SubjectInformation Skills

organizer--library (K-8)

Standard 1

Understand how to use the library appropriately and effectively

K-2 Benchmarks

1. Know the location and function of the library media center.

2. Become familiar with the library staff and their role.

3. Know appropriate respect and care of materials.

4. Know expectations for appropriate behavior.

5. Know how to borrow and return material.

6. Understand that material may come in a variety of media.

7. Know there are other libraries.

K-2 Performance Indicators

1a. Locate the library-media center.

1b. State some of the uses of the library- media center.

2a. Name the library staff.

2b. Match the helping role with the librarian.

3. Show appropriate care of materials.

4a. Demonstrate proper conduct in the library.

4b. Recite library rules.

5a. Demonstrate how to check out and return library material.

5b. Identify due date for material.

6a. Identify five different media types in the library - e.g., books, magazines, cassettes, videos, pamphlets, software, electronic data, etc.

6b. Locate (point to) a title which appears in more than one medium (video or audiocassette of a book).

7. Name (or describe) at least one other area library.

3-5 Benchmarks

1. Recognize and report damage of materials.

2. Understand layout of the library.

3. Use a variety of media.

4. Recognize types of libraries in the area.

3-5 Performance Indicators

1a. Identify damage to material - i.e., torn pages, marked pages, spills.

1b. Report damaged materials to library staff.

2a. Identify where various media collections are shelved.

2b. Proceed to the proper side of the library when searching for materials.

3. Access various media for research and/or enjoyment.

4. Match different information needs to various local libraries - i.e., Hubbard Free Library for summer reading, Maine State Library for Maine Studies.

6-8 Benchmarks

1. Participate in group research planning.

2. Evaluate the strengths and weaknesses of various media.

3. Consider other types of libraries for the search.

4. Recognize information sources beyond traditional libraries.

6-8 Performance Indicators

1. Demonstrate effective, cooperative learning techniques.

2a. Match the appropriate media to the information need - i.e., computer animation of cell division.

2b. Articulate criteria for choosing/avoiding appropriate media.

3. Match different information needs to various local libraries - i.e., Hubbard Free Library for summer reading, Maine State Library for Maine Studies.

4. List information sources appropriate to the project - i.e., talking to senior citizens, calling the Fish and Game Department for moose information.

Standard 2

Determine the nature of the information need and define the purpose for the search

K-2 Benchmarks

1. Recognize a need for or interest in getting information.

2. Establish existing knowledge base.

K-2 Performance Indicators

1. State the need for going to the library.

2. List what is already known about topic.

3-5 Benchmarks

1. Formulate a central question or identify purpose of research.

2. Make connections to prior knowledge.

3. Summarize main ideas regarding the central question.

3-5 Performance Indicators

1a. Identify the purpose of the research by focusing on a specific question or topic.

1b. State the question or topic in a single sentence.

MSAD #16 Framework for Academic Standards Fall 1997

Information Skills

2a. Gather facts known about the subject.

2b. Compare/contrast with related topics.

3. Group existing knowledge into broad categories.

6-8 Benchmarks

1. Formulate a central question or thesis.

2. Relate question to prior knowledge.

3. Identify key words and names.

4. Integrate existing knowledge into search strategy.

6-8 Performance Indicators

1a. State thesis in a question or sentence.

1b. Identify a needed resolution in the form of a question or tension.

2. Match relevant prior knowledge to current question.

3. List key words, names, and major headings.

4a. Use existing knowledge to develop search strategy.

4b. List specific information needs - i.e., names, dates, facts.

4c. Identify potential initial sources of information.

Standard 3

Understand how to locate, identify, and select a variety of library-media resources

K-2 Benchmarks

1. Understand the difference between fiction and non-fiction.

2. Understand the broad physical arrangement of the library.

3. Recognize spine label, cover, title, etc. and their functions.

4. Understand the concept of indexing.

5. Recognize that indexes (card catalogue,

computer) are in alphabetical order.

6. Recognize the librarian's role.

K-2 Performance Indicators

1a. Verbalize difference between fiction and non-fiction.

1b. Proceed to the proper side of the library for fiction or non-fiction.

2a. Proceed to proper side of library when searching for information or story book.

2b. Identify the media collections in the library and where they are shelved.

2c. Identify broad categories of picture and easy books, fairy tales, nursery rhymes, science books, etc. and where they are shelved.

3a. Recognize that books shelved together share common "address" (spine number).

3b. Identify book on shelf by title.

4a. Use (with help) card catalogue to learn if library owns book (title, author, and subject).

4b. Use reading list (bibliography) to find book.

5a. Per reading level, arrange list of words alphabetically.

5b. Per reading level, perform simple index search for given words (title, author, subject).

6a. Listen to instruction from librarian.

6b. Ask librarian for help as needed.

3-5 Benchmarks

1. Understand various types of index entries.

2. Understand (at basic level) Dewey Decimal System of arrangement.

3. Understand difference between basic

4 . Show awareness of community resources - e.g., other libraries, people, and organizations.

3-5 Performance Indicators

1a. Search catalogue (card and computer) by author, title, and subject.

1b. Recognize cross-references.

1c. Distinguish between controlled vocabulary and key words.

2a. Identify Dewey Decimal number on catalogue card or in database entry.

2b. Demonstrate understanding that information books are arranged by subject (Dewey Decimal classification).

2c. Use Dewey Decimal number to pinpoint exact location of book on shelf.

