Information Power provided us with the Standards. All other references were used to validate our thoughts on the information literacy skills that we wanted for the individual grades.
National and State Standards & Guidelines
AASL/AECT. Information Power: Building Partnerships for Learning. Chicago: ALA,1998.This document is the foundation upon which we are to build our library program for it contains the Information Literacy Standards as well as the framework around which the standards are to be developed in a school program.
"Information Literacy Standards Matrix."This matrix is a reformatting of the Information Literacy Standards and indicators given in Information Power: Building a Partnership for Learning. Sheldeen Takeo, a librarian on Molokai reformatted the Standards and indicators into a matrix. In this format, the Standards and indicators are much easier to read.
ALA/AASL. "Position Statement on Flexible Scheduling."
(http://www.ala.org/aasl/positions/PS_flexible.html) June 19, 1999.The AASL position paper from June of 1991 confirming that flexible scheduling is crucial to a library media program that is fully integrated with the instructional program of the school.
"Chapter 8: Collaboration." Guidelines for Hawaii's School Library Instructional Technology Centers. OIS, RS 94-5296, March 1999.
Marshall, Patti et al. Ahuimanu Elementary School Standards Alignment. (Draft) 4/1999.A comprehensive alignment of AASL, Bix Six, NETS, HCPS and Technology Applications standards with the Ahuimanu curriculum units. It covers all nine of the Information Power standards for grades K - 6.
Mankato School District. "Mankato Schools Information Literacy Curriculum Guidelines." (http://www.isd77.k12.mn.us/resources/infocurr/infolit.html) June 19, 1999.Guidelines for information literacy that use a framework of the Big Six and address the Minnesota I.S.D. 77 information skills curriculum. The website includes grade level benchmarks.
Texas School Libraries. "Standards & Guidelines: Library Learning Environment."(http://www.tea.state.tx.us/technology/libraries/environment.html) June 19, 1999.A rubric for library environment quality that lists under Exemplary "Serves as an information center that provides equal, open, and flexible access to resources and technologies, fully integrated into the instruction process."
Texas School Libraries. "Standards & Guidelines: Curriculum Integration."(http://www.tea.state.tx.us/technology/libraries/curriculum.html) June 19, 1999.A rubric for library instruction that states under Exemplary "Collaborates with teachers through formal planning sessions to develop, implement, and evaluate learning experiences in a flexibly-scheduled environment, and to teach problem-solving process models and literature appreciation."
UtahLINK. "Curriculum/Courses/Library Media."(http://www.uen.org/cgi-bin/websql/lessons/query_lp.hts?corearea=9&area=1) June 19, 1999.The Utah core curriculum as approved by the state Board of Education. Grades K-6 are listed individually. Library and information skills are divided into categories. These categories seem to be the Utah library and information skill standards. The skills are listed as objectives beneath each standard.
Examples of Skills Continuums and Scope & Sequence Lists
He'eia Elementary School Library Information Skills.A scope and sequence that follows the format of Library/Study Skills in Hawaii's Schools.
Laupahoehoe K-12 Information Literacy Skills Continuum.This document contains a listing of very specific library and information literacy skills. The listing is divided into categories, which were from the State of Hawaii Continuum (1990).
Library Information Skills Curriculum. (Source unknown)This document is a table which lists the Big 6 steps in detail, and indicates when (the grade level) each step is to be Introduced; Reviewed; Expanded or "X". "X" is a category titled: "Affective Domain found in all Levels". The grade levels covered in this document are grades K-6.
"Information Skills Related to Grade Levels." Library/Study Skills in Hawaii's Schools. DOE (1990, 1982), pp. A27 - A36.A K-12 continuum of information skills that covers Appreciation of Resources, Retrieval of Resources and Information, and Use of Information.
Lincoln Elementary School. Library Information/Technology Skills Continuum Checklist. Draft, August 1996.This source integrates library information skills with technology skills. The grades covered are pre-school to grade 6. Categories are aligned with the State of Hawaii 1990 Continuum. Succinct and easy to read, the document is done in a matrix and is 3 pages long.
Mililani Mauka Elementary School Library Instructional Plan.This document is a complete one that gives the skills, literature tie in and grade level themes covered in the library for each grade level. The information literacy skills are on the other side of the sheet. Unlike Lincolns checklist, the technology skills in this plan pertain specifically to the library. The continuum covers grades Kindergarten to grade 5. The information literacy framework seems to be a modification of the Big 6. Succinct and easy to read, done in matrix form, the document is printed on both sides of one 8 1/2 x 14 sheet.
Plan On It! Cooperative Planning and Teaching Across the Curriculum. Norman. Oklahoma. September 1995.This document provides both a listing of library and information skills for grades 1-5 and sample lesson plans. The lists are written in an outline format and integrates both an information framework and literature. Each grade level is given a separate page or two. In the sample lesson plan section, there is a sample lesson plan for each grade level that illustrates the development of the library and information skills.
Seaver, Alice R. Library Media Skills: Strategies for Instructing Primary Students. Colorado: Libraries Unlimited, Inc., 1984.Although somewhat dated, this document contains a comprehensive listing of library skills and resources which the students are to eventually master. The list is in outline form with a matrix next to the outline. The matrix indicates the grade levels in which the skill is to be introduced and when the skills are mastered by 75% of the students. This list is 10 pages long!