Library Skills

Please note: Wooster’s educational philosophy is centered on teaching children not course material. Thus, while the topics of instruction included in these documents represent the best estimate of the faculty about what subjects will be explored in each class, some additions, subtractions, and changes are likely to occur each year based on the interests and aptitudes of the unique group of children who are being taught.

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Copyright Wooster School 2005

Library Skills

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General

Mission Statement

Wooster School's John D. Verdery Library is a primary source for information and curriculum support. The library program functions as the information center for the school by providing access to a full range of information resources. Both traditional and electronic formats are used to acquire information literacy skills and to integrate learning. The mission of the school library program is to assist all students and staff in becoming literate, life-long learners and effective, responsible users of ideas and information.

Information Literacy Curriculum:

"Information literacy forms the basis for lifelong learning. It is common to all disciplines, to all learning environments, and to all levels of education. It enables learners to master content and extend their investigations, become more self-directed, and assume greater control over their own learning." (American Library Association)

Information literacy composes the foundation of every subject explored through special projects and research. Integrating regular classroom learning with programs of teaching information literacy serves to reinforce learning in both areas - the library and the classroom.

When students have opportunities to locate, interpret, analyze, evaluate, and communicate ideas and information, they will learn to apply these strategies to problem-solving situations for life-long learning.

Information Literacy Goals

Students should understand how information and resources are organized. They should know how to:

recognize that libraries use classification systems to organize and provide access to information and resources;

understand how information in print, non-print, and electronic formats is organized and accessed;

understand how library classification and subject heading systems function;

search for information and resources by author, title, subject, or keyword, as appropriate; and

identify and use search strategies and terms that will produce appropriate results.

Students should understand and use the research processes necessary to locate, evaluate, and

communicate information and ideas. They should know how to:

state a problem, form a question, or define a need for information;

consider the variety of available resources and detem1ine the best ones to use;

access information;

evaluate the validity, relevance, timeliness, and accuracy of information;

organize and use information to create a product; and

evaluate the effectiveness of the product in conveying the intended message.

Students should understand ethical, legal, and social behavior with respect to resources. They should know how to:

use library materials and information resources responsibly;

understand and respect the principles of intellectual freedom;

understand and respect intellectual property rights and copyright laws; and

develop and use citations and bibliographies.

Students should recognize that being an independent reader will contribute to personal growth, enjoyment, and lifelong learning. They should know how to:

read for pleasure, enlightenment, inspiration, and information;

access literature through print, audio, and electronic resources; and

recognize and select materials appropriate to personal abilities and interests.

Lower School

Included in the John D. Verdery Library is the special Lower School Library Room. Students meet here to do research, for structured library classes, and to explore the pleasures of reading. The Lower School library curriculum goals are to nurture a love of reading, to develop an appreciation of literature, and to teach the skills necessary for each student to feel comfortable and confident in any library setting.

Classes are scheduled once a week with the Wooster School librarian. Library and research skills are taught in partnership with classroom activities to provide a meaningful learning experience. Learning to locate, evaluate, and organize information in order to solve problems and gain knowledge are essential skills for all students. Library classes also involve sharing the joy of reading, enjoying various book genres, and developing an appreciation for the creativity of different authors and illustrators.

Wooster School's library facilities include a periodical area, a reference center, computers for on-line research, and a collection of close to 16,000 volumes and 400 curriculum-related videos. The Wean Room houses the adult fiction collection and serves as a quiet reading area for Upper School students.

Weekly Lower School library classes are broken into three units. Time is spent selecting books for pleasure reading, learning about library skills, and enjoying a shared read-aloud.

Library skills are introduced in kindergarten and then expanded and reinforced through 5th grade. Each grade year grows on the previous year's skills and new skills are also added.

