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Model School Library Standards

Page history last edited by Leah Jensen 12 years, 9 months ago

Model School Library Standards For California Public Schools, Kindergarten Through Grade Twelve

Adopted by the State Board of Education, September 16, 2010


The “School Library Standards for Students” are organized around four concepts:

  1. Students access information.

  2. Students evaluate information.

  3. Students use information.

  4. Students integrate information literacy skills into all areas of learning.


Each concept is followed by three to four overarching standards that continue across all grade levels. Each overarching standard is followed by detailed standards for each grade level (K-6) and grade span (7-8 and 9-12). Students should achieve these detailed standards by the end of each grade level or grade span. In addition, students should have mastered the standards for previous grades and continue to use the skills and knowledge as they advance in school. The classroom teacher and teacher librarian should assess student progress to determine whether students have acquired the prerequisite knowledge and skills and whether there is a need to review or reteach standards from earlier grades.


How to use this document


This document provides the “Library Standards for Students” in a table format. Each overarching standard is followed by the detailed grade level standards to illustrate the progression of skills and knowledge through the grades. By looking at one grade level you can see what should be taught to students at that grade. A look at the previous grades will show the skills and knowledge students should have already learned. By looking ahead to higher grades you can see how those standards build on what was learned previously.


It must be noted that these are not stand-alone standards taught in isolation, but are meant to be taught collaboratively by the classroom teacher and the teacher librarian in the context of the curriculum and other content area standards.










7 - 8

9 - 12

STANDARD 1 Students Access Information – The student will access information by applying knowledge of the organization of libraries, print materials, digital media, and other sources.


Recognize the need for information:

a. Understand the concept that printed and digital materials provide information by identifying meaning from simple symbols and pictures.


a. Understand that printed and digital materials provide information by identifying meaning from more complex symbols and pictures.


a. Identify a simple problem or question that needs information.

b. Organize prior knowledge of a subject, problem, or question (e.g., create a chart).

a. Identify keywords within questions.

a. Identify a more complex problem or question that needs information.

b. Recognize and use appropriate “pre-search” strategies (e.g., recall of prior knowledge).

a. Define the topic of a research investigation.

a. Recognize that accurate and comprehensive information is the basis of informed decision making.

b. Determine and use appropriate “pre-search” strategies (e.g., brainstorming, recall of prior knowledge).

a. Recognize the need for specific information in preparing research reports, persuasive compositions, and in delivering informative presentations.

a. Identify topics; broaden or narrow a topic; and develop ideas to direct the focus of an inquiry.


Formulate appropriate questions:

a. Ask questions that can be answered by available resources.


a. Ask who, what, when, where, and how questions.


a. Develop questions that define the scope of investigation and connect them to the topic.

b. Understand the concept of keywords.

a. Identify a problem that needs information by asking how, what, where, when, or why questions.

a. Identify words with multiple meanings that may affect a search.

a. Formulate and refine questions that cover the necessary scope and direction of the investigation.

b. Use keywords, phrases, and notes to create an outline.

a. Identify related keywords, terms, and synonyms for the research topic and information need.

b. Demonstrate ability to create effective searches in print and online by identifying appropriate keywords.

a. Establish a hypothesis and/or a position statement.

b. Identify topics and subtopics; ask and evaluate research questions for relevancy.

d. Create a plan of action for research by defining the topic and identifying key questions, keywords, and possible resources.

a. Generate research questions based on interests, observations, information, stories, and issues or on an assigned topic.

b. Develop and present a clear thesis statement or hypothesis.

c. Finalize the research question or hypothesis by conducting preliminary research.


