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Library Media

Library Media

Course Description: The primary focus of the 9-12th grade library media curriculum is to cultivate student readers and researchers who can independently and efficiently navigate, select, evaluate, and use library resources in support of their academic endeavors and to expand their personal horizons. Informational skill instruction is taught in collaboration with staff to support students with both curricular and personal skill development and enrichment. In addition, it is the goal of the library to imbue students with a rich array of reading, research, and technology skills to prepare them for post-secondary educational and/or professional opportunities and experiences.

Grade Level(s): 9th-12th

Related Priority Standards (State &/or National): 

K-12 Library Media Curricula have common Essential Questions and Enduring Understandings/Big Ideas.   These are organized across four common K-12 strands - Navigating Library Resources, Text Appreciation, Research, and Digital Citizenship & Technology Literacy.  Learning within a given grade level is meant to build upon previous work.

Essential Questions

  • Strand: Navigating Library Resources
    • How do I find what I need?
    • What is the purpose of the library?
    • How can I use my library skills to be more effective in finding what I seek?
    • Who is included in the library community?   
  • Strand: Text Appreciation
    • How does literacy help us to better understand ourselves and our world?
    • How can I understand, utilize, and appreciate all types of text?
    • How do I select the right book for me?
    • How do I select books that are windows and mirrors for me?
  • Strand: Research
    • How do I find what I need to know?
    • How can others help me grow my thinking?
    • How do I evaluate and use sources ethically, appropriately, and critically?
    • How do I share my learning?
  • Strand: Digital Citizenship & Technology Literacy
    • How can I manage my identity in a global, digital world?
    • How can I be safe and ethical with technology? 
    • How can I share my ideas and knowledge with the world?
    • How do I efficiently and responsibly navigate through a digital world?

Enduring Understandings/Big Ideas

  • Strand: Navigating Library Resources
    • Patrons bring curiosity to the library.
    • Patrons seek answers to their questions.
    • Patrons are part of a larger community and are responsible for care of the resources and the space.
    • Patrons can seek and find materials that offer a diversity of perspectives.
    • Patrons can navigate the library using skills such as searching, locating, and evaluating.
    • Patrons provide recommendations and feedback within the library community.
    • Patrons collaboratively build the library’s collection.
  • Strand: Text Appreciation
    • Readers will explore a variety of materials for lifelong learning and recreational reading.
    • Readers will share and reflect on what they read.
    • Readers select books that represent diverse ideas, cultures, and genres of literacy.
    • Reading for pleasure or information has lifelong application. 
  • Strand: Research
    • Researchers display curiosity through inquiry by defining a topic and generating questions.
    • Researchers work together to broaden and deepen understandings and solve problems with information.
    • Researchers engage with information ethically, appropriately, and critically, both online and in print
    • Researchers read widely and critically to ask and answer questions.
  • Strand: Digital Citizenship & Technology Literacy
    • Digital citizens take active roles by asking questions about their digital world.
    • Digital citizens seek and share in ethical and responsible ways when they are online.
    • Digital citizens use collaborative technologies to work with others, including peers, experts, and community members, to examine issues and problems through multiple perspectives.
    • Digital citizens select and organize information from digital resources using a variety of tools and methods.
    • Digital citizens create collections of artifacts that demonstrate meaningful connections or conclusions.
    • Digital citizens consider the impact of what they share with the online community.

Course-Level Scope & Sequence (Units &/or Skills)

Skills are organized into four strands - Navigating Library Resources, Text Appreciation, Research, and Digital Citizenship & Technology Literacy.  In addition, skills within these strands fall into one of several domains, noted below in parentheses.  These include Inquire (I), Include & Collaborate (I/C), Curate & Explore (C/E), and Engage (E).

Navigating Library Resources (9-12)

  • Reflect on one’s plan to find what is needed (I)
  • Reflect on what perspectives are missing in a search to find what is needed (I/C)
  • Reflect on selected resources to find balanced perspectives and determine gaps (E/C)
  • Reflect on one’s reading life and make plans for oneself and others to grow (E)

Text Appreciation (9-12)

  • Select books to meet needs and interests, making reflective adjustments when needed (I)
  • Reflect on the strengths and weaknesses of one’s reading community (I/C)
  • Reflect on gaps in one’s reading repertoire (E/C)
  • Reflect on the diversity and social emotional health of one’s reading choices (E) 

Research (9-12)

  • Connect personal research to real-world issues (I)
  • Consider global and varied issues and perspectives in my research (I/C)
  • Reflect on one’s place in the world (I/C)
  • Perform ongoing analysis of and reflection on the quality, usefulness, and accuracy of curated resources (E/C)
  • Reflect on one’s learning and seek constructive feedback from others (E/C)
  • Inspire others to use information in legal, ethical, safe, and responsible ways (E)
  • Reflect on ethics, safety, and responsibility to grow one’s own knowledge (E)

Digital Citizenship & Technology Literacy (9-12)

  • Refine one’s questions, based on online feedback, to support personal growth (I)
  • Seek varied perspectives to support personal grow (I/C)
  • Make healthy decisions about one’s online life (E/C)
  • Create a positive and impactful digital presence (E)
  • Be empowered to make appropriate, safe decisions online (E)
  • Demonstrate an understanding that one has control over what/where information is shared online (E)

Course Resources & Materials

In addition to books and other materials available for checkout, library media resources include

Date Last Revised/Approved: 2018