MIS Library Media Curriculum Guide

The following is a suggested sequence of learning that could take place throughout the school year and subsequent years through various lessons designed and implemented by either the library media specialist and/or the classroom teacher to be carried out using the library media center and the resources found there.  The media center content outlines at the end of this document are examples of types of activities and the order in which they would be introduced if utilized.  Each grade level and class will be working on various concepts at different times of the school year based on time available and scheduling conflicts.

 

SKILLS SCOPE AND SEQUENCE - GRADE 3
(REQUIRED PROCEDURAL KNOWLEDGE)



Library media curriculum in third grade reinforces and builds upon the skills and concepts that should have been taught in grades one and two. In addition to book selection and check out skills, students are introduced to the use of the Dewey Decimal Classification System and OPAC to locate library media center materials. Students, also, continue learning about types of literature by focusing on fairy tales and biographies. 

1. Students will demonstrate appropriate care and handling of materials by: 2. Students will locate fiction books by: 3. Students will identify the role of OPAC and recognize its role in locating materials by: 4. Students will select appropriate fiction and nonfiction books by: 5. Students will complete answers to specific questions by: 6. Students will describe a variety of basic sources to acquire information by: 7. Students will use appropriate retrieval strategies to access information by: 8. Students will exhibit appreciation of literature by: 9. Students will create a design for print or nonprint media by: 10. Students will independently gather and use information ethically and in accordance with the procedures outlined in the established media guidelines by:

 

SKILLS SCOPE AND SEQUENCE - GRADE 4
(REQUIRED PROCEDURAL KNOWLEDGE)



Library media curriculum in fourth grade reinforces and builds upon the skills and concepts taught in grades one through three. In addition to book selection and check out skills, students are introduced to the use of electronic reference sources, Internet searching, and print reference sources. Students continue learning about types of literature by focusing on award winning books, fables, drama, and realistic fiction. 

1. Students will effectively locate materials by: 2. Students will select appropriate media by: 3. Students will use research skills to select, record, and reorganize information by: 4. Students will use a variety of basic sources to acquire information by: 5. Students will use appropriate retrieval strategies to access information from various systems by: 6. Students will select from various genres by: 7. Students will create a design for print or non-print media by: 8. Students will independently gather and use information ethically and in accordance with the procedures outlined in the established media guidelines by:

 

SKILLS SCOPE AND SEQUENCE - GRADE 5
(REQUIRED PROCEDURAL KNOWLEDGE)



Library media curriculum in fifth grade reinforces and builds upon the skills and concepts taught in grades one through four. Students continue the use of print references, online databases and the Internet. They are introduced to more sophisticated methods of analysis. In addition, students continue learning about types of literature by focusing on historical fiction, tall tales, and American Indian tales, with emphasis on geographical and historical aspects of those genres. 

1. Students will locate materials by: 2. Students will select the most appropriate media format for a specific purpose by: 3. Students will use research and critical thinking skills to evaluate basic sources by: 4. Students will select the appropriate type of basic media for a specific purpose by: 5. Students will apply various retrieval strategies to access and organize information from basic systems by: 6. Students will identify characteristics of various genres by: 7. Students will create a design for print or non-print media by: 8. Students will independently gather and use information ethically and in accordance with the procedures outlined in the established media guidelines by:

 



 

ASSESSMENT


Library media specialists support progression of student reading skills through instruction and collection development, which are important for reading success. The ability to independently choose appropriate reading materials for information or recreation increases students' appreciation for and proficiency in reading. Instruction to develop this ability within this curriculum is both inductive and deductive beginning in grade one and continuing through grade five. While some library media skills may be similar at all grade levels, these skills increase in complexity as students mature and achieve higher level thinking skills. 

Library media specialists recognize that acquiring research and media skills is a cumulative experience which the student begins to develop in first grade and continues to develop through grade twelve. Experiences are assessed during each library media period. This formative assessment occurs through review of the guiding questions and/or worksheets. Summative assessments, most of which are performance or project based, occur in each unit. Assessments in the library media center are only used to design and adjust lessons to accommodate students in their development of library skills.  Grades are not given for library at MIS, however, students are expected to participate in lessons whenever they are exercised in the library media center.