Identify and locate a variety of resources online and in other formats by using effective search strategies:

a. Locate the school library and the library resources.

b. Know how, and be able, to check out resources from the school library responsibly.

c. Identify with guidance two sources of information that may provide an answer to an identified question.

d. Distinguish fact from fiction (e.g., “Does this happen in real life?”).

e. Identify whom to ask for help in the school library.

f. Describe the general organization of the library.

g. Identify types of everyday print, media, and digital materials (such as story books, poems, newspapers, periodicals, signs, and labels).



a. Understand how to locate, check out, and care for a variety of library resources, both print and digital.

b. Alphabetize to the first letter to locate books in the library.

c. Identify basic digital devices and parts of a computer (e.g., DVD player, remote control, digital camera, monitor, power button, keyboard, mouse).

d. Identify the front cover, back cover, and title page of a book, in print and digital formats, and compare and contrast the differences.

e. Identify the services and resources of the public library.

f. Demonstrate correct procedures to turn computer on and off, and open and close applications.

g. Identify characteristics of fiction and nonfiction.


a. Identify two sources of information that may provide an answer to the question(s).

b. Independently check out and care for a variety of library resources including technology devices.

c. Identify whom to ask for help when using the Internet at the school library or in the classroom.

d. Locate age-appropriate fiction and nonfiction print, media, and digital resources in the school library.

e. Alphabetize beyond the initial letter to locate resources.

f. Identify types of everyday print, media, and digital resources by using academic vocabulary (e.g., biography, periodical, database, fiction, nonfiction, primary source).

g. Identify the parts of a book (print and digital): table of contents, glossary, index, and dedication.

h. Use computer software graphic elements and navigational tools (e.g., buttons, icons, fields).

a. Understand the function of a library is to provide shared resources that are organized to be accessible to all library users.

b. Differentiate between primary and secondary sources.

c. Understand the general purpose of the library catalog.

d. Perform a basic search of the automated library catalog by title, author, subject and keyword.

e. Understand that nonfiction print and nonprint materials in a library are arranged by subject (Dewey Decimal System).

f. Understand the information provided on spine labels, including call numbers.

g. Understand different systems of alphabetizing (e.g., letter-by-letter, word-by-word).

h. Independently browse the library to locate materials.

i. Identify types of media and digital delivery devices.

j. Use guidewords to locate information in a reference book.

k. Perform a keyword search of a topic using an approved search engine or database.

l. Understand the organization of general reference resources in print and/or digital formats including dictionary, thesaurus, atlas, almanac, and encyclopedia.

m. Use specialized content-area print and digital resources to locate information.

n. Use print or digital indexes, or both, to locate articles in an encyclopedia.

o. Locate and know the arrangement and general content of the biography section in the library.

p. Locate information in text by using the organizational parts of a book in print or digital format (e.g., title, table of contents, chapter headings, glossary, author notes, dedication, indexes).

a. Use standard reference tools online and in print, including a dictionary, atlas, thesaurus, encyclopedia, and almanac.

b. Explain the basic organization of the library classification system (e.g., 10 major Dewey Decimal System classifications).

c. Understand the organization of newspapers and periodicals, both in print and online, and how to use them.

d. Define online terms (e.g., home page, Web site, responsibility statement, search engine, uniform resource locator [URL]).

e. Define URL Internet extensions (e.g., .com, .org, .edu, .gov, .us, .net).

f. Use electronic menus and icons (e.g., search, content, help screen, index, key words) to locate information.

a. Use a thesaurus to identify word choices and meanings to facilitate research.

b. Interpret information from the automated library catalog.

c. Use call numbers, spine labels, and the library classification system to locate information in the library.

d. Identify a variety of online information sources.

e. Use appropriate reference materials, both print and online, to obtain needed information.

f. Understand how text features make information accessible and usable (e.g., chapter headings, subheadings, captions, indexes).

g. Use features of electronic text for locating information (e.g., indexes, keywords, See and See also cross references).

h. Use the library catalog to locate biographies available in the library.

i. Create and use complex keyword searches to find specific information online.

a. Identify and locate multiple sources of information that provide a broad view of research topics and questions (e.g., books, reference materials, online sources, periodicals).

b. Perform a search of the automated library catalog to locate resources for a particular purpose.

c. Use the automated library catalog to locate resources in other libraries and use interlibrary loan, if available.

d. Use the World Wide Web, including search engines and browsers, to locate information.

e. Demonstrate proper and responsible use of technology and other library materials.

f. Demonstrate use of outside sources to obtain information (e.g., Web sites of public libraries and colleges, online databases).

g. Compare and contrast the benefits of using open-source media, subscription databases, print media, and visual media as useful to answer a research question.

h. Demonstrate knowledge of current applications available online (e.g., photo organizer, presentation generator, document creator, video conferencing).

