NAC389.299. Sixth grade: Information literacy.

By the end of the 6th grade, and continuing through the 12th grade, pupils must know and be able to do everything required in the previous grades to be information literate. Instruction in the 6th grade, regardless of whether it takes place in the library or the classroom, must be designed so that pupils meet the following standards for information literacy by the completion of the 6th grade and continuing through the completion of the 12th grade:

     1. For the areas of understanding the process of obtaining information in such a manner as to access information efficiently and effectively, evaluate information critically and competently, and use information accurately and creatively, a pupil must demonstrate the ability to:

     (a) Recognize the need for information by:

          (1) Giving examples of situations in which additional information beyond the pupil’s own knowledge is needed to resolve an information problem or question;

          (2) Determining whether additional information beyond the pupil’s own knowledge is needed to resolve an information problem or question; and

          (3) Assessing whether a range of information problems or questions can be resolved based on the pupil’s own knowledge or whether additional information is required.

     (b) Recognize that accurate and comprehensive information is the basis for intelligent decision making by:

          (1) Selecting examples of accurate and inaccurate information and of complete and incomplete information;

          (2) Explaining the difference between accurate and inaccurate information and between complete and incomplete information; and

          (3) Judging the quality of decisions in terms of the accuracy and completeness of the information on which they are based.

     (c) Formulate questions by:

          (1) Stating at least one broad question that will help in finding the needed information;

          (2) Stating both broad and specific questions that will help in finding the needed information; and

          (3) Revising, adding and deleting questions as the needs for information change.

     (d) Identify a variety of potential sources of information by:

          (1) Listing several sources of information and explaining the kind of information found in each source;

          (2) Brainstorming a range of sources of information that will meet a need for information; and

          (3) Using a full range of information sources to meet different needs for information.

     (e) Develop and use successful strategies for locating information by:

          (1) Listing some ideas for identifying and finding information that is needed;

          (2) Explaining and applying a plan to access information that is needed; and

          (3) Formulating and revising plans for accessing information for a range of needs and situations.

     (f) Determine accuracy, relevance and comprehensiveness by:

          (1) Defining the terms “accuracy,” “relevance” and “comprehensiveness” and giving examples of their application;

          (2) Comparing and contrasting sources related to a topic; and

          (3) Judging the accuracy, relevance and comprehensiveness of sources of information in relation to a range of topics and information problems.

     (g) Distinguish among fact, point of view and opinion by:

          (1) Recognizing those concepts in various sources and products of information;

          (2) Explaining how each concept is different from the others; and

          (3) Assembling them, as appropriate, in the pupil’s own work.

     (h) Identify inaccurate and misleading information by:

          (1) Recognizing inaccurate and misleading information in sources and products of information;

          (2) Explaining how such information can lead to faulty conclusions; and

          (3) Judging, and supporting judgments of, the degree of inaccuracy, bias or misleading information in sources and products of information.

     (i) Select information appropriate to a specific problem or question by:

          (1) Recognizing information that is applicable to that problem or question;

          (2) Analyzing information from a variety of sources to determine its applicability to that problem or question; and

          (3) Integrating accurate, relevant and comprehensive information to resolve that problem or question.

     (j) Organize information for practical application by:

          (1) Describing several ways to organize information, including chronologically, topically and hierarchically;

          (2) Organizing the information in different ways according to the specific information problem or question; and

          (3) Organizing a product of information that presents different types of information in the most effective ways.

     (k) Integrate new information into the pupil’s existing knowledge by:

          (1) Recognizing and understanding new information and ideas;

          (2) Combining what is already known about a topic with new information and drawing conclusions using the combined information; and

          (3) Integrating the pupil’s existing knowledge with information from a variety of sources to create new meaning.

     (l) Apply information in critical thinking and problem solving by:

          (1) Identifying information that meets a particular need for information;

          (2) Using information from a variety of sources to resolve an information problem or question; and

          (3) Devising creative approaches to use information to resolve information problems or questions.

     (m) Produce and communicate information and ideas in appropriate formats by:

          (1) Naming a variety of different formats for presenting different kinds of information;

          (2) Choosing an appropriate format for presenting information based on the information itself, the audience, and the nature of the information problem or question; and

          (3) Choosing the most appropriate format for presenting information and justifying that choice.

     2. For the areas of pursuing information related to personal interests, appreciating literature and other creative expressions of information, and striving for excellence in seeking information and generating knowledge, a pupil must demonstrate the ability to:

     (a) Seek information relating to various dimensions of personal well-being, such as vocational interests, involvement in community, matters concerning health and recreational pursuits by:

          (1) Occasionally seeking information about topics of personal interest or aspects of well-being;

          (2) Generally expanding beyond the pupil’s own knowledge to seek information concerning topics of personal interest or aspects of well-being; and

          (3) Exploring a range of sources to obtain information concerning topics of personal interest or aspects of well-being.

