reading grade-appropriate material
-comprehending range of text
-forming aesthetic judgment
-writing opinions clearly
-supporting judgments
-persuading others
-becoming part of literate community
-see Red Clover unit
|
-Mock-Caldecott program with teachers
-Red Clover program with VCB (Vt. Center for the Book)
-DCF program with teachers
-community involvement
|
-see RC standards-based unit for examples
-book logs/diaries
-book response journals
-presentations
-rubrics
-checklists
-observations
|
K-4
3-4
(Red Clover Unit)
|
|
|
Purchased programs, e.g.:
-Junior Great books
-Accelerated Reader
|
5.12
|
-becoming literate community
-forming aesthetic judgment
-discussion
-speaking, listening, etc. (see above)
-reading grade-appropriate text
|
-other librarians in district
-teachers
-community volunteers, etc.
|
-book response journals
-presentations
-rubrics
-checklists
-observations
|
|
|
|
Presentations:
-authors/illustrators
-speakers/visitors
|
1.13
1.14
5.7.
5.12
other
|
-appreciating literature
-choosing appropriate books for grade level, reading ability, and interests
-understanding genre
-listening and speaking skills
-audience awareness
-developing aesthetic judgment
-forming literate community
|
-classroom teachers: displays, reports, etc.
-public librarian
-district librarians
-DOL and DOE
|
-reading logs
-journals
-research
-book reports
-newsletter/newspaper contributions
(reviews, interviews, etc.)
-observations
-rubrics
|
|
|
|
Other?
|
|
|
|
|
|
|
|
K-4: Beginning Information Literacy
|
Standards (possible)
|
Key skills, concepts, and evidence
|
Examples of possible instruction/collaboration
|
Examples of possible assessment tools
|
Grade
Level
Ex.
|
Notes
|
|
Beginning Research:
-using "Information Literacy for Vermont Students" (1996)
-using "Big Six"
-other research programs, including:
I-search, IIM
K-W-L-H
(Know, Want to Know, Learn, How to Learn More),
-helping teachers with research projects
Other?
|
1.18: research
1.19
presenta-tion
subject
area
standards
|
-forming question, locating information, evaluating, synthesizing, and presenting information.
-learning library organization
-learning skimming, scanning, notetaking, organization, outlining, etc.
-field of knowledge standards depending on topic
|
-classroom teachers: research projects
-book buddies
-public librarians
-community resources such as museums, etc.
|
-benchmarks for information literacy skills
-observation
-info literacy portfolios
-checklists
-self-assessments
-rubrics
|
|
|
|
Using libraries
-using card catalogs
(electronic, paper)
-finding materials
-care and responsibility for materials
-interlibrary loan
|
1.3
1.4
1.18
1.19
1.21
2.2
|
-asking questions
-responding to media
-narrowing search
-locating information
-learning boolean terms
-requesting information
-finding appropriate materials
-selecting appropriate technology
-use reasoning strategies
|
-other district librarians
-state and regional librarians for Interlibrary loan
-Department of Libraries
|
-checklists
-benchmarks for library use
-self-assessments
-observation
|
|
|
|
K-4: Beginning Information Literacy
|
Standards (possible)
|
Key skills, concepts, and evidence
|
Examples of possible instruction/collaboration
|
Examples of possible assessment tools
|
Grade
Level
Ex.
|
Notes
|
|
Teaching media literacy:
-keeping television logs
-discussing programs, advertising, etc.
-media production
|
5.14
1.19
|
-demonstrate understanding of information technology; emerging technologies
-beginning understanding of impact of media
-learning tools of media production
|
-parents, community members
--local media resources (cable, papers, radio, etc.)
|
-TV logs
-video diaries
-checklists
-self-assessments
|
|
|
|
Other?
|
|
|
|
|
|
|
Don't forget about the Learning Opportunities! They are extremely important.
Grades 5-8: supporting the reading/writing program and teaching information literacy
|
5-8: Supporting the reading/writing program
|
Standards (possible)
|
Key skills, concepts and evidence
|
Examples of possible instruction/collaboration
|
Examples of possible assessment tools
|
Grade level
Ex.
|
Notes
|
|
Choosing books:
-book selection
-readers' advisory
-free voluntary reading
-reading lists
-helping teachers find appropriate materials
|
1.2
1.3
1.4
1.19
|
-strategies for choosing appropriate books
-comprehending grade-appropriate material
-reading at least 25 books per year; reading three genres, reading a variety of types, etc.