i. Recognize that specialized encyclopedias differ in arrangement, emphasis, and indexing.

j. Use Boolean search techniques and other limiters or expanders to locate appropriate resources.

k. Identify the authority of an author or sponsoring organization in print and online materials.

l. Identify information that supports the question but may not directly answer it.

m. Describe how articles and publications appear differently in print and digitally.

a. Conduct multistep information searches by using various search strategies to locate digital information that supports research and writing tasks.

b. Identify scholarly, accurate, and current sources of information in a variety of formats.

c. Prioritize sources of information for efficient and effective use.

d. Develop and use successful research strategies to locate information sources, including primary and secondary sources.

e. Understand and demonstrate appropriate use of “tags” for online resources.

f. Use automated library catalog to locate a variety of references and other library resources that support a research question.

g. Use digital resources to access information beyond the school library collection.

h. Demonstrate knowledge of the types of resources needed to best answer the question.

i. Identify the authority of URL Internet extensions and their potential for bias (e.g., .com, .org, .edu, .gov, .us, .net).

j. Use a variety of encyclopedias and other reference resources to gather information.

k. Use indexes online and in print.

l. Use print and/or digital indexes or the search engines of subscription periodical databases to locate information in periodicals and save to an electronic file.

m. Use print and online bibliographies and references to identify and locate additional resources.

n. Understand the differences between search engines, metasearch engines, and hierarchical directories.

a. Use a variety of search engines and licensed and free databases to locate appropriate information.

b. Search for information on Web sites using “tags” and hierarchical directories.

c. Use the hierarchy of a URL through successive truncations to navigate a site.

d. Search for information using advanced search skills (e.g., Boolean operators, adjacency, proximity, wild card symbols, truncation).

e. Search for information by using both controlled vocabulary (e.g., subject headings, descriptors) and natural language.

f. Differentiate between scholarly and popular publications in print or digital format.

g. Create and save searches and bibliographies within library catalogs and databases.

h. Identify the structural features of informational text and use the features to locate information (e.g., expository text, public documents, journal articles).

i. Select and use appropriate tools and technology to locate resources.

j. Identify, compare, and contrast the bibliographic information provided in a printed or digital book or a Web site.

k. Use a variety of print, media, and online resources to locate information, including encyclopedias and other reference materials.

l. Demonstrate a variety of research methods used in different disciplines (e.g., the humanities, sciences, social sciences).


Retrieve information in a timely, safe and responsible manner

a. Practice responsible use and care of all learning resources.


a. Identify the need to request assistance from a trusted adult if the information source makes the student uncomfortable.

a. Identify trusted places in the community where students can seek information (e.g., home, school, museums, governmental agencies, public libraries).

b. Identify trusted and knowledgeable people to ask for assistance with an information search (e.g., teacher, teacher librarian, family member).

c. Connect prior knowledge to the information and events in text and digital formats.

d. Identify when it is necessary to ask an appropriate adult for assistance in seeking information in both digital and print environments.

e. Identify main ideas of a text in preparation for notetaking.

f. Identify nonfiction text structures in print and digital formats (e.g., main idea and supporting details, cause and effect, compare and contrast, sequencing).

a. Demonstrate a basic understanding of intellectual property rights and the difference between sharing and ownership.

b. Demonstrate respectful and responsible behavior in the library.

c. Apply techniques for organizing notes in a logical order (e.g., outlining, webbing, thinking maps, other graphic organizers).

a. Extract information from illustrations, photographs, charts, graphs, maps, and tables in print, nonprint, and digital formats.

a. Compare and contrast information obtained from library catalogs, subscription databases and open-ended search engines on the Internet.

b. Use scanning and skimming skills to locate relevant information.

c. Locate relevant information by using specialized features of print (e.g., citations, end notes, preface, appendix, bibliographic references) and digital text (e.g., keyword, controlled vocabulary).

a. Understand and practice the basics of safe use of the Internet.

b. Accurately record citation information for each type of resource used.

c. Use several facts from visual or audio media to support a hypothesis.

d. Restate facts and details taken from an information source (print, nonprint, or digital) and organize those ideas for notetaking by using techniques such as outlining, webbing, flowcharting, and so forth.