3a. Demonstrate recognition of reference books (encyclopedias, almanacs, dictionaries, etc.) for general background information.

3b. Recognize that reference works are often located in a special section of the library.

3c. Distinguish between reference books and specialized subject books in searching for specific information.

4a. Visit another library (formal school visit or personal family visit).

4b. Obtain information through informal interview (grandparent, etc.).

4c. Obtain information through technology (telephone call, Internet).

6-8 Benchmarks

1. Understand the use of subject headings, cross-references, and key words to find resources.

2. Choose appropriate resources and reference materials.

essential information and specialized resources.

3. Recognize inappropriate resources.

MSAD #16 Framework for Academic Standards Fall 1997

4. Use a variety of sources and media to identify available (not necessarily library) resources.

6-8 Performance Indicators

1a. Use appropriate controlled vocabulary to search subject headings.

1b. Pursue cross-references.

1c. Apply key word searching in appropriate indexes.

2a. Select a variety of resources to meet the research need.

2b. Select a variety of formats to meet the research need.

3a. Reject resources used simply because they are "familiar."

3b. Discriminate between central and tangential information sources.

3c. Evaluate material based on readability, currency, and applicability.

4a. Use appropriate and specialized indexes for various formats (Reader's Guide, NYT index, EBSCO CD, National Geographic, etc.).

4b. Utilize key word and Boolean searching aspects of electronic databases to strengthen location of resources.

4c. Utilize resources at Maine State Library.

4d. Utilize Maine state agencies as information resources.

4e. Use technology (telephone, URSUS, Internet) to locate additional sources of information.

Standard 4

Demonstrate the ability to apply reference and research skills in retrieving relevant ideas and information from a variety of resources

K-2 Benchmarks

1. Understand the concept of subject or central question.

2. Establish existing knowledge base.

3. Locate information in reference tools.

4. Apply appropriate skills to find information in other formats.

5. Ask librarian or teacher for help.

K-2 Performance Indicators

1a. Name the subject.

1b. Discuss the subject within appropriate parameters.

2a. Retell personal experience within subject parameters.

2b. Participate in group brainstorming activities.

3a. Identify proper "group" of materials.

3b. Recognize information related to topic (as opposed to irrelevant information).

4. Discover/recognize subject in "found" resources (magazines, newspapers, TV shows, etc.).

3-5 Benchmarks

1. Develop concept of subject or central questions.

2. Understand hierarchical arrangement of information sources.

3. Identify key words, phrases, and major ideas.

4. Understand the concept of compiling pieces of information for later use.

5. Utilize data from a variety of sources.

3-5 Performance Indicators

1a. Narrow focus of study on particular topic.

1b. State topic as a statement or question.

2a. Distinguish between relevant and

irrelevant information.

2b. Proceed to appropriate heading/ subsection in information source.

3. Brainstorm lists of related terms/ vocabulary, identifying key words.

4a. Take notes from information sources.

4b. Organize notes (ongoing) throughout the research/writing process.

5a. Take notes from a variety of media (books, magazines, video, Internet, etc.).

5b. Utilize a variety of data - e.g., text, pictures, charts, maps, multimedia, etc.

6-8 Benchmarks

1. Maintain focus on central question or thesis.

2. Design a research strategy.

3. Use general resources to give overview and provide subtopics.

4. Compile information in an organized manner.

5. Determine if/when additional information is needed.

6. Evaluate continually the appropriateness of information.

7. Adjust thesis as required.

8. Understand the concept of plagiarism.

6-8 Performance Indicators

1. Develop a hypothesis on single or multiple observations.

2a. Consider more than one idea or solution.

2b. Set criteria and priorities for solution testing.

2c. Test possible solutions to the problem.

2d. Observe results from solution testing.

2e. Redefine or revise hypothesis and retest, as necessary.

3a. Choose appropriate reference sources - e.g., encyclopedia, almanac, dictionary, atlas, etc.

3b. Generate a list of subtopics.

MSAD #16 Framework for Academic Standards Fall 1997

Information Skills

reasons for using selected sources.

2b. In a two-part journal entry, list working criteria for rejecting possible sources.

3a. Submit cards (or word processed draft) with proper bibliographic citations.

3b. After reading a passage, close source and summarize in own words.

3c. In note taking, usually use own words to summarize ideas rather than copying verbatim.

4a. In writing, effectively draw on a variety of sources rather than follow the narrative of one source and then, when it is exhausted, move on to another source.

4b. Provide accurate and clear citations as the narrative moves through multiple sources.

Standard 6

Demonstrate effective use of the research process to create a product or communicate a point of view

K-2 Benchmarks

1. Present information in prescribed manner.

K-2 Performance Indicators

1a. Discuss topic effectively with teacher.

1b. Present topic orally before classroom in effective manner per teacher's guidelines.

1c. Make project - e.g., story, picture, etc. in effective manner per teacher's

guidelines.

3-5 Benchmarks

1. Present information in a variety of ways.

2. Prticipate in individual and group projects.

3. Avoid plagiarism.

4a. Develop a list of major categories.

4b. Classify information into categories.

5a. Evaluate current information in light of thesis.

5b. Perform the previous research steps to obtain additional information (as needed).

6a. Assess the relevancy of the information to the thesis.

6b. Evaluate the authority of the source - e.g., author's credentials, date of publication, publisher, etc.

7a. Reexamine thesis in light of accumulated information.

7b. Assess whether data supports thesis.

7c. Adjust or rewrite thesis (as needed).

8a. Identify instances of plagiarism in sample exercises.

