hammett ory library curriculum

In the literature appreciation strand, lower school students:

• Recognize a variety of genres from different ethnic and cultural heritages.
• Utilize windows and mirrors (compare and contrast) to build connections and empathy.
• Participate in MCBA- Massachusetts Children’s Book Awards- and study other award winners.
• Choose reading materials in multiple formats for daily reading habit.

In