a. Demonstrate effective use of digital sources (e.g., navigating within the source, searching one source for a specific topic before searching in multiple sources or for multiple topics).

b. Explain what the Internet is, how it was created, and how it works.

c. Identify cues in visual media to assist in retrieving information.

d. Use a dictionary to learn the history of common words.

e. Demonstrate effective notetaking, including citation references, quotations, and major points.

a. Demonstrate proper procedures and good citizenship online.

b. Understand how to access and retrieve resources from local, regional, state, and national libraries through interlibrary loan and other means.

c. Use “pre-search” strategies to identify what should be read in depth (e.g., scan titles, headings, captions, introductions, summaries, and conclusions).

d. Analyze the structure and format of informational text that make information accessible and usable (e.g., graphics, sequence, diagrams, illustrations, charts, maps).










STANDARD 2 Students Evaluate Information – The student will evaluate and analyze information to determine what is appropriate to address the scope of inquiry.


Determine the relevance of the information:

a. Connect the information and events in print, media, and digital resources to life experiences.

a. Connect the information and events found in print, media and digital resources to prior knowledge.

a. Draw meaning from illustrations, photographs, diagrams, charts, graphs, maps, and captions.

b. Review facts and details to clarify and organize ideas for note taking.

c. Understand that the Internet contains accurate and inaccurate information.

a. Select information appropriate to the problem or question at hand.

b. Determine whether the information answers a simple question.

a. Extract and record (note taking) appropriate and significant information from the text.

a. Assess how new information confirms and/or changes the original questions (e.g. what I know, what I want to know, and what I learned [KWL] chart).

a. Analyze information from illustrations, photographs, charts, graphs, maps, tables, and captions.

b. Analyze evidence to support a research question.

c. Identify unsupported statements in resources used.

a. Assess the author’s evidence to support claims and assertions, noting instances of bias and stereotypes in a variety of visual and audio materials.

b. Evaluate sources for fact, opinion, propaganda, currency, and relevance.

a. Evaluate online search results, demonstrating an understanding of how search engines determine rank or relevancy.

b. Analyze important ideas and supporting evidence in an information source, using logic and informed judgment to accept or reject information.

c. Interpret meaning from charts, maps, graphs, tables, and pictures.


Assess the comprehensiveness, currency, credibility, authority, and accuracy of resources:

a. Identify basic facts and ideas in what was read, heard, seen, or voiced.

a. Know the difference between the roles of media to inform and to entertain.

a. Identify the purpose of an advertisement including Internet pop-ups.

b. Demonstrate the ability to distinguish between information and advertisements.

a. Identify copyright and publication dates in print resources.

b. Understand the role and responsibility of the author and publisher to determine accuracy of published materials.

a. Identify the factors that make a source comprehensive, current, credible, accurate, and authoritative.

b. Distinguish between fact and opinion in expository text.

c. Recognize the role of media to persuade, interpret events and transmit culture.

a. Describe how media resources serve as sources of information, entertainment, persuasion, interpretation of events, and transmission of culture.

b. Identify and assess evidence that supports the main ideas and concepts presented in texts.

c. Evaluate Internet resources for accuracy, credibility, and relevance.



a. Identify how visual language creates an impression for the viewer (e.g., angle, lighting, special effects, camera movement).

b. Recognize the importance of the publication date as an indicator of information currency.

c. Explain the authority, timeliness and accuracy of specific information resources.

a. Evaluate credibility, comprehensive-ness, and usefulness of print, nonprint, and digital information sources.

b. Analyze differences among various categories of informational materials (e.g., textbooks, newspapers, magazines, atlases, online resources) in terms of structure and purpose.

c. Evaluate the authority of authors, Web site hosts, and sponsoring organizations of Web sites and print material.

d. Assess currency and timeliness in evaluating a Web site and other media.

e. Identify and assess evidence that supports ideas and concepts presented in audio and visual media.

f. Evaluate information from visual media as a primary and a secondary source and distinguish the differences.

a. Verify the authenticity of primary and secondary source information found online.

b. Identify bias and prejudice in historical interpretations.

c. Analyze media for purpose, message, accuracy, bias, and intended audience.

d. Determine whether resources are designed to persuade, educate, inform or sell.

e. Use systematic strategies and technology tools to organize and record information (e.g., anecdotal scripting, footnotes, annotated bibliographies).