8b. Provide a summary of the passage rather than a lengthy quotation (when note taking).

Standard 5

Demonstrate the ability to use critical thinking to analyze, evaluate, and organize information for problem-solving and decision-making

K-2 Benchmarks

1. Know important facts on the topic.

2. Organize information at an elementary level.

K-2 Performance Indicators

1a. Recite main facts.

1b. Write list of major facts.

2. Use flannel board; put information under proper topic headings.

3-5 Benchmarks

1. Identify hierarchy of data.

2. Organize information into categories (arrangement).

3. Summarize information.

4. Evaluate the appropriateness of information.

3-5 Performance Indicators

1a. Create a rudimentary outline format.

1b. Locate specific information in an encyclopedia using section and heading guides.

2a. Arrange data into subgroups.

2b. Display data in chart form.

3a. After reading a section, close the book; summarize in own words what was read.

3b. Listen to oral presentation; write a summary paragraph.

3c. Read a short passage (1-2 paragraphs); give an oral summary.

4a. Take notes which are only utilized in the finished product when the information pertains to the thesis.

4b. Either in journal, or orally, identify data which does not seem to apply to thesis.

6-8 Benchmarks

1. Distinguish between primary and secondary sources.

2. Evaluate information sources.

3. Exhibit effective note taking skills.

4. Manage multiple information sources effectively.

6-8 Performance Indicators

1a. For a working topic, identify which sources are primary and secondary.

1b. Identify primary and secondary sources in a matching exercise - e.g., Diary of Anne Frank, Johnny Tremain, etc.

2a. In a two-part journal entry, discuss

MSAD #16 Framework for Academic Standards Fall 1997

directly from another source.

5a. Rate the effectiveness of the end product - e.g., self-evaluation, rubric, peer evaluation, teacher evaluation, etc.

5b. Rate the effectiveness of the process -

e.g., self-evaluation, journal entry, rubric, peer evaluation, teacher evaluation, etc.

Standard 7

Develop an appreciation for and understanding of literature in a variety of media

K-2 Benchmarks

1. Experience the world of literature.

2. Regularly select material - e.g., books, cassettes, videos, CD-ROMs, etc. for assignments, enrichment, and pleasure.

3. Recognize the role of "author" and "illustrator."

4. Sample Caldecott books (at least nine titles per year).

5. Devote time to reading simple books (at least fifteen minutes per day).

6. Explore ways of interpreting and dramatizing literature.

7. Know that a library is a place to find books and information.

K-2 Performance Indicators

1a. Listen to (and watch) stories read or told (or otherwise presented).

1b. Talk about books.

1c. Look at books (and other media).

2. Access at least one work of literature per week.

3a. Describe the function of "author."

3b. Describe the function of "illustrator."

3c. Perform the role of "author" and "illustrator" via the publishing center.

3d. Perform the role of "author" and "illustrator" via multimedia software.

4a. Listen to teacher present Caldecott books to the class.

4b. Read Caldecott books to self or peers.

5a. Read books individually, or with peers, in class for at least fifteen minutes per day.

5b. Participate in school or library-sponsored incentive programs for home reading.

6a. Produce or participate in skits and plays based on literature.

6b. Produce products - e.g., pictures, dioramas, etc. as an interpretation of literature.

7a. Examine or check out material from the library.

7b. Visit the library to have an information need met.

3-5 Benchmarks

1. Listen to and respond to a variety of literature.

2. Differentiate between fact and fiction.

3. Differentiate between autobiography and biography.

4. Compare similar stories from various cultures.

5. Share reactions to literature.

6. Define and differentiate among author, poet, illustrator, and editor.

7. Know some favorite authors and illustrators.

8. Identify award-winning books.

9. Recognize the librarian as a resource for reading ideas.

3-5 Performance Indicators

1a. Listen to (and watch) stories read or told (or otherwise presented).

1b. Talk about books.

1c. Look at books (and other media).

3-5 Performance Indicators

1a. Use more than one mode of presentation of data - e.g., text, graphic, chart, demonstration, model, etc.

1b. Incorporate variety of presentation modes in an appropriate manner.

2a. For individual assignments, submit a project that falls within the rubric.

2b. Actively participate in group work class time.

2c. Take an identifiable role in the group process.

2d. Share the responsibility equally with others in the group.

3a. Perform work which is his/her own.

3b. Exhibit affective note taking procedures and skills - e.g., do not copy everything verbatim, summarize passages in own words, properly cite direct quotes, etc.

6-8 Benchmarks

1. Make a well-supported presentation which applies the research.

2. Select an appropriate organizational style.

3. Determine the most affective method of presentation.

4. Acknowledge sources used.

5. Evaluate the product and process.

6-8 Performance Indicators

1. Produce several supporting examples for the thesis.

2. Choose the form of organization which best suits the purpose - e.g., comparison, contrast, persuasion, narrative, etc.

3a. Design presentation to meet the purpose.

3b. Choose method of presentation with the audience in mind.

4a. Include some form of bibliographic reference.

4b. Credit when borrowing material or ideas

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Information Skills

2a. Determine nature of material by call number.

2b. Select appropriate material - i.e., non- fiction for research needs.

3a. Distinguish between subject and author of biographies.

3b. Identify examples of biography and autobiography in exercises.

4a. Listen to presentations of stories from various cultures during social studies and foreign language classes.

4b. List similarities and differences between different cultures' versions of tales.

4c. Identify similar themes to and particulars to culturally different versions of tales.

