Information Literacy Curriculum
Belastock, Eileen. “School librarians can save democracy.” eSchool News, 7 Sept 2020. “When it comes to equity, critical thinking skills, and evaluating information, school librarians are critical for students.”
Brown, Travis. "Best Practices to Protect and Empower Students Online." EducationDive K-12, IndustryDive, 12 June 2017.
Deichman, Judy. "National School Library Standards in the Middle School Library." KQ, AASL, 5 Dec. 2017.
"Framework: Digital and Civic Literacy Skills." Teaching Tolerance. K-12 lesson plans.
Gooblar, David. "How to Teach Information Literacy in an Era of Lies." The Chronicle of Higher Education, 24 July 2018. Chronicle.com.
“How Media Habits Relate to Voter Participation.” Knight Foundation, 8 Sep 2020. “In February 2020, the John S. and James L. Knight Foundation released the 100 Million Project, a landmark study that surveyed 12,000 chronic non-voters nationally and in ten swing states in order to explore the underlying challenges of electoral participation. Americans who don’t vote in elections—approaching 100 million and comprising roughly 43% of eligible voters as of the last presidential election in 2016—differ from active voters along a wide range of attitudes and behaviors related to voting, elections and politics.”
LaGarde, Jennifer. "Learner Centered Digital Literacy." Adventures of Library Girl, 31 July 2018.
LaGarde, Jennifer. "Fact VS Fiction: Teaching Critical Thinking Skills in the Age of Fake News [Please take our survey]." Adventures of Library Girl, 5 June 2018.
"The LILEAD Project: Robin Ward Stout." YouTube, 21 Aug. 2017. Robin Stout, Supervisor, Library Media Services and Emerging Technologies, Lewisville Independent School District, TX, and LILEAD Fellow, uses Ribble's nine pillars of digital citizenship, to offer strategies for developing and implementing a powerful digital citizenship program. See Ribble's website http://www.digitalcitizenship.net/nine-elements.html for more info.
Miller, Angie. "There’s So Much on the Web! Helping Students Become Internet-Research Savvy." KQ, AASL, 10 May 2018.
Moreillon, Judi. "#Election 2018 and Digital Literacy." School Librarian Leadership, 30 July 2018.
Moreillon, Judi. “Digital Learning: SIFT Meets Reading Comprehension Strategies.” School Librarian Leadership blog, 16 Nov 2020. “Physical/digital access without intellectual access does not support traditional literacy or any other literacy.”
Northern, Sam. Research Ambassadors. KQ, AASL, 16, 28 Feb. 2019.
Plemmons, Andy. "The Power of First Lines: Another New Library Orientation." Expect the Miraculous, Barrow Media Center, 16 Aug. 2018. “One standout comment was how a window keeps you safe from things going on outside and a book lets you explore dangerous situations without getting hurt.”
Ribble, Mike. "Nine Elements." DigitalCitizenship.net, 2017. Nine Themes of Digital Citizenship - Digital citizenship can be defined as the norms of appropriate, responsible behavior with regard to technology use.
Schwartz, Sarah. “Disinformation is Rampant: Here’s How Teachers Are Combatting It.” Education Week, 25 Nov 2020.
Valenza, Joyce. "11 Secret Strategies for Serious Searchers." Piktochart, 2018. Infographic.
Valenza, Joyce. "On Search Agility: There’s More Than One Place to Start." Neverending Search, SLJ, 11 Jan. 2018.
Yee, Amy. “To Recognize Misinformation in Media, Teach a Generation While It’s Young.” NYT Opinion, 23 Oct 2020. “There is no silver bullet to slay internet lies and fictions. But students can be taught to know when information is reliable.”
Parrott, Kiera. "Fountas and Pinnell Say Librarians Should Guide Readers by Interest, Not Level." School Library Journal, 13 Oct. 2017.
Pavonette, Linda M., K.M. Brimmer, & J.F. Cipielewski. "Accelerated Reader: What are the lasting effects on the reading habits of middle school students exposed to Accelerated Reader in elementary grades?" Journal of Adolescent & Adult Literacy 46(4):300-311. December 2002.
Schwanenflugel, Paula J., and Nancy Flanagan Knapp. "Three Myths About “Reading Levels” And Why You Shouldn’t Fall for Them…." Psychology Today, 28 Feb. 2017.
Librarians will also want to check these other pages on this website:
Beers, Kylene and Robert Probst. Forged by Reading: The Power of a Literate Life. Scholastic, 2020. “…explore[s] why independent reading is vital to the intellectual and developmental growth of students as citizens of our world and as architects of the future. Forged by Reading explores historic and timely topics through the context of literacy—literacy being the gateway to power and privilege—while serving as nothing short of a call to action.”
Literacy is the ability to read, write, speak and listen, and use numeracy and technology, at a level that enables people to express and understand ideas and opinions, to make decisions and solve problems, to achieve their goals, and to participate fully in their community and in wider society. Achieving literacy is a lifelong learning process.