Consider the need for additional information:

a. Recognize that a trusted adult is a resource for information.

a. Determine whether additional information is needed to answer the questions.

a. Recognize the need for additional information to answer questions posed by others.

a. Locate facts and details to support a topic sentence and paragraph and record the information.

a. Verify accuracy of prior knowledge.

a. Evaluate information located to determine whether more information is needed and, if so, identify additional resources to search.

b. Ask questions that seek information not already located.

a. Evaluate whether the information is sufficient to answer the question.

a. Revise, add, or delete questions as the need for information changes.

b. Modify the research plan as needed.

a. Determine and use strategies for revising, improving, and updating knowledge of a subject.

b. Review work through self-reflection, peer review, and teacher feedback to determine whether the information is sufficient and the research process was effective.

c. Understand that some areas of investigation have inadequate existing material and require a change in plan, change in topic, or original research.










STANDARD 3 Students Use Information – The student will organize, synthesize, create, and communicate information.


Demonstrate ethical, legal, and safe use of information in print, media and online resources:

a. Understand the need to adhere to privacy and safety guidelines.

b. Understand the need to ask a trusted adult for permission when asked to provide personal information in person, on a form, or online.

a. Describe the roles of authors and illustrators and their contribution to print and digital materials.

b. Understand that the Internet connects the user to the rest of the world.

a. Demonstrate proper procedures and good citizenship in the library and online.

b. Recognize that both the author and illustrator have ownership of their own creation.

c. Demonstrate basic knowledge of the district or school’s acceptable use policy.

d. Understand that just as there are strangers in the real world, there are also strangers on the Internet.

e. Adhere to privacy (nondisclosure of personal or family information) and safety guidelines (laws and policies) when using the Internet at school or home.

a. Define cyberbullying and its effects.

b. Identify types of personal information and the appropriate and inappropriate ways to share it.

a. Identify author, title, copyright date, and publisher.

b. Use approved or personal passwords appropriately.

c. Understand the environment of Internet anonymity and that not everyone on the Internet is truthful and reliable.

a. Record bibliographic information in an acceptable format.

b. Demonstrate an understanding of and show respect for personal intellectual property.

c. Demonstrate legal and ethical behavior in information use.

d. Use basic safety procedures when online (e.g., e-mailing, texting, chatting).

e. Recognize suspicious online offers and invitations (e.g., spam, phishing, polls, contests).

a. Practice safe handling of personal information online.

b. Recognize academic uses of social networking sites and understand how to use them safely (e.g. know how to adjust privacy settings).

c. Articulate and follow the rules for online use at school.

d. Identify types of programs that can damage a computer (e.g., viruses, worms, Trojan Horse, spyware).

e. Practice ethical behavior in online interactions.

f. Identify what constitutes an “uncomfortable” interaction online and how to handle it effectively.

g. Identify urban legends and hoaxes spread through e-mail and the Internet.

h. Understand how to provide limited copyright and authorize use of original works (e.g., Creative Commons).

a. Explain ethical and legal issues related to the use of intellectual property including print, visual, audio, and online materials (e.g., fair use, file sharing).

b. Recognize the consequences of inappropriate and illegal use of information.

c. Participate in online classroom and/or library discussion groups.

d. Give credit to authors in an acceptable format when appropriate in written and oral presentations, including music and visual content.

e. Understand ethical issues in audio and visual media relating to ownership of content.

f. Understand how to secure wireless devices.

a. Demonstrate respect for intellectual property, copyright restrictions, fair use, and public performance rights when downloading or duplicating media.

b. Understand the differences between quoting, summarizing, and paraphrasing and apply these skills to own work.

c. Use appropriate conventions for documentation in the text, footnotes, references, and bibliographies by adhering to an acceptable format.

d. Recognize and protect the private information of oneself and others.

e. Describe safe, online shopping practices.

f. Describe the implications of criminal activities (e.g., generating viruses, hacking, identity theft, accessing illegal images).

g. Use materials, equipment, and facilities responsibly and independently.

h. Describe the privileges and responsibilities outlined in the district’s Internet acceptable use policy for the school.

i. Practice strategies to protect digital devices (e.g., antivirus software, secure connections, encryption, operating system updates).

j. Define and defend the need for intellectual freedom.