-locating materials in library
|
-classroom teacher: location skills, including alphabetizing
-DOE and DOL review sessions and lists
-public librarian
|
-book log
-observation
-checklists
-self assessments
-student input on materials selection
-other record keeping
|
|
|
|
Reading, writing, and discussion:
-storytime
-booktalks
-genre
-book discussion groups
-sustained silent reading
-reading partners
-writing about literature
-reading lists
|
1.1
1.4
1.6
1.7
1.13
1.14
1.15
5.4
5.7
5.8
5.12
5.13
|
-appreciating literature
-choosing appropriate books for grade level, reading ability, and interests
-understanding genre
-listening and speaking skills
-audience awareness
-developing aesthetic judgment
-forming literate community
-reflecting on reading through writing
-writing effectively
|
-booktalks with public librarian
-displays
-author reports
-classroom teachers
-programs from the Vermont Center for the Book, Vermont Council for the Humanities, etc.
|
-various, including:
running records
early literacy profiles
-book reports
-writing portfolios
-rubrics
-checklists
|
|
|
|
Presentations:
-authors/illustrators
-speakers/visitors
|
1.13
1.14
5.7
5.12
|
-appreciating literature
-choosing appropriate books for grade level, reading ability, and interests
-understanding genre
-listening and speaking skills
-audience awareness
-developing aesthetic judgment
-forming literate community
-etc.
|
-classroom teachers: displays, reports, etc.
-public librarian
-district librarians
-DOL and DOE
|
-reading logs
-journals
-research
-book reports
-newsletter/newspaper contributions
(reviews, interviews, etc.)
-rubrics
-self assessments
-checklists
|
|
|
|
5-8: Supporting the reading/writing program
|
Standards (possible)
|
Key skills, concepts and evidence
|
Examples of possible instruction/collaboration
|
Examples of possible assessment tools
|
Grade level
Ex.
|
Notes
|
|
Book Awards:
-Newbery,
-YALSA
-Alex
-DCF
-Michael L. Printz
-Coretta Scott King, etc.
Standards-based unit:
DCF Award
|
Take from
DCF unit
1.7
1.10
1.11
1.12
1.15
5.8
etc.
|
-forming judgments
-becoming discriminating readers
-forming central and sub questions, etc.
|
-classroom teachers: unit planning
-public librarians
-national organizations
(e.g. American Library Ass.)-(DOE and DOL
|
-see DCF standards-based unit
-student book talks
-rubrics
-self-assessments
|
4-8
DCF stand-ards-based
unit
|
|
|
Purchased programs, e.g.:
-Junior Great books
-DCF Program
-Shelburne Museum literature-based tours
-Other?
|
-various, depending on program
|
-becoming discriminating readers
-forming aesthetic judgments
-becoming a community of readers
etc.
|
Great Books program
Shelburne Museum
DOL
DOE
|
-book discussions and reports
-audience participation
-rubrics
-checklists
-self-assessments
-observation
|
|
|
Other
-using picture books to teach elements of story
-online book discussions:
DCF and RC
-intellectual freedom and censorship
-bookmaking projects
-web project
Standards-based unit:
Intellectual freedom
|
1.1
1.2
1.3
1.4
1.5
1.6
1.7
1.18
1.19
2.1
5.13
5.22
6.10
6.11
|
--understanding artistic process (bookmaking)
-understanding and using info technology
-responding to text
-forming and defending opinions
-understanding and applying first amendment
-learning about intellectual freedom and the First Amendment
|
-Vt. Center for the Book
-DCF web sites
-ALA Office of Intellectual Freedom
-social studies instruction
-debates
|
-see standards-based unit on censorship
-student web pages assessed by checklists, rubrics, self-assessments
-student led discussions and debates, assessed by rubrics, etc.
|
|
|
|
5-8: Information Literacy
|
Standards
(possible)
|
Key skills, concepts and evidence
|
Examples of possible instruction/collaboration
|
Examples of possible assessment
tools
|
Grade level
Ex.
|
Notes
|
|
Research:
-using "Information Literacy for Vermont Students" (1996)
-using "Big Six"
-other research programs, including:
I-search, IIM,
K-W-L-H (Know, Want to Know, Learn, How to Learn More)
-helping teachers with research projects
Other
|
1.19
1.18
6.2 6.3
others depending on subject
|
-recognizing and defining need for information
-developing search strategy to answer questions
-conducting effective searches
-using information accurately and thoughtfully
-analyzing, synthesizing and presenting information
-using a variety of formats
-respecting copyright and
intellectual property
-evaluating information literacy process
-using correct citations
-understanding use of evidence and data
|
-subject area specialists
-classroom teachers: unit planning
|
-rubrics
-info lit assessments and benchmarks
-checklists
-self assessments
-observations
|
|
|
|
Using libraries:
-teaching library use
-teaching electronic card catalog
-interlibrary loan, reserve, etc.