5a. Provide commentary in journal entries.

5b. Create a product - e.g., picture, sculpture, diorama, etc. to express a personal reaction to a work of literature.

6a. Describe the function of author, poet, illustrator, and editor.

6b. Perform the role of author, poet, illustrator, and editor at least once for a class project.

7a. List favorite authors and illustrators.

7b. Keep a reading log, noting authors and illustrators who appear frequently.

8a. Recognize award symbols on book covers.

8b. Locate "award" shelving or section in the library.

8c. Participate in the Maine Student Book Award program.

8d. Access bibliography of award-winning books.

9. Question the librarian for reader advisory help.

6-8 Benchmarks

1. Distinguish among poetry, drama, and various genres of prose.

2. Distinguish among folklore, fables, fairy tales, myths, and legends.

3. Use picture clues in text and media productions to infer meaning.

4. Begin to respond critically to literature.

5. Respond creatively to literature.

6. Read award-winning books.

7. Identify books by Maine authors or with Maine connections.

6-8 Performance Indicators

1a. Proceed to the proper area of the library for genre-specific reading need.

1b. Select the appropriate genre for desired type of reading.

2a. Proceed to the proper area of the library for specific folklore, fable, fairy tale, myth, or legend reading need.

2b. Select the appropriate for desired folklore, fable, fairy tale, myth, or legend reading need.

3a. Identify major point(s) by utilizing graphic aids.

3b. Summarize findings based on graphic aids.

4a. Formulate and express personal opinion based on reading.

4b. Distinguish between "good" and "bad" literature.

4c. List supporting reasons for liking or not liking a literary work.

4d. Characterize the work of favorite authors and illustrators.

5a. Produce a "book report" for a work of literature.

5b. Create a product - e.g., bulletin board, book cover, etc. in response to a work of literature.

5c. Write a letter of appreciation to the author.

6a. Recognize award symbols on book covers.

6b. Locate "award" shelving or section in the library.

6c. Participate in the Maine Student Book Award program.

6d. Access bibliography of award-winning books.

6e. Read at least four award-winning books per year.

7a. Identify special "Maine stickers" on spine of library books.

7b. Refer to bibliography lists of Maine books.

7c. Proceed to Maine shelving area of library.

Subject -- Information Skills

organizer--library (9-12)

Standard 1

Understand and apply pre-search strategies in the information skills process

9-12 Benchmarks

1. Formulate the central question or information need.

2. Relate the question to prior knowledge.

3. Compile information for later research use.

4. Organize words and integrate concepts.

5. Develop questions to organize the search.

6. Revise the central question or thesis statement (as needed).

9-12 Performance Indicators

1a. Identify the purpose of the research by focusing on a specific question to be answered (knowledge).

1b. Use a variety of questioning skills - e.g., yes/no, open-ended, probing, (application).

1c. Formulate the central question/thesis

MSAD #16 Framework for Academic Standards Fall 1997

statement (synthesis).

2a. Brainstorm ideas and information about the central question by recalling previous personal/learning experiences (knowledge).

2b. Locate, identify, and use broad general information sources to identify major and significant information regarding the central question (application).

2c. Compile relevant words, terms, facts, concepts, and specific items by using broad, general information sources (knowledge).

2d. Relate prior and existing knowledge to the central question or thesis (application).

3a. Skim or scan for major ideas (knowledge).

3b. Determine major headings/groupings (knowledge).

3c. Identify key words (knowledge).

3d. Identify the library subject headings, database descriptors, and Boolean key word combinations which relate to the central question or thesis (knowledge).

4a. Demonstrate the ability to organize material in order to clarify relationships among terms and ideas using a variety of methods - e.g., outline, cluster, mind map, etc. (application).

4b. Incorporate key words and phrases into an appropriate method of organization (application).

4c. Restate phrases/concepts in own words as a demonstration of understanding (comprehension).

4d. Review the method/process of organization to determine missing elements (analysis).

5a. Summarize the main ideas regarding the central question (comprehension).

5b. Ask questions to clarify meaning (comprehension).

5c. Construct questions about the central question based on the method of organization (synthesis).

5d. Discriminate between important and less important questions (evaluation).

5e. Create a plan for the search based on the resulting questions by refining the working outline as important information is discovered (synthesis).

6a. Determine how the central question or thesis relates to the existing information and identify areas of concern (analysis).

6b. Reexamine the general resource materials (step #3) for additional information (synthesis).

6c. Integrate new information (synthesis).

6d. Revise thesis or central question as

necessary (synthesis).

Standard 2

Demonstrate the ability to search effectively

9-12 Benchmarks

1. Locate sources of information.

2. Search for relevant information.

9-12 Performance Indicators

1a. Recognize and utilize library resources effectively including the consulting role of the library-media specialist (knowledge).

1b. Reconsider the general resource materials used earlier; examine additional general resources (comprehension).

1c. Utilize the card or electronic catalogue as a finding tool (application).

1d. Use print and electronic indices

effectively to locate specific information in various media (application).

1e. Consider resources outside of the school library-media center (comprehension).

1f. Locate and select the most useful resources from among those available (analysis).

2a. Locate the sections of the resource that are useful in answering the search questions (knowledge).

2b. Skim the article or media to determine the general overview of the resource (comprehension).

2c. Compile bibliographic information for each resource (synthesis).

2d. Access relevant records through searching a computer database (application).

2e. Conduct primary research as needed.