     (b) Design, develop and evaluate information and conclusions based upon that information relating to topics of personal interest to the pupil by:

          (1) Organizing and presenting basic information gathered by the pupil relating to those topics of personal interest;

          (2) Creating solutions and methods of conveying information concerning those topics of personal interest; and

          (3) Judging the quality of the pupil’s own solutions and methods of conveying information concerning those topics of personal interest.

     (c) Function as a competent and self-motivated reader by:

          (1) Explaining and discussing various examples of fiction;

          (2) Choosing fiction and other types of literature to read and analyze; and

          (3) Reading avidly and evaluating the strengths and weaknesses of literature read.

     (d) Derive meaning from information presented creatively in a variety of formats by explaining and discussing films, plays and other creative presentations of information.

     (e) Develop creative methods of conveying information in a variety of formats by:

          (1) Expressing information and ideas creatively in simple formats; and

          (2) Expressing information and ideas creatively in ways that combine several formats.

     (f) Assess the quality of the process and outcome of the pupil’s efforts to obtain information by:

          (1) Retracing the steps the pupil took to obtain information and explaining which were most useful for resolving a problem or question concerning the information;

          (2) Assessing each step the pupil took to obtain information with respect to a specific problem concerning the information and assessing the result; and

          (3) Evaluating the process of obtaining information at each step as it occurs and making such adjustments as are necessary to improve both the process and the outcome.

     (g) Devise basic strategies for revising, improving and updating self-generated knowledge by:

          (1) Explaining those strategies;

          (2) Selecting and applying such strategies as are appropriate; and

          (3) Recognizing gaps in the pupil’s own knowledge and applying appropriate strategies for filling those gaps.

     3. For the areas of recognizing the importance of information to a democratic society, practicing ethical behavior in regard to information and information technology, and participating effectively in groups to pursue and generate information, a pupil must demonstrate the ability to:

     (a) Seek information from diverse sources, contexts, disciplines and cultures by:

          (1) Identifying several appropriate sources for resolving an information problem or question;

          (2) Using a variety of sources covering diverse perspectives to resolve an information problem or question; and

          (3) Seeking sources representing a variety of contexts, disciplines and cultures and evaluating their usefulness for resolving an information problem or question.

     (b) Respect the principle of equitable access to information by:

          (1) Explaining why it is important for all pupils to have access to information, information sources and information technology;

          (2) Using information, information sources and information technology efficiently so that they are available for other pupils to use; and

          (3) Proposing strategies for ensuring that pupils and others have equitable access to information, information sources and information technology.

     (c) Respect the principles of intellectual freedom by:

          (1) Defining or giving examples of “intellectual freedom”;

          (2) Analyzing a situation in terms of its relationship to intellectual freedom, including, without limitation, issuing a personal opinion of a book or video in the library media center; and

          (3) Predicting what might happen if the principles of intellectual freedom were ignored in the pupil’s own community.

     (d) Respect intellectual property rights by:

          (1) Giving examples of what it means to respect intellectual property rights;

          (2) Analyzing situations to determine the steps necessary to respect intellectual property rights, including, without limitation, the creation of a term paper or the development of a multimedia product; and

          (3) Avoiding plagiarism, citing sources properly and making copies and incorporating text and images only with appropriate approval when creating products of information.

     (e) Use information technology responsibly by:

          (1) Stating the main points of the policy of the pupil’s school regarding the use of computing and communications hardware, software and networks;

          (2) Locating appropriate information efficiently with the school’s computing and communications hardware, software and networks; and

          (3) Following all guidelines and policies of the school relating to the use of computing and communications hardware, software and networks when resolving information problems or questions.

     (f) Share and contribute knowledge and information with other pupils in groups by:

          (1) Seeking and communicating specific facts, opinions and points of view related to information problems or questions;

          (2) Using information sources and selecting information and ideas that will contribute directly to the success of group projects; and

          (3) Integrating the pupil’s own knowledge and information with that of other pupils in the group.

     (g) Respect the ideas and backgrounds of other pupils and acknowledge their contributions by:

          (1) Describing the ideas of other pupils accurately and completely;

          (2) Encouraging consideration of ideas and information from all group members; and

          (3) Helping to organize and integrate the contributions of all the members of the group into products of information.

     (h) Collaborate with others, both in person and through technologies, to identify information problems and to seek a solution by:

          (1) Expressing the pupil’s own ideas appropriately and effectively, in person and remotely through technologies, while working in groups to identify and resolve information problems;

          (2) Participating actively in discussions with others, in person and remotely through technologies, to analyze information problems and suggest solutions; and

          (3) Participating actively in discussions with others, in person and remotely through technologies, to devise solutions that integrate the information and ideas of group members.

     (i) Collaborate with others, both in person and through technologies, to design, develop and evaluate products and solutions of information by:

          (1) Working with others, in person and remotely through technologies, to create and evaluate simple products of information;

          (2) Working with others, in person and remotely through technologies, to create and evaluate products of information that communicate complex information and ideas; and

          (3) Working with others, in person and remotely through technologies, to create and evaluate complex products of information that integrate information in a variety of formats.

     (Added to NAC by Bd. of Education by R071-01, eff. 11-1-2001; A by R013-03, 10-30-2003)