OBJECTIVES

Each child will learn:

to located a book

use the Dewey decimal system

know how fiction is organized

know the layout of the library

the parts of a book

author, title, illustrator

spine, cover, pages

title page, copyright, index, glossary

about the different genres of books

how to use library resources

dictionary

index

encyclopedia

almanac

on-line databases

how to use keywords to find books and information

in books

on-line

how to apply a search strategy for acquiring information via the "big6 information literacy" model

how to use Boolean operators to:

narrow a search

broaden a search

how to take notes

identify keywords

ask questions

skim and scans for information

know to give credit

what a bibliography is

Kindergarten

TOPICS

Each student:

Defining

understands and uses terminology: title, author, illustrator, spine, spine label

Locating

is aware of layout of library

finds resources in school library with assistance: fiction

Selecting/Analyzing

selects books appropriate to interest and reading ability using browsing techniques

makes selections using simple scanning techniques involving cover, title and illustrations

Organizing/Synthesizing

asks questions appropriately with guidance

1^st Grade

TOPICS

Each student:

Defining

understands and uses terminology: title, author, illustrator, spine, spine label

Locating

is aware of layout of library

differentiates between fiction and nonfiction sections of the library

is aware that nonfiction resources are shelved according to classification order

finds resources in school library with assistance:

fiction

non-fiction

Selecting/Analyzing

selects books appropriate to interest and reading ability using browsing techniques

makes selections using simple scanning techniques involving cover, title and illustrations

distinguishing between narrative and information texts

asks questions appropriately with guidance

2^nd Grade

TOPICS

Each student:

Defining

understands and uses terminology: title, author, illustrator, spine, spine label

Locating

is aware of layout of library

differentiates between fiction and nonfiction sections of the library

uses the spine label to identify resources

is aware that nonfiction resources are shelved according to classification order

finds resources in school library with assistance:

fiction

non-fiction

identifies and locates book and non-book resources including:

understanding organization of resources in school and local libraries

Selecting/Analyzing

selects books appropriate to interest and reading ability using browsing techniques

makes selections using simple scanning techniques involving cover, title and illustrations

distinguishing between narrative and information texts

asks questions appropriately with guidance

3^rd Grade

TOPICS

Each student:

Defining

understands and uses terminology: title, author, illustrator, spine, spine label

identifies and interprets key words in task

Locating

is aware of layout of library

differentiates between fiction and nonfiction sections of the library

uses the spine label to identify resources

is aware that nonfiction resources are shelved according to classification order

finds resources in school library with assistance:

fiction

non-fiction

is aware of secondary resources as a source of information, e.g., book, pictures, databases, magazines

begins to use contents and index pages of nonfiction books using key words

identifies and locates book and non-book resources including:

understanding organization of resources in school and local libraries

recognizing the value of fiction for specific topics, e.g., historical fiction

Selecting/Analyzing

selects books appropriate to interest and reading ability using browsing techniques

makes selections using simple scanning techniques involving cover, title and illustrations

distinguishing between narrative and information texts

listening to and retelling stories in correct sequence

asks questions appropriately with guidance

Creating/Presenting

presents a solution to a problem using:

dramatic presentations

4^th Grade

TOPICS

Each student:

Defining

develops appropriate questioning techniques to clarify requirements of task

analyzes and clarifies a given task with guidance

identifies and interprets key words in task

prepares a simple search plan which lists key words and possible search terms

Locating

is aware of layout of library

differentiates between fiction and nonfiction sections of the library

uses the spine label to identify resources

is aware that nonfiction resources are shelved according to classification order

finds resources in school library with assistance:

fiction

non-fiction

is aware of secondary resources as a source of information, e.g., book, pictures, databases, magazines

begins to use contents and index pages of nonfiction books using key words

identifies and locates book and non-book resources including:

understanding organization of resources in school and local libraries

recognizing the value of fiction for specific topics, e.g., historical fiction

identifies appropriate resources by:

using skimming and scanning techniques in electronic and print resources

using contents, index and text headings for all types of resources

uses key words, volume, index, and cross-references to find information in print and non-print encyclopedias