Draw conclusions and make informed decisions:

a. Participate in completion of a graphic organizer showing multi faceted aspects of a topic.

a. Organize information in a logical sequence.

a. Present information drawn from two sources.

a. Compare information from more than one source to draw a conclusion.

a. Summarize the main ideas and the most significant details of research results.

a. Use more than one resource, when needed, to verify and determine accuracy.

a. Analyze evidence to support a research question.

a. Evaluate evidence to support a proposition or proposal.

b. Present a report visually, orally, or in writing that conveys a clear point of view with evidence supporting that perspective.

a. Analyze information from multiple sources and identify complexities, discrepancies, and different perspectives of sources.


Use information and technology creatively to answer a question, solve a problem or enrich understanding:

a. Use a picture or other visual content when telling a story.

a. Communicate understanding by using at least one fact and or photograph, or both, found in a current and credible source.

a. Present information to convey the main idea and supporting details about a topic.

b. Record and present information with pictures, bar graphs, numbers, or written statements.

c. Communicate with other students to explore options to solve a problem or an end a story.

d. Use a diagram or chart to illustrate a presentation.

a. Organize information chronologically, sequentially, or by topic.

b. Use digital or graphic tools to support a presentation.

a. Understand and use a variety of organizational structures, as appropriate, to convey information (e.g., chronological order, cause and effect, similarity and difference, posing and answering a question).

b. Select a focus, an organizational structure, and a point of view for a report or presentation based upon purpose, audience, length, and format requirements.

a. Use a thesaurus to edit and revise manuscripts to improve the meaning and focus of writing.

a. Choose an appropriate format to produce, communicate, and present information (e.g., written report, multimedia presentation, graphic presentation).

a. Use a variety of media to impart information, share opinions, or persuade an audience (e.g., audio, video, written) or to achieve all those purposes.

b. Create presentations using presentation software or multimedia online applications.

c. Create presentations and documents that demonstrate proper citation and attribution of written, audio and visual resources used.

d. Utilize online bibliography generation and tracking tools for research projects.

a. Explain how meaning is conveyed in image and sound and recognize that many media messages are constructed to gain profit or influence viewers or do both.

b. Analyze design elements of various kinds of media productions and identify media messages that have embedded points of view.

c. Identify capabilities and limitations of tools for organizing and using information.

d. Produce media efficiently and appropriately to communicate a message to an audience.

e. Design experiments, surveys, and interviews, individually or in a group as needed, to investigate research questions.

f. Analyze and interpret results of experiments, surveys, and interviews, using quantitative and qualitative methods.

g. Aware of the impact of personal bias when interpreting information.

h. Draw clear and appropriate conclusions supported by evidence and examples.

i. Use common organizational patterns such as logic, analogy, compare and contrast, problem and solution, cause and effect to inform or persuade.

j. Construct and test hypotheses; collect, evaluate, and employ information from multiple primary and secondary sources; and apply it in oral and written presentations, using appropriate citations.










STANDARD 4 Students integrate information literacy skills into all areas of learning – The student will independently pursue information to become lifelong learners.


Read widely and use various media for information, personal interest, and lifelong learning:

a. Read or be read to from a variety of sources.

b. Identify a personal interest and possible information resources to learn more about it.

a. Read a good representation of grade level  appropriate text, making progress toward the goal of reading 500,000 words annually by grade four (e.g., classic and contemporary literature, magazines, newspapers, online information).

b. Read poems, rhymes, songs, and stories.


a. Read a good representation of grade-level-appropriate text making progress toward the goal of reading 500,000 words annually by grade four (e.g., classic and contemporary literature, magazines, newspapers, online information).

b. Select and use resources in a variety of formats to support personal interests, recreational goals, and pursuits.

a. Read a good representation of grade-level-appropriate text making progress toward the goal of reading 500,000 words annually by grade four (e.g., classic and contemporary literature, magazines, newspapers, online information).


a. Read a good representation of grade-level-appropriate text making progress toward the goal of reading 500,000 words annually (e.g., classic and contemporary literature, magazines, newspapers, online information).

