Information Literacy Goals for the Fifth Grade Library Program

Through planned learning activities, the fifth grade students:

• Are aware of the layout of the library.
• Know the location of all sections of library and begins to know the different areas of the non-fiction area and find books of interest there.
• Are aware that non-fiction sources are shelved according to classification order.
• Locate fiction and non-fiction resources using the spine label.
• Are aware of the Internet as a source of information and education.
• Are introduced to the online subscription databases of the library and understands how these databases differ from the Internet.
• Practice finding books by author’s last name and the call number in the different locations of the library.
• Understand and use the terminology: publisher, series, contents, index.
• Brainstorm key ideas and vocabulary for a topic and can select resources using keywords and keyword phrases.
• Access contents and index pages using keywords.
• Identify and use keywords to guide their research.
• Begin to identify primary and secondary sources.
• Use various reference tools to locate information.
• Use non-fiction text to determine usefulness and extract needed information (maps, graphs, books).
• Select books appropriate to interest using browsing techniques.
• Use the online catalog regularly as a search tool to find materials of interest.
• Are aware of Internet search engines as a source of information.
• Are introduced to the idea of skimming and scanning techiniques to consider which information is relevant to their needs.
• Record bibliographic sources using author, title, publisher, date, http, date of download using modeled examples.
• Are beginning to consider the quantity, quality, and relevance of information.
• Choose information from various resources to support research assignments.
• Begin to understand the need to use information ethically and legally by understanding plagiarism, copyright, and bibliography.
• Understand the concept of "authority" and its importance in research.
• Begin to converse about the preponderance and influence of media in their lives.
• Evaluate resources for usefulness and be able to establish authority of a site.

(Many of these ideas are taken from: American Library Association Information Literacy Toolkit)

I also keep in mind the following ALA Standards when considering my work with students:
• ALA Standard 1
The student who is information literate accesses information efficiently and effectively.
• ALA Standard 2
The student who is information literate: evaluates information critically and competently.
• ALA Standard 3
The student who is information literate: uses information accurately and creatively.
• ALA Standard 4
The student who is an independent learner is information literate and pursues information related to personal interests.
• ALA Standard 5
The student who is an independent learner is information literate and appreciates literature and other creative expressions of information.
• ALA Standard 6
The student who is an independent learner is information literate and strives for excellence in information seeking and knowledge generation.
• ALA Standard 7
The student who contributes positively to the learning community and to society is information literate and recognizes the importance of information to a democratic society.
• ALA Standard 8
The student who contributes positively to the learning community and to society is information literate and practices ethical behavior in regard to information and information technology.
• ALA Standard 9
The student who contributes positively to the learning community and to society is information literate and participates effectively in groups to pursue and generate information.

(From American Library Association Information Power)


Joyce Roby
Revisited 8/08