-other?
|
1.18
|
-locating materials in library and online
-understanding organization of libraries
-using reserve and interlibrary loan tools
|
-regional, national library resources
-VALS (Vt. Automated Library System)
-academic libraries
|
-checklists
-observations
-self-assessments
-templates for successful searches
-rubrics
|
|
|
|
5-8: Information Literacy
|
Standards
(possible)
|
Key skills, concepts and evidence
|
Examples of possible instruction/collaboration
|
Examples of possible assessment tools
|
Grade level
Ex.
|
Notes
|
|
|
Media literacy:
-teaching about television, print, audio, and information technology
-multi-media presentations
-use of media equipment
-web authoring
- standards-based unit evaluating Web sites:
|
1.19
5.14
5.15
etc. (see unit)
|
-becoming media literate
-developing viewing, listening skills
-understanding and using information technology
-understanding impact of media
|
-technology, art and music faculty, etc.
-Newspapers in Education
-human development faculty
-local media resources (cable, papers, radio, etc.)
|
-info tech rubrics, observation
-web assessment tools (see standards-based unit)
-TV logs
-self-assessments
|
Evaluating web sites
(unit)
|
|
|
|
|
Intellectual freedom:
-intellectual freedom principles
censorship standards-based unit
|
6.10
6.11
6.12
1.18
1.19
|
-understanding importance and significance of intellectual freedom/first amendment
-respecting others' opinions
-working cooperatively to solve conflicts
-acting as citizens in democratic society
|
-attorneys
-organizations such as ACLU
-district and public librarians
-ALA Office of Intellectual Freedom (OIFR)
-guest speakers
|
-see censorship unit assessment examples
-discussion
|
5-8; unit on censor-
ship
|
|
|
|
Using information technology resources:
-using online resources
-electronic resources
-e-mail
-search engines; advanced search strategies
-Boolean operators
-ethical issues
|
1.18 and 1.19
3.11
3.12
|
-using the internet
-evaluating search engines
-narrowing, broadening searches
-finding best information
-internet use policies
-respecting copyright laws
-demonstrating ethical use of info tech.
|
-info tech faculty
-classroom teachers: unit planning
-VISMT
|
-benchmarks
-technical skills checklists: Mankato, other (see appendix)
-self-assessments
-rubrics
-observations
|
|
|
|
Grades 9-12: supporting the reading/writing program and teaching information literacy
|
9-12:
Supporting the reading/writing program:
|
Standards
(possible)
|
Key skills, concepts, and evidence
|
Examples of possible instruction/collaboration
|
Examples of possible assessment tools
|
Grade level ex.
|
Notes
|
|
Choosing books:
-book selection
-free voluntary reading
-readers advisory
-genre
-reading lists
-helping teachers find appropriate materials
|
1.2
1.3
1.4
5.2
5.2
5.3
5.4
5.5
5.8
5.12
|
-developing aesthetic appreciation
-becoming readers
-reading various genres
-strategies for choosing appropriate books
-comprehending grade-appropriate material
-reading at least 25 books per year; reading three genres, reading a variety of types, etc.
|
DOL/DOE review sessions
-classroom teachers
-public librarians
-district librarians
|
-portfolios
-booklogs
-free voluntary reading
-student-led book discussions
-student input on materials selection
-checklists
-observations
|
|
|
|
Reading, writing and discussion:
-booktalks
-sustained silent reading
-literature discussion groups
-student book reviews
-critical response
-writing about literature
-reading lists
|
1.3
1.5
1.6
1.7
2.1
5.13
5.3
5.4
5.5
5.8
5.9
5.10
etc.
|
-analyzing, interpreting, and evaluating text
-writing with purpose, voice, details, organization
-thinking critically
-responding to text
asking critical evaluation questions
-comparing, contrasting, synthesizing
-understanding themes
-developing point of view
-responding to literature as audience members
-making and defending judgments
-writing effectively
-listening and speaking skills
|
-classroom teachers
-Vermont Center for the Book
-Vermont Council on the Humanities
-librarian presentations
-writers in the schools (Vermont Arts Council, others)
|
-checklists or rubrics for booktalks,
facilitated discussions, etc.
-writing portfolios
-assessment of participation in student mock-Caldecott, mock Newbery
-student web pages (self-assessments)
-writing portfolios
|
|
|
|
9-12:
Supporting the reading/writing program:
|
Standards
(possible)
|
Key skills, concepts, and evidence
|
Examples of possible instruction/collaboration
|
Examples of possible assessment tools
|
Grade level ex.
|
Notes
|
Awards:
-Michael L. Printz
-Alex Award
-Batchelder Award
-ALA Best Books for Young Adults
-Pulitzer, National Book Awards, Booker, NY Times, etc.