Standard 3

Assess the effectiveness and interpret the information

9-12 Benchmarks

1. Select and evaluate information.

2. Interpret the information.

9-12 Performance Indicators

1a. Evaluate the currency of information (evaluation).

MSAD #16 Framework for Academic Standards Fall 1997

Information Skills

Subject --- Information SKILLS

Organizer---Technology (K-8)

Standard 1

Exhibit competence and confidence in the use of computer technology

K-2 Benchmarks

1. Demonstrate how a computer system operates.

2. Use touch-typing techniques.

3. Understand, at an introductory level, the operation of word processing software.

K-2 Performance Indicators

1a. Use a computer tutorial disk.

1b. Use computer terminology (monitor, disk drive, cpu, keyboard, mouse, disk, etc.).

1c. Use various parts of a computer system (disk drives, keyboard, monitor, mouse, printer, etc.).

1d. Use a pull-down menu and/or function keys and/or graphical interface.

1e. Demonstrate appropriate handling of hardware and software.

2a. Locate, and properly use, the alphabetic keys, space bar, shift keys, and return.

2b. Divide the keyboard into a right and left hand zone.

2c. Exhibit correct posture.

2d. Use correct fingering.

2e. Use correct stroke technique.

2f. Develop the ability to recognize typographical errors.

3a. Recognize the basics of word processing.

1b. Evaluate the contributor's/producer's work for motive, point of view, bias, authority, intended audience, etc. (evaluation).

1c. Distinguish among fact, non-fact, opinion, and propaganda (evaluation).

1d. Extract relevant and useful information (analysis).

1e. Document source of information and ideas (knowledge).

2a. Read, view, or listen to information sources; identify main ideas, opinions, and supporting facts (comprehension/ analysis).

2b. Compile notes/information according to the working outline (developed in Step V) (evaluation).

2c. Interpret graphic sources of information - e.g., maps, charts, graphs, tables, diagrams, pictures, etc. (evaluation).

2d. Derive valid inferences from information sources (evaluation).

Standard 4

Apply and communicate the information for the intended audience

9-12 Benchmarks

1. Organize the information effectively for the application.

2. Apply the information for the intended purpose.

9-12 Performance Indicators

1a. Compare, summarize, and generalize information from all relevant sources (evaluation).

1b. Select an appropriate organizational style - e.g., chronological, priority, contrast/ comparison, etc. (analysis).

1c. Determine the most affective method of presentation for the selected organizational style (comprehension).

1d. Plan the project - e.g., identify purpose, determine main points, use process approach, acknowledge sources (synthesis).

2a. Make a clear, well-supported presentation which addresses the central question or problem by applying the researched information (synthesis).

2b. Draw conclusions based on the researched information (evaluation).

2c. Evaluate both the project and the process (evaluation).

Standard 5

Demonstrate an appreciation for expanding one's knowledge

9-12 Benchmarks

1. Value and enjoy information and literature in various formats and styles.

9-12 Performance Indicators

1a. Competently move from a school library- media center to varied and increasingly sophisticated information systems.

1b. Recognize and value the existence of a global information system.

1c. Understand that knowledge is inter- related and makes connections across disciplines.

1d. Develop standards for personal choices in reading based on his/her own informational background and value system.

1e. Identify critical components of various media productions.

1f. Enhance appreciation by experiencing a widening variety of works in various media.

MSAD #16 Framework for Academic Standards Fall 1997

3b. Understand and demonstrate the steps necessary to use the basic functions of a word processing package.

3c. Complete an assignment in another subject area using a word processing program.

3-5 Benchmarks

1. Demonstrate how a computer system operates.

2. Use touch-typing techniques.

3. Understand, at an introductory level, the operation of word processing software.

4. Use proper formatting technique.

5. Continue to explore a variety of commercially prepared software as a means of increasing awareness of the scope and usefulness of computers.

6. Explore a variety of commercially- prepared graphics software.

3-5 Performance Indicators

1a. Use a computer tutorial disk.

1b. Use computer terminology (monitor, disk drive, cpu, keyboard, mouse, disk, etc.).

1c. Use various parts of a computer system (disk drives, keyboard, monitor, mouse, printer, etc.).

1d. Use a pull-down menu and/or function keys and/or graphical interface.

1e. Demonstrate appropriate handling of hardware and software.

1f. Explain the relationship between hardware and software.

1g. Use special keys (control, escape, delete).

1h. Format and initialize disks.

2a. Locate and properly use the alphabetic keys, numeric keys, space bar, shift keys, return, and necessary function keys.

2b. Divide the keyboard into a right and left hand zone.

2c. Exhibit correct posture.

2d. Use correct fingering.

2e. Use correct stroke technique.

2f. Develop the ability to recognize typographical errors.

2g. Locate and properly use special character keys ($, %, &, etc.).

2h. Use correct spacing after punctuation.

2i. Calculate words-a-minute (WAM) on straight copy for a one-minute timing.

2j. Complete a two-minute timing with keyboarding speed equal to or greater than personal handwriting speed.

3a. Demonstrate effective use of word processing in the stages of the writing process.

3b. Use appropriate word processing vocabulary (file, document, word wrap, cursor, scrolling, etc.).

3c. Produce class assignments using word processor - e.g., letters, lists, compositions, and/or assignments from other subject areas.

3d. Investigate an area of personal interest from another subject area through independent planning, teacher-assisted planning, or selecting a topic from teacher-prepared options to produce a multi-page document.

4a. Demonstrate the proper use of format functions (tabs, margins, hanging indentions).