 



 

PACING IN LIBRARY MEDIA


Elementary school students visit the school library media center on a regularly scheduled basis, 35 minutes once per week. Experiences are presented in a sequential order, building conceptual understandings that act as anchors for further skills acquisition. Pacing within this guide allows for the instruction of each unit, while adaptations and enrichments provide further opportunities for flexibility. A conceptually-oriented curriculum necessitates appropriate pacing in library media instruction, which is built into this curriculum. Time constraints, weather closings and delays, and various school-wide programs hinder library instruction on a regular basis at MIS, therefore, all instruction is based upon available time and may not occur on a completely regular basis, but during every opportunity possible considering such circumstances.

In summary: Opportunities to apply concepts and skills in a real-life context should be provided to students 


 
 
MEDIA CENTER CONTENT OUTLINE
(REQUIRED DECLARATIVE KNOWLEDGE - GRADE 3)


Declarative knowledge is cumulative and extensive. Library media curriculum builds upon the skills and concepts taught in earlier grades. These example units are designed to produce independent users of elementary school library media centers in all curriculum areas. 

 
Mapping the Library Media Center
Do We Know Dewey?
Awesome OPAC
Long Ago and Far Away
Fascinating Folks
Book Care Call Number Call Number Characters Autobiography
Book Check Out Dewey Decimal Classification System Expanded Record Fairy Tale Collective Biography
Book Selection Dewey Decimal Number Imprint Genre Foreword
Everybody Books Subject OPAC OPAC Index
Fiction Books   Record Plot Individual Biography
Magazines   Recreational Need Sequence Research
Nonfiction Books   Search Window Sketch Table of Contents
Parts of the Library Media Center   Summary Setting  
Reference Books     Story Elements  


 
MEDIA CENTER CONTENT OUTLINE
(REQUIRED DECLARATIVE KNOWLEDGE - GRADE 4)


Declarative knowledge is cumulative and extensive. Library media curriculum builds upon the skills and concepts taught in earlier grades. These example units are designed to produce independent users of elementary school library media centers in all curriculum areas. 

 
Introduction to the Library Media Center
Go for the Gold
Get Real!
Tennessee at a Glance
Act Out Aesop
Book Care Bibliography Characters Cross Reference Actor or Actress
Book Check Out Body of Work Flap Electronic Database Characters
Book Selection Copyright Genre General Encyclopedia Comedy
Circulation Criteria Plot Index Dialogue
Dewey Decimal Classification System Hits Pop-Up Keyword Drama
Everybody Books Internet Realistic Fiction Reference Source Fable
Fiction Books Keyword Setting Specialized Encyclopedia Genre
Nonfiction Books Links Subject Table of Contents Melodrama
OPAC Literary Award Summary   Moral
Parts of the Library Media Center Online Computer     Narrator
Reference Books Plagiarism     Performance
  Reliability     Play
  Search Engine     Playwright
  URL     Plot
  Validity     Script
  Website     Serious Drama
        Spectacle
        Thought
        Tragedy


 
MEDIA CENTER CONTENT OUTLINE
(REQUIRED DECLARATIVE KNOWLEDGE - GRADE 5)


Declarative knowledge is cumulative and extensive. Library media curriculum builds upon the skills and concepts taught in earlier grades. These example units are designed to produce independent users of elementary school library media centers in all curriculum areas. 

 
Off to a Good Start
American Indian Tales
Nifty Fifty
Blast from the Past
He's How Tall?
Book Care American Indian Regions Almanac Historical Fiction Atlas
Book Check Out Characteristics Arrangement Jacket Information Exaggeration
Book Selection Evidence Chronological Order Note Taking Geographical Dictionary or Gazetteer
Circulation Pourquoi Tales Electronic Database Subject(s) Hero
Dewey Decimal Classification System Transformation Format Timeline Heroine
Efficient Use Trickster Tales General Encyclopedia Table of Contents Index
Everybody Books   Index   Sequel
Fiction Books   Keyword   Table of Contents
Nonfiction Books   Link   Tall Tale
OPAC   Note Taking    
Parts of the Library Media Center   Online Computer    
    Reference Source    
    Research    
    Search Engine    
    Specialized Encyclopedia    
    Table of Contents