--Green Mountain Book Award, GMBA
|
Take from DCF unit
1.7
1.10
1.11
1.12
1.15
5.8
etc.
|
-forming judgments
-becoming discriminating readers
-forming central and sub questions, etc.
|
-classroom teachers: unit planning
-public librarians
-national organizations
(e.g. American Library Association)
DOE and DOL
|
-student book talks
-presentations
-observations
-rubrics
-self-assessments
See DCF unit
|
|
|
|
Presentations:
-authors/illustrators
-speakers/visitors
|
1.13
1.14
5.7
5.12
|
-appreciating literature
-understanding genre
-listening and speaking skills
-audience awareness
-developing aesthetic judgment
-forming literate community
-etc.
|
-classroom teachers: displays, reports, etc.
-public librarian
-district librarians
-DOL and DOE
|
-reading logs
-journals
-research
-book reports
-newsletter/newspaper contributions
(reviews, interviews, etc.)
|
|
|
|
Intellectual freedom:
-intellectual freedom principles
censorship standards-based unit
|
6.10
6.11
6.12
1.18
1.19
|
-understanding importance and significance of intellectual freedom/first amendment
-respecting others' opinions
-working cooperatively to solve conflicts
-acting as citizens in democratic society
|
-attorneys
-organizations such as ACLU
-district and public librarians
-ALA Office of Intellectual Freedom (OIFR)
-guest speakers
|
-see censorship unit assessment examples
-discussion, observation
-self-assessments
|
5-8; unit on censor-
ship
|
|
|
|
9-12:
Information literacy:
|
Standards
(possible)
|
Key skills, concepts and evidence
|
Examples of possible instruction/ collaboration
|
Examples of possible assessment tools
|
Grade level
Ex.
|
Notes
|
|
Research:
-research papers
-multi-media projects
-I Search papers
-mini-projects
(e.g. scavenger hunts,
author lives, planning a trip, buying a car)
-web quests
-helping teachers with research projects
Standards-based unit:
Evaluating web pages
|
1.18
1.19
2.1
2.2
2.3
2.7
6.2 (revised social studies)
6.3
others depending on subject
|
-recognizing and defining need for information
-developing search strategy to answer questions
-conducting effective searches
-using information accurately and thoughtfully
-analyzing, synthesizing and presenting information
-evaluating information for bias, accuracy, currency, authority
-using a variety of formats
-respecting copyright and
intellectual property
-solving problems
-using correct citations
-understanding uses of evidence and data
|
-classroom teachers: research projects
-community members
-info tech staff
-community resources including museums, etc.
|
-finished projects with embedded assessments
Web page evaluation info
|
Ex:
Web quest?
|
|
|
Using libraries:
-teaching library use
-teaching electronic card catalog
-interlibrary loan, reserve, etc.
-other?
|
1.18
|
-locating materials in library and online
-understanding organization of libraries
-using reserve and interlibrary loan tools
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-regional, national library resources
-VALS (Vt. Automated Library System)
-academic libraries
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-checklists
-observations
-self-assessments
-written responses with rubrics, checklists, etc.
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9-12:
Information literacy:
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Standards
(possible)
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Key skills, concepts and evidence
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Examples of possible instruction/ collaboration
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Examples of possible assessment tools
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Grade level
Ex.
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notes
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Media literacy:
-teaching about television, print, audio, and information technology
-multi-media presentations
-use of media equipment
-web authoring
-evaluating Web sites: standards-based unit
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1.19
5.14
5.15
etc. (see unit)
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-becoming media literate
-developing viewing, listening skills
-understanding and using information technology
-understanding impact of media
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-technology, art and music faculty, etc.
-Newspapers in Education
-human development faculty
-local media resources (cable, papers, radio, etc.)
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-info tech rubrics, observation
-web assessment tools (see standards-based unit)
-TV logs
-self-assessments
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Evaluating web sites
(unit)
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Other?
-senior projects
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1.18
1.19
New social studies
Standards
-depends on projects
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-understanding organization of libraries and information systems
-varies, depending on projects
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-technology faculty
-classroom teachers
-community members
- etc., as needed
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-evaluation forms
-discussion participation
-self-assessments
-rubrics
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Don't forget about the Learning Opportunities!
APPENDIX
To include: documents, unit references, web sites, web quests, bibliography of articles and books, addresses of people and organizations mentioned.
Location of standards-based units cited in document.
Biggam, Sue and Trubisz, Shayne, Pimary Literacy Profiles. Dept. of Education.
2000 Curriculum Document
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