Selecting/Analyzing

selects books appropriate to interest and reading ability using browsing techniques

makes selections using simple scanning techniques involving cover, title and illustrations

listening, observing and viewing in response to focus questions

identifying the main idea and key words

distinguishing between narrative and information texts

asks questions appropriately with guidance

listing key words

writing sentences using identified key words

selects resources by:

skimming and scanning

using contents, index, text headings, key words, and key phrases

records information by:

using a note-taking strategy

clustering notes under subheadings

Creating/Presenting

uses information appropriate to the task and the audience

simple oral and written descriptions

presents a solution to a problem that:

use information appropriate to the task and the audience

create written and oral reports, graphic, pictorial and dramatic presentations of similar complexity

Evaluating

respects the rights and opinions of others

responds constructively to assessment by teachers

acknowledges personal and group achievements

5^th Grade

TOPICS

Each student:

Defining

develops appropriate questioning techniques to clarify requirements of task

analyzes and clarifies a given task with guidance

draws on prior knowledge to brainstorm and cluster ideas

identifies and interprets key words in task

develops focus questions

prepares a simple search plan which lists:

key words and possible search terms

focus questions

Locating

is aware of layout of library

differentiates between fiction and nonfiction sections of the library

uses the spine label to identify resources

is aware that nonfiction resources are shelved according to classification order

finds resources in school library with assistance:

fiction

non-fiction

is aware of secondary resources as a source of information, e.g., book, pictures, databases, magazines

begins to use contents and index pages of nonfiction books using key words

follows a search plan using key words and related terms, modifying where necessary

determines the type of resource most appropriate for the topic

identifies and locates book and non-book resources including:

understanding organization of resources in school and local libraries

recognizing the value of fiction for specific topics, e.g., historical fiction

searching for information using given Internet addresses

accesses periodical indexes

identifies appropriate resources by:

using skimming and scanning techniques in electronic and print resources

using contents, index and text headings for all types of resources

uses key words, volume, index, and cross-references to find information in print and non-print encyclopedias

Selecting/Analyzing

selects books appropriate to interest and reading ability using browsing techniques

makes selections using simple scanning techniques involving cover, title and illustrations

listening, observing and viewing in response to focus questions

identifying the main idea and key words

distinguishing between narrative and information texts

asks questions appropriately with guidance

listing key words

writing sentences using identified key words

selects resources by:

skimming and scanning

using contents, index, text headings, key words, and key phrases

records information by:

using a note-taking strategy

clustering notes under subheadings

records bibliographic sources of information using author, title, publisher, date, http, date of download

citing basic sources: book, encyclopedia, magazine

Organizing/Synthesizing

organizes ideas and information logically

categorizes information according to a framework of headings and subheadings

decides on an appropriate presentation format

organizes ideas and information logically, e.g., time order, simple cause and effect

presents information using appropriate organizational frameworks with assistance, e.g. written and word-processed reports, recounts, procedures and lists

Creating/Presenting

uses information appropriate to the task and the audience

organizes ideas and information logically

presents a solution to a problem using:

simple oral and written descriptions

drawings

constructions such as models or displays

presents a solution to a problem that:

demonstrates understanding and simple interpretations of information

presents ideas and information logically, e.g., time order, simple cause and effect

make simple generalizations and draw simple conclusions

use information appropriate to the task and the audience

create written and oral reports, graphic, pictorial and dramatic presentations of similar complexity

create presentations exhibiting synthesis of information

Evaluating

respects the rights and opinions of others

reflects on and evaluates effectiveness of process used

responds constructively to assessment by teachers

evaluates understanding and implementation of the set task criteria

acknowledges personal and group achievements

Middle School

Library activities for the students in the Middle School center around three components: literature, accessing resources and research.

A formal library skills class is taught the first half of the school year to all students in the 6th grade, where they learn to:

Use the library to locate resources.

Organize a research strategy using the Big6 Problem-solving Process.

Use Boolean notation to define keywords in an on-line search.

Understand and use a bibliography.

Identify print and non-print resources.

