Information Literacy Goals for Fifth Grade Library ProgramThrough planned learning activities, the fifth grade student:
• Is aware of layout of library.
• Knows location of all sections of library and begins to know the different areas of the non-fiction area and find books of interest there.
• Is aware that non-fiction sources are shelved according to classification order.
• Locates fiction and non-fiction resources using the spine label.
• Is aware of the Internet as a source of information and education.
• Is introduced to the online subscription databases of the library and understands how it differs from the Internet.
• Practices finding books by author’s last name and the call number in the different locations of the library.
• Understands and uses the terminology: publisher, series, contents, index.
• Begins to investigate likely sources of information.
• Can brainstorm key ideas and vocabulary for a topic and can select resources using keywords and keyword phrases.
• Accesses contents and index pages using keywords.
• Students will identify and use keywords to guide their research.
• Begins to identify primary and secondary sources.
• Uses reference tools: atlas, telephone book, encyclopedia, thesaurus, dictionary, to locate information.
• Students will use non-fiction text to determine usefulness and extract needed information (maps, graphs, books).
• Selects books appropriate to interest using browsing techniques.
• Uses the online catalog regularly as a search tool to find materials of interest.
• Is aware of Internet search engines as a source of information.
• Is introduced to the idea of skimming and scanning techiniques to consider which information is relevant to their needs.
• Records bibliographic sources using author, title, publisher, date, http, date of download using modeled examples.
• Is beginning to consider the quantity, quality, and relevance of information.
• Uses information from various resources to support research assignments.
• Students will understand the need to use information ethically and legally by understanding plagiarism, copyright, and bibliography.
• Students will evaluate resources for usefulness and be able to establish authority of a site.
(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 5/05