b. Understand and describe the purpose of age-appropriate book awards (e.g., Caldecott, Newbery, California Young Reader).

a. Read a good representation of grade-level-appropriate text making progress toward the goal of reading one million words annually by grade eight (e.g., classic and contemporary literature, magazines, newspapers, online information).

a. Read a good representation of grade-level-appropriate text making progress toward the goal of reading one million words annually by grade eight (e.g., classic and contemporary literature, magazines, newspapers, online information).

b. Participate in activities that reflect interests, talents, or desires.

a. Read a good representation of grade-level-appropriate text making progress toward the goal of reading one million words annually by grade eight (e.g., classic and contemporary literature, magazines, newspapers, online information).

b. Choose reading from a variety of genres (e.g., drama, fable, fairy tale, fantasy, folklore, essay, speeches).

a. Independently read two million words annually, including a wide variety of classic and contemporary literature, magazines, newspapers, and online information.

b. Demonstrate competence and self-motivation in reading, listening, and viewing information.

c. Develop strategies to focus on personal learning.

d. Demonstrate personal responsibility for lifelong learning.

e. Select information on a topic of interest.


Seek, produce, and share information:

a. Share information and ideas in a clear and concise manner.

a. Share information orally and creatively with peers and other audiences.

a. Share the source of the information obtained.

b. Inform others creatively when new information about an area of interest is learned.

a. Deliver brief recitations and oral presentations about familiar experiences or interests.

b. Select appropriate information technology tools and resources to interact with others for a specific purpose.

a. Evaluate information of a personal interest for accuracy, credibility, and relevance.

b. Communicate with others outside your school environment through the use of technology to share information (e.g., video conference, blog, wiki, chat room, discussion board).

a. Demonstrate maturity in consideration of others, both in person and during communications and interactions using technology.

b. Understand the basic components of information literacy (e.g., identify, access, evaluate, and use information effectively).

a. Respect others’ right to freedom of speech.

b. Pursue information related to personal well-being (e.g., career interests, community involvement, health matters, recreation).

c. Collaborate in person and through technology to identify problems and seek their solutions.

a. Present information collaboratively through a written, audio or visual format.

b. Explain how social networks operate and identify issues related to participation and sharing of information.

c. Publish content online appropriate to the curriculum and personal interests.

a. Locate information independently to satisfy curiosity.

b. Contribute actively to the learning community and participate in groups to pursue and generate information.

c. Demonstrate and advocate legal and ethical behavior among peers, family members, and their community when using information resources and technology.

d. Use technology to communicate, share information and collaborate with others with the same interests.

e. Organize personal digital information using metadata, keywords, and tags.


Appreciate and respond to creative expressions of information:

a. Understand and respond to stories based on well-known characters, themes, plots, and settings.

b. Understand and respond to nonfiction.

a. Recollect, talk and write about materials read.

a. Portray information visually to convey the main idea and supporting details about a topic.

b. Understand how media (e.g., illustrations, photographs, music, video) affect the telling of a story and transmission of information.

a. Listen to, view, and read stories, poems, and plays.


a. Use a variety of information resources to deliver oral presentations that express main ideas supported by significant details.

a. Understand that genre is a term that describes types of literary works that are similar (e.g., drama, fable, fairy tale, fantasy, folklore, essay, speeches).

a. Demonstrate a variety of methods to engage the audience when presenting information (e.g., voice modulation, gestures, questions).

b. Appreciate a range of creative forms of expression (e.g., poetry, drama, film, literature, visual arts).

c. Evaluate own research process and that of others in a respectful, cooperative, and productive way.

a. Compare and contrast how literature, theatre, and visual arts from different cultures or time periods convey the same or similar content or plot.

b. Assess the process and the product created (e.g., audio, visual, or written piece of work).

c. Assess improvement through personal reflection and review of samples of previous work (e.g., portfolio).

a. Read and listen to a range of literary and other creative forms of expression (e.g., poetry, drama, film, literature, visual arts).

b. Monitor own progress in seeking and handling information and adapt as necessary.





Model School Library Standards For California Public Schools, Adopted by the State Board of Education, September 16, 2010

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