Student Inquiry in the Research Process
National Goals, Standards
& Best Practices Met by
Information Inquiry
Suggested Reading:
Callison, Daniel. “Key Words in Instruction: Standards,” School Library Media Activities Monthly, Volume XV, Number 9 (May 1999): 38-41.
National Education Goals and Objectives (Goals 2000)
Ø STUDENT ACHIEVEMENT AND CITIZENSHIP
The percentage of all students who demonstrate the ability to reason, solve problems, apply knowledge, and write and communicate effectively will increase substantially
Ø TEACHER EDUCATION AND PROFESSIONAL DEVELOPMENT
All teachers will have continuing opportunities to acquire additional knowledge and skills needed to teach challenging subject matter and to use emerging new methods, forms of assessment, and technologies
Ø PARENTAL PARTICIPATION
Every school will actively engage parents and families in a partnership which supports the academic work of children at home and shared educational decision making at school
National Standards for Arts Education
Ø Consortium of National Arts Education Associations, under the guidance of the National Committee for Standards in the Arts
National Health Education Standards
Ø Students will analyze the influence of culture, media, technology, and other factors on health.
Ø Students will demonstrate the ability to use interpersonal communication skills to enhance health.
Ø Students will demonstrate the ability to use goal-setting and decision-making skills to enhance health.
Information Power: Nine Information Literacy Standards for Student Learning
Ø Standard 1: The student who is information literate accesses information efficiently and effectively.
Ø Standard 2: The student who is information literate evaluates information critically and competently.
Ø Standard 3: The student who is information literate uses information accurately and creatively.
Ø Standard 4: The student who is an independent learner is information literate and pursues information related to personal interests.
Ø Standard 6: The student who is an independent learner is information literate and strives for excellence in information seeking and knowledge generation.
Ø Standard 8: The student who contributes positively to the learning community and to society is information literate and practices ethical behavior in regard to information and information technology.
Ø Standard 9: The student who contributes positively to the learning community and to society is information literate and participates effectively in groups to pursue and generate information.
Standards for the English Language Arts
Ø Students read a wide range of print and non-print texts to build an understanding of texts, of themselves, and of the cultures of the United States and the world; to acquire new information; to respond to the needs and demands of society and the workplace; and for personal fulfillment. Among these texts are fiction and nonfiction, classic and contemporary works.
Ø Students apply a wide range of strategies to comprehend, interpret, evaluate, and appreciate texts. They draw on their prior experience, their interactions with other readers and writers, their knowledge of word meaning and of other texts, their word identification strategies, and their understanding of textual features (e.g., sound-letter correspondence, sentence structure, context, graphics).
Ø Students adjust their use of spoken, written, and visual language (e.g., conventions, style, vocabulary) to communicate effectively with a variety of audiences and for different purposes.
Ø Students employ a wide range of strategies as they write and use different writing process elements appropriately to communicate with different audiences for a variety of purposes.
Ø Students apply knowledge of language structure, language conventions (e.g., spelling and punctuation), media techniques, figurative language, and genre to create, critique, and discuss print and non-print texts.
Ø Students conduct research on issues and interests by generating ideas and questions, and by posing problems. They gather, evaluate, and synthesize data from a variety of sources (e.g., print and non-print texts, artifacts, people) to communicate their discoveries in ways that suit their purpose and audience.
Ø Students use a variety of technological and information resources (e.g., libraries, databases, computer networks, video) to gather and synthesize information and to create and communicate knowledge.
Principles and Standards for School Mathematics
Ø Data Analysis and Probability: Instructional programs from pre-kindergarten through grade 12 should enable all students to—
§ formulate questions that can be addressed with data and collect, organize, and display relevant data to answer them
§ select and use appropriate statistical methods to analyze data
§ develop and evaluate inferences and predictions that are based on data
Ø Problem Solving: Instructional programs from pre-kindergarten through grade 12 should enable all students to—
§ solve problems that arise in mathematics and in other contexts
§ apply and adapt a variety of appropriate strategies to solve problems
National Science Education Standards
Ø Content Standard A: Science as Inquiry -- all students should develop
§ Abilities necessary to do scientific inquiry
§ Understandings about scientific inquiry
Expectations of Excellence: Curriculum Standards for Social Studies
Ø Social studies programs should include experiences that provide for the study of people, places, and environments.
Ø Social studies programs should include experiences that provide for the study of individual development and identity.
Ø Social studies programs should include experiences that provide for the study of global connections and interdependence.
National Education Technology Standards (NETS) for students
Ø Basic operations and concepts
· Students are proficient in the use of technology
Ø Social, ethical, and human issues
· Students practice responsible use of technology systems, information, and software.
· Students develop positive attitudes toward technology uses that support lifelong learning, collaboration, personal pursuits, and productivity.
Ø Technology productivity tools
· Students use technology tools to enhance learning, increase productivity, and promote creativity.
Ø Technology communications tools
· Students use telecommunications to collaborate, publish, and interact with peers, experts, and other audiences.
· Students use a variety of media and formats to communicate information and ideas effectively to multiple audiences.
Ø Technology research tools
· Students use technology to locate, evaluate, and collect information from a variety of sources.
· Students use technology tools to process data and report results.
· Students evaluate and select new information resources and technological innovations based on the appropriateness for specific tasks.
Ø Technology problem-solving and decision-making tools
· Students use technology resources for solving problems and making informed decisions.
· Students employ technology in the development of strategies for solving problems in the real world.
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Indiana Standards
Indiana Department of Education
Correlation of the Library Information Literacy Standards and the Indiana Academic Standards