4b. Make changes to document format (adjust margins, line format, tab settings, and page formats).

4c. Use block functions (cut and paste, delete, move, copy).

5a. Explain the difference between copyright and public domain software.

5b. Distinguish the appropriate use of software for specific tasks (WP, database, etc.).

6a. Demonstrate familiarity with a variety of graphic software by completing a number of assignments that make use of specific applications (signs, invitations, certificates, draw features, etc.).

6b. Use appropriate graphics software to complete assignments in other subject areas.

6-8 Benchmarks

1. Demonstrate how a computer system operates.

2. Use touch-typing techniques.

3. Understand the operation of word processing software.

4. Demonstrate skills associated with the electronic filing of data using a database software program.

5. Demonstrate skills associated with the electronic ledger sheet using a spreadsheet software program.

6. Demonstrate appropriate formatting rules

MSAD #16 Framework for Academic Standards Fall 1997

Information Skills

using a word processing software program.

7. Have knowledge of a variety of commercially-prepared software as a means of increasing awareness of the scope and usefulness of computers.

8. Have knowledge of a variety of commercially-prepared graphics software.

9. Explore issues and concerns resulting from the effect of computer technology on the individual and society.

10. Understand the ethical use of computers.

6-8 Performance Indicators

1a. Use a computer tutorial disk.

1b. Use computer terminology (monitor, disk drive, cpu, keyboard, mouse, disk, etc.).

1c. Use various parts of a computer system (disk drives, keyboard, monitor, mouse, printer, etc.).

1d. Use a pull-down menu and/or function keys and/or graphical interface.

1e. Demonstrate appropriate handling of hardware and software.

1f. Explain the relationship between hardware and software.

1g. Use special keys (control, escape, delete).

1h. Format and initialize disks.

2a. Locate and properly use all alphabetic keys, numeric keys, space bar, shift keys, return, and necessary function keys.

2b. Divide the keyboard into a right and left hand zone.

2c. Exhibit correct posture.

2d. Use correct fingering.

2e. Use correct stroke technique.

2f. Develop the ability to recognize typographical errors.

2g. Locate and properly use special character keys ($, %, &, etc.).

2h. Use correct spacing after punctuation.

2i. Calculate words-a-minute (WAM) on straight copy for a one-minute timing.

2j. Complete a two-minute timing with keyboarding speed equal to or greater than personal handwriting speed.

2k. Complete a three-minute timing with keyboarding speed equal to or greater than twice the personal handwriting speed.

3a. Demonstrate effective use of word processing in the stages of the writing process.

3b. Use appropriate word processing vocabulary (file, document, word wrap, cursor, scrolling, etc.).

3c. Produce class assignments - e.g., letters, lists, compositions, and/or assignments from other subject areas.

3d. Investigate an area of personal interest from another subject area(s) through independent planning, teacher-assisted planning, or selecting a topic from teacher-prepared options to produce a multi-page document.

3e. Output documents to the screen and printer.

3f. Use desktop accessories (spell check, grammar, thesaurus) to correct errors.

3g. Use block functions (cut and paste,

move, copy) to edit a document.

4a. Use the vocabulary of database construction (category, field, record, file, arrangement, layout).

4b. Identify the primary functions of database usage (designing, entering data, storing data, arranging data, searching, and retrieving data).

4c. Create reports to printer or screen using a sort procedure.

4d. Create a new database designed to provide solutions to a specific application in another subject area.

5a. Use the vocabulary of spreadsheet construction (cells, rows, columns, coordinates, categories, labels, values, blocks, formulas, functions, windows).

5b. Identify the primary functions of spreadsheet usage (calculating and recalculating, formulas, functions, formatting).

5c. Output report files in appropriate format to printer or screen.

5d. Create a new spreadsheet (layout and formulas) designed to provide solutions to a specific problem in another subject area.

6a. Demonstrate the proper use of format functions (tabs, margins, hanging indentions).

6b. Make changes to document format (adjust margins, line format, tab settings, and page formats).

6c. Use block functions (cut and paste, delete, move, copy).

MSAD #16 Framework for Academic Standards Fall 1997

7a. Explain the difference between copyright and public domain software.

7b. Distinguish the appropriate use of software for specific tasks (WP, database, etc.).

8a. Demonstrate familiarity with a variety of graphic software by completing a number of assignments that make use of specific applications (signs, invitations, certificates, draw features, etc.).

8b. Use appropriate graphics software to complete assignments in other subject areas.

9a. List personal uses of computer technology in daily activities.

9b. Identify benefits and limitations of computer technology.

9c. Adapt a given technology to a new environment or task.

9d. Debate the need for next generation technologies in the solution of a current problem.

10a. Demonstrate awareness of present copyright laws.

10b. Recognize practices that are an infringement of present copyright laws.

10c. List safeguards that have been

Standard 2

Understand how to use telecommunications technologies to meet information needs

(K-2 Not Applicable)

3-5 Benchmarks

1. Know how to use e-mail to conduct on- line correspondence.

2. Understand, with assistance, how to use the Internet to access information.

3-5 Performance Indicators

1a. Use appropriate e-mail vocabulary (address, header, subject, mailbox).

1b. Identify the primary functions of e-mail (send queries, reply to queries).

1c. Demonstrate the steps necessary to conduct e-mail correspondence with another individual in order to send and receive information within the context of a teacher-assisted project.

2a. Use appropriate Internet vocabulary (WWW, Home page, address, etc.).

