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Maine's Learning Results and Information Power

        The relationship between the new standards and school library programs and the role of school librarians is not clearly spelled out in the STATE OF MAINE LEARNING RESULTS. There are six over-all Guiding Principles, each of which infers significant involvement of information literacy. Yet there is no information literacy strand among the eight "area" strands. (There is a joint Science and Technology strand.) The research process may be found in the English Language Arts strand within D. Informational Texts and H. Research- related Writing and Speaking. Although integrated learning is commended in the preface, the strands stand separated. Other aspects of information literacy are sprinkled among other strands, but any relationship to a school library program must be inferred. 

      Example: Health Education B. Health Information, Services, and Products, states "Students will know how to acquire valid information about health issues, services, and products. People need good information about prevention, early detection, and treatment of health problems. An important step in learning to protect health is developing the skills to find and analyze information about health issues." (p. 23*) Yet none of the indicators or examples suggest or even imply involvement with the school librarian or the school library program. 

       How can the new Information Literacy Standards be utilized in this challenge to Maine's school librarians? First of all, these are NATIONAL, to be respected as other subject area national standards are. And they were designed under the auspices of nationally recognized professional organizations, as other national standards have been. Other states have used such national resources as they implement educational reforms. 

       Secondly, Information Power clearly embraces educational changes supported on the state level. One such change is curricula moving closer to individual interests and choices and to real-life situations. 

From Maine's Learning Results:

    "Create a data base to log progress in meeting three key personal responsibilities." (p.9*)

    "Ask questions and apply personal interpretations in class discussions following speeches and oral presentations." (p.18*)

 Information Power Standard 4: The student who is an independent learner is information literate and pursues information related to personal interests. Indicators:

    Seeks information related to various dimensions of personal well-being, such as  career interests, community involvement, health matters, and recreational pursuits.

    Designs, develops, and evaluates information products and solutions related to personal interests. 

       Other such changes include defining educational goals in terms of student behaviors, can-do's; considering audience when planning products and other communication; developing strategies of problem solving (and stressing questioning skills) and using critical thinking; collaborative learning activities. 

       Compatible goals and objectives spell ease in partnerships and professional collaboration between classroom teachers and teacher-librarians. An example of how a blending of national and state, information literacy and subject area curricula can be concretely depicted, check out the 1997 draft of Oregon's Educational Media Association's Information Literacy Guidelines. http://www.teleport.com/~oema/infolit.html

For example, under English: Media and Technology: Common Curriculum Goals:

    Produce visual forms that enhance the impact of a  product or presentation.

    Record and store data in a variety of formats (e.g. data bases, audio tapes, videotapes).

    Content Standards: Produce quality print and electronic documents  addressing layout, design and audience.

    Gather, record, organize and analyze data in a variety of formats

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