MIS Library Media Curriculum Gui

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:

using established library media center procedures to select and check out materials, including use of check-out card and shelf markers and using appropriate behavior.

2. Students will locate fiction books by:

locating a specific fiction book using its call number, author, and title.

3. Students will identify the role of OPAC and recognize its role in locating materials by:

identifying a type of book by its call number.
identifying and locating a specific nonfiction book, for a particular purpose, using its call number, author, and title.
using OPAC in order to find a specific fairy tale on the shelves.
locating and identifying an autobiography, an individual biography and a collective biography.

4. Students will select appropriate fiction and nonfiction books by:

finding a specific nonfiction book on the shelves.
identifying the Dewey Decimal number that is assigned to an individual biography, an autobiography, and a collective biography.

5. Students will complete answers to specific questions by:

learning about the history of the Dewey Decimal Classification System and how that system is arranged.
locating sections of the Dewey Decimal Classification System.
sequencing major events in a fairy tale.
using a table of contents and an index to locate information found within a collective biography.

6. Students will describe a variety of basic sources to acquire information by:

locating a book for personal or recreational need using OPAC.
analyzing a fairy tale to determine events important for retelling the story by sketching.

7. Students will use appropriate retrieval strategies to access information by:

identifying the elements of a book's OPAC record.
recording appropriate information from OPAC records.

8. Students will exhibit appreciation of literature by:

identifying fairy tales as a distinct literary genre.

9. Students will create a design for print or nonprint media by:

drawing or completing a map of the library media center that includes areas where different types of materials are shelved, circulation desk, book return, study tables, computers with OPAC, and other features specific to their library media center.
retelling a fairy tale using appropriate visuals.

10. Students will independently gather and use information ethically and in accordance with the procedures outlined in the established media guidelines by:

demonstrating appropriate book care when using library media center materials.

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:

identifying parts of the library media center.
using OPAC to locate realistic fiction in the library media center collection.

2. Students will select appropriate media by:

using the Internet and online tools such as a search engine to gather information on literary awards.

3. Students will use research skills to select, record, and reorganize information by:

using the table of contents, index, and cross references to locate information in reference books including encyclopedias.

4. Students will use a variety of basic sources to acquire information by:

analyzing the characters, setting, and plot of a story and determining if a story fits the realistic fiction genre.
adapting a fable to a play, including appropriate characteristics of drama.

5. Students will use appropriate retrieval strategies to access information from various systems by:

using electronic databases to locate information.

6. Students will select from various genres by:

identifying realistic fiction as a distinct literary genre.
identifying drama and fables as distinct literary forms.

7. Students will create a design for print or non-print media by:

creating an electronic presentation about a literary award.
creating a pop-up that recommends a realistic fiction book to other students by illustrating the events, characters, or setting of the story.
performing a play using appropriate performance techniques.

8. Students will independently gather and use information ethically and in accordance with the procedures outlined in the established media guidelines by:

selecting and checking out a book using proper procedures.
evaluating and organizing collected data in an ethical manner.

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:

locating parts of the library media center.
efficiently using OPAC to identify a book about a specific subject.
utilizing print and electronic reference sources.
using OPAC to locate an historical fiction book in the library.

2. Students will select the most appropriate media format for a specific purpose by:

comparing and contrasting media formats.
locating the time period of an historical fiction book on a timeline.

3. Students will use research and critical thinking skills to evaluate basic sources by:

evaluating two American Indian tales from a similar region and explaining how each story reflects the culture of the tribe.
comparing and contrasting two American Indian tales.
gathering and recording information from reference sources.
using atlases and geographical dictionaries to locate settings in tall tales.

4. Students will select the appropriate type of basic media for a specific purpose by:

explaining how American Indian tales can give information about the American Indian culture.
examining various American Indian tales from different regions.
determining which electronic resource will best answer an informational need.

5. Students will apply various retrieval strategies to access and organize information from basic systems by:

determining the keyword to use in research.
taking notes from a reliable, authoritative source that relates to the historical fiction book's time period.

6. Students will identify characteristics of various genres by:

selecting and checking out a book using proper procedures.
identifying characteristics of American Indian tales.
appreciating historical fiction and identifying the genre's characteristics in the book.
identifying tall tales as a distinct type of folklore.

7. Students will create a design for print or non-print media by:

creating a trading card presenting information about a state.
composing an adaptation of a tall tale.

8. Students will independently gather and use information ethically and in accordance with the procedures outlined in the established media guidelines by:

demonstrating the appropriate handling of library media center materials.
citing reference sources used in a research project.

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:

Experiences are sequentially presented to support acquisition of concepts and intended learning outcomes.
Formative and summative assessments are embedded in experiences.

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