2b. Identify the primary functions of the Internet (access current information).

2c. Relate some of the advantages and disadvantages of the Internet compared to other information formats (books, magazines).

2d. Demonstrate the steps necessary to conduct an information search over the Internet with teacher assistance.

6-8 Benchmarks

1. Know how to use e-mail to conduct on- line correspondence.

2. Understand how to use the Internet to conduct research.

6-8 Performance Indicators

1a. Use appropriate e-mail vocabulary (address, header, subject, attachment, cc, bcc, mailbox, host, server, address book).

1b. Identify the primary functions of e-mail (send queries, reply to queries, attach documents, forward mail, help, etc.).

1c. Demonstrate the steps necessary to conduct e-mail correspondence with another individual in order to send and receive information (within the context of a classroom-driven, teacher-assisted project).

2a. Use appropriate Internet vocabulary (WWW, URL, Home page, Web site, download, host, browser, html, address, etc.).

2b. Identify the primary functions of the Internet (research current information, etc.).

2c. Contrast and compare the impact, advantages and disadvantages of the Internet to other formats (books, magazines, telephone, etc.).

2d. Demonstrate the steps necessary to conduct research over the Internet

developed to prevent unethical use of computers.

10d. Identify concerns relating to computer crime - e.g., viruses, hacking, confidentiality.

MSAD #16 Framework for Academic Standards Fall 1997

Information Skills

around an area of curriculum-driven need from another subject area(s) through teacher assistance and group work.

Standard 3

Know the modes and techniques of producing products for a variety of audiences and purposes

(K-5 Not Applicable)

6-8 Benchmarks

1. Demonstrate skills associated with presentation software programs (PowerPoint, ClarisWorks, Persuasion, etc.).

2. Demonstrate skills associated with video production.

6-8 Performance Indicators

1a. Use appropriate presentation software vocabulary of (slide, slide show, loop, graphics, sound, video, synchronization, frame, text box, foreground, background, master slide, header, bullet).

1b. Identify the primary functions of presentation software (design, layout, displayfeatures!).

1c. Create a class presentation utilizing slides.

2a. Use appropriate video production vocabulary (camcorder, tape, VHS, VHS- C, 8mm, VCR, monitor, editing, etc.).

2b. Identify the primary functions of video

production (script, record, edit, playback, storyline, direct, producefeatures!).

2c. Contrast and compare the impact, advantages, and disadvantages of video over other delivery formats.

2d. Assist in the creation of a video around an area of curriculum-driven need from another subject area(s) through teacher- assisted planning and group work and appropriately present to the target audience.

SUBJECT--INFORMATION SKILLS

ORGANIZER--TECHNOLOGY (9-12)

Standard 1

Exhibit competence and confidence in the use of computers

9-12 Benchmarks

1. Demonstrate how a computer system operates.

2. Use touch-typing techniques.

3. Understand the operation of word processing software.

4. Reinforce skills associated with the electronic filing of data using a database software program.

5. Reinforce skills associated with the electronic ledger sheet using a spreadsheet software program.

6. Use proper word processor formatting techniques.

7. Continue to explore a variety of

commercially-prepared software as a means of increasing awareness of the scope and usefulness of computers.

8. Explore a variety of commercially- prepared graphics software.

9. Learn basic skills associated with the use of a desktop publishing program.

10. Evaluate societal and environmental effects of technology to facilitate informed civic, social, and economic decisions.

11. Understand the ethical use of computers.

9-12 Performance Indicators

1a Use a computer tutorial disk.

1b. Use computer terminology (monitor, disk drive, cpu, keyboard, mouse, disk, etc.).

1c. Use various parts of a computer system (disk drives, keyboard, monitor, mouse, printer, CD-drive, modem, etc.).

1d. Use a pull-down menu and/or function keys and/or graphical interface.

1e. Demonstrate appropriate and responsible handling of hardware and software.

1f. Explain the relationship between hardware and software.

1g. Use special keys (control, escape, delete, function, etc.).

1h. Format and initialize disks.

2a. Locate and properly use all alphabetic keys, numeric keys, space bar, shift keys, return, and function/command keys.

2b. Divide the keyboard into a right and left hand zone.

2c. Exhibit correct posture.

MSAD #16 Framework for Academic Standards Fall 1997

2d. Use correct fingering.

2e. Use correct stroke technique.

2f. Develop the ability to recognize typographical errors.

2g. Locate and properly use special character keys ($, %, &, etc.).

2h. Use correct spacing after punctuation.

2i. Calculate words-a-minute (WAM) on straight copy for a one-minute timing on personal handwriting and keyboarding samples.

2j. Complete a two-minute timing with keyboarding speed equal to or greater than personal handwriting speed.

2k. Complete a three-minute timing with keyboarding speed equal to or greater than twice the personal handwriting speed.

3a. Demonstrate effective use of word processing in the stages of the writing process.

3b. Use appropriate word processing vocabulary (file, document, word wrap, cursor, scrolling, etc.).

3c. Explain the advantages of word processing a document (editing, speed, etc.).

3d. Produce class assignments - e.g., letters, lists, compositions, and/or assignments from other subject areas.

3e. Investigate an area of personal interest from another subject area(s) through independent planning, teacher-assisted planning, or selecting a topic from teacher-prepared options to produce a

multi-page document.

3f. Output documents to the screen and printer.

3g. Use desktop accessories (spell check, grammar, thesaurus) to correct errors.

3h. Use block functions (cut and paste, move, copy) to edit a document.