On-line Search Tools

Print and on-line almanacs

On-line magazine resources

On-line databases

Print and on-line encyclopedias

Evaluate a web site.

The librarians and Middle School classroom teachers work together to develop research projects for the students in grades 6 to 8. Themes and topics studied in the classroom are explored with the help of the information literacy skills learned in library class.

6^th Grade

Check out the sixth grade library project from last year:

http://www.woostersch.org/library/poetrycoffeehouse/cafeindex.htm

TOPICS

Each student:

Defining

understands and uses terminology: title, author, illustrator, spine, spine label

develops appropriate questioning techniques to clarify requirements of task

analyzes and clarifies a given task with guidance

selects from a range of topics

draws on prior knowledge to brainstorm and cluster ideas

identifies and interprets key words in task

develops focus questions

prepares a simple search plan which lists:

key words and possible search terms

focus questions

likely sources of information

Locating

is aware of layout of library

differentiates between fiction and nonfiction sections of the library

uses the spine label to identify resources

is aware that nonfiction resources are shelved according to classification order

finds resources in school library with assistance:

fiction

non-fiction

is aware of primary resources as a source of information, e.g., first-hand experience, people, concrete objects

is aware of secondary resources as a source of information, e.g., book, pictures, databases, magazines

begins to use contents and index pages of nonfiction books using key words

follows a search plan using key words and related terms, modifying where necessary

determines the type of resource most appropriate for the topic

identifies and locates book and non-book resources including:

understanding organization of resources in school and local libraries

recognizing the value of fiction for specific topics, e.g., historical fiction

using simple and combined terms to search catalog, Internet and database sources

choosing broader or narrower terms to refine search results

searching for information using given Internet addresses

accesses periodical indexes

identifies appropriate resources by:

using skimming and scanning techniques in electronic and print resources

using contents, index and text headings for all types of resources

recognizes the need to locate a variety of resources representing a range of views

uses special print and non-print reference resources

uses key words, volume, index, and cross-references to find information in print and non-print encyclopedias

Selecting/Analyzing

selects books appropriate to interest and reading ability using browsing techniques

makes selections using simple scanning techniques involving cover, title and illustrations

compares different preselected resources on a topic deciding which is appropriate

interacts with the resources through:

listening, observing and viewing in response to focus questions

identifying the main idea and key words

distinguishing between narrative and information texts

records relevant information by:

listing key words

writing sentences using identified key words

selects resources by:

skimming and scanning

using contents, index, text headings, key words, and key phrases

evaluates appropriateness of resources

records information by:

using a note-taking strategy

clustering notes under subheadings

compares information from different sources

records bibliographic sources of information using author, title, publisher, date, http, date of download

citing basic sources: book, encyclopedia, magazine

citing varied sources: book, encyclopedia, magazine; databases; web pages

Organizing/Synthesizing

uses information from various resources to support an argument

organizes ideas and information logically

categorizes information according to a framework of headings and subheadings

recognizes information deficiencies and locates additional information

decides on an appropriate presentation format

organizes ideas and information logically, e.g., time order, simple cause and effect

presents information using appropriate organizational frameworks with assistance, e.g. written and word-processed reports, recounts, procedures and lists

Creating/Presenting

uses information appropriate to the task and the audience

organizes ideas and information logically

presents a solution to a problem using:

simple oral and written descriptions

drawings

constructions such as models or displays

presents a solution to a problem that:

demonstrate understanding and simple interpretations of information

present ideas and information logically, e.g., time order, simple cause and effect

make simple generalizations and draw simple conclusions

use information appropriate to the task and the audience

create written and oral reports, graphic, pictorial and dramatic presentations of similar complexity

create presentations exhibiting synthesis of information

Evaluating

respects the rights and opinions of others

considers the quantity, quality and relevance of information

reflects on and evaluates effectiveness of process used

responds constructively to assessment by teachers

evaluates understanding and implementation of the set task criteria

acknowledges personal and group achievements

7^th Grade