"Critical thinking is that mode of thinking — about any subject, content, or problem — in which the thinker improves the quality of his or her thinking by skillfully analyzing, assessing, and reconstructing it. Critical thinking is self-directed, self-disciplined, self-monitored, and self-corrective thinking."
Information Literacy is "being able to efficiently locate, accurately evaluate, effectively use, and clearly communicate information in various formats."
“Digital literacy is the ability to use information and communication technologies to find, understand, evaluate, create, and communicate digital information, an ability that requires both cognitive and technical skills” (ALA 2013).
Barshay, Jill. “PROOF POINTS: Paper beats pixels on most picture books, research finds.” Hechinger Report, 22 March 2021. “…A new analysis of all the research on digital picture books, published in March 2021, helps to answer this question. The answer isn’t clear cut: paper generally has an edge over digital but there are exceptions. …”
Bowman, Renee. “The 3 Most Important Words We Use.” KQ blog, 10 Aug 2021. “One of the best ways we can model lifelong learning is by using the three little words “I don’t know.” These words can send several important messages. People, no matter their job title, level of education, or expertise, don’t have all the answers. This can help boost confidence. Some kids think that in order to talk about something, whether it’s to a friend or in front of a group, they need to be experts.”
Cohn, Kelsey. "Supporting Middle School Reading Using a Data Dashboard to Create a Community of Readers." American Libraries, 1 June 2018.
Gelles-Watnick, Risa and Andrew Perrin. “Who doesn’t read books in America?” Pew Research Center, 21 Sept 2021.
Gonzalez, Jennifer. "How to Stop Killing the Love of Reading." Cult of Pedagogy, 3 Dec. 2017, . An interview with Pernille Ripp.
Hernandez, Donald J. “Double Jeopardy: How Third-Grade Reading Skills and Poverty Influence High School Graduation.” Annie E. Casey Foundation, 2012. This report updates a 2011 research brief with new data on graduation rates for students living in concentrated poverty. The research that forms the basis of this report was supported by the Annie E. Casey Foundation and by the Center for Demographic Analysis, University at Albany, State University of New York (NICHD, R24 HD044943).
Krashen, Stephen. "Phonics and reading: Some basics." SKrashen, 23 Feb. 2018, . This is a response to the publication of "Explaining Phonics Instruction: An Educator's Guide" from the International Literacy Association, available for free download at https://literacyworldwide.org/docs/default-source/where-we-stand/ila-explaining-phonics-instruction-an-educators-guide.pdf
Literacy Leadership Brief: Explaining Phonics Instruction - An Educator's Guide. ILA, 2018. LiteracyWorldwide.org.
Major, Amielle. “When Kids Say ‘I’m not a reader’: How Librarians Can Disrupt Traumatic Reading Practices.” KQED Mind/Shift, 29 Oct 2020.
Pak, Sarah S. and Weseley, Allyson J. “The Effect of Mandatory Reading Logs on Children's Motivation to Read.” Journal of Research in Education, v22 n1 p251-265 Spr 2012. “Reading logs have become a practice in many elementary schools. Although lack of autonomy undermines intrinsic motivation (Lepper, Greene, & Nisbett, 1973), no study has examined the effect of logs. Second and third-grade students (N = 112) were assigned either a mandatory or voluntary log and surveyed about their motivation to read at baseline and after two months. Students with mandatory logs expressed declines in both interest and attitudes towards recreational reading in comparison to peers with voluntary logs, and attitudes towards academic reading decreased significantly from pre to post test across conditions. Future research should explore alternate ways to promote reading.”
Ralph, Kim. “Repairing a Reading Identity.” TASLTalks blog, 17 Nov 2020. “The only thing a person learns from being forced to read something that isn’t meaningful to them is that they don’t like reading. What I have learned from almost a decade of this work is that the kids always know more about what they will find interesting than I can accurately guess or preselect.”
Raven, James. “What Exactly Do We Mean By a Book? Is It Purpose? Portability? James Raven Has Some Questions.” Literary Hub, 1 Oct 2020. “Although we think we know what we mean by a “book,” new digital texts and reading devices are making us reconsider. A book has characters, letters and words and sometimes images. It can be read, but does it need to have a cover and a spine—and does it need to have what we think of as “pages”?”
Reed, Karen Nourse. "School Librarians as Co-Teachers of Literacy: Librarian Perceptions and Knowledge in the Context of the Literacy Instruction Role." School Library Research, vol. 21, 17 Mar. 2018.
TeachThought Staff. "12 Principles Of Modern Learning." TeachThought, 27 June 2018, . Consider in conjunction with the 2018 AASL National Standards For School Libraries.
“What the Words Say: Many kids struggle with reading – and children of color are far less likely to get the help they need.” APM Reports, 6 Aug 2020. “A false assumption about what it takes to be a skilled reader has created deep inequalities among U.S. children, putting many on a difficult path in life.”
Understood.org. “Understood is a non-profit dedicated to serving the millions of families of kids who learn and think differently.” Dyslexia, dyscalculia, and other learning differences explained for parents, K-12 students, adult learners, and businesses in English and Spanish.