4a. Use the vocabulary of database construction (category, field, record, file, arrangement, layout).

4b. Identify the primary functions of database usage (designing, entering data, storing data, arranging data, searching and retrieving data).

4c. Create reports to printer or screen using a sort procedure.

4d. Create a new database designed to provide solutions to a specific application in another subject area.

5a. Use the vocabulary of spreadsheet construction (cells, rows, columns, coordinates, categories, labels, values, blocks, formulas, functions, windows).

5b. Identify the primary functions of spreadsheet usage (calculating and recalculating, formulas, functions, formatting).

5c. Output report files in appropriate format to printer or screen.

5d. Create a new spreadsheet (layout and formulas) designed to provide solutions to a specific problem in another subject area.

6a. Demonstrate the proper use of format functions (tab key, margins, hanging

indentions).

6b. Make changes to document format (adjust margins, line format, tab settings, columns, and page formats).

6c. Use block functions (cut and paste, delete, move, copy).

7a. Explain the difference between copyright and public domain software.

7b. Distinguish the appropriate use of software for specific tasks (WP, database, etc.).

7c. Assess software based on general - e.g., ease of use, documentation, interface, appropriateness to problem, and personal criteria.

8a. Demonstrate familiarity with a variety of graphic software by completing a number of assignments that make use of specific applications (signs, invitations, certificates, draw features, etc.).

8b. Use manuals to learn the operation of graphics software and to correct minor problems that may arise.

8c. Use appropriate graphics software to complete assignments in other subject areas.

9a. Use appropriate desktop publishing vocabulary (scroll bars, import, snap to guides, clip art, text boxes, etc.).

9b. Describe standard rules of design and layout (proportion, balance, rhythm, unity, contrast).

9c. Design and produce a one-page document with two or more columns per page.

MSAD #16 Framework for Academic Standards Fall 1997

Information Skills

9d. Demonstrate the steps necessary to place text and import graphics.

9e. Use templates to create a newsletter, brochure, or other document.

9f. Change fonts, sizes, and alignment of text.

9g. Use draw features to enhance clip art graphics or text areas.

9h. Use cut, copy, and paste features to manipulate graphics and text.

10a. List personal uses of computer technology in daily activities.

10b. Identify benefits and limitations of computer technology.

10c. Adapt a given technology to a new environment or task.

10d. Debate the need for next generation technologies in the solution of a current problem.

10e. Analyze the need for the protection of privacy regarding storage of personal data in relation to human rights issues - e.g., freedom of information, intellectual freedom, privacy of the individual.

10f. Use historical developments to generalize about the interaction between society and the technology its people decide to create, support, and use.

11a. Demonstrate awareness of present

11d. Identify concerns relating to computer crime - e.g., viruses, hacking, confidentiality.

11e. Develop an awareness of areas in which computers are playing an important role by researching issues dealing with the projected use of computers - e.g., government, health care, transportation, the arts, etc.

Standard 2

Understand how to use telecommunications technologies to meet information needs

9-12 Benchmarks

1. Know how to use e-mail to conduct

on-line correspondence.

2. Know how to use the Internet for research.

9-12 Performance Indicators

1a. Use appropriate e-mail vocabulary (address, header, subject, attachment, cc, bcc, mailbox, host, server, address book, etc.).

1b. Identify the primary functions of e-mail (send queries, reply to queries, attach documents, forward mail, help, etc.).

1c. Demonstrate the steps necessary to conduct e-mail correspondence with another individual in order to send and receive information.

2a. Use appropriate Internet vocabulary (WWW, FTP, URL, Home page, Web site, download, telnet, host, browser, html,

address, list serve, subscribe, chat, etc.).

2b. Identify the primary functions of the Internet (research current information, download software, discussion groups, etc.).

2c. Discuss the advantages and disadvantages of accessing the Internet over other information sources (books, periodicals, telephone interviews, etc.).

2d. Demonstrate the steps necessary to conduct research over the Internet for a curriculum-driven project.

Standard 3

Have familiarity with the modes and techniques of using technology to produce dynamic products for a variety of audiences and purposes

9-12 Benchmarks

1. Demonstrate skills associated with presentation software programs (PowerPoint, ClarisWorks, Persuasion, etc.).

2. Demonstrate skills associated with video production.

9-12 Performance Indicators

1a. Use appropriate presentation software vocabulary (slide, slide show, loop, graphics, sound, video, synchronization, frame, text box, foreground, background, master slide, header, bullet).

1b. Identify the primary functions of presentation software (design, layout,

copyright laws.

11b. Recognize practices that are an infringement of present copyright laws.

11c. List safeguards that have been developed to prevent unethical use of computers.

MSAD #16 Framework for Academic Standards Fall 1997

display...features!).

1c. Explain the advantages of using presentation software.

1d. Create a presentation around an area of personal interest from another subject area(s) through independent planning, teacher-assisted planning, or curriculum- driven need which utilizes a combination of slides, sound clips, and video clips; present appropriately to the target audience.

2a. Use appropriate video production vocabulary (camcorder, tape, VHS, VHS- C, 8mm, VCR, monitor, editing, etc.).

2b. Identify the primary functions of video production (script, record, edit, playback, storyline, direct, produce...features!).

2c. Explain the advantages of using video.

2d. Create a video around an area of personal interest from another subject area(s) through independent planning, teacher-assisted planning, or curriculum- driven need; present appropriately to the target audience.

MSAD #16 Framework for Academic Standards Fall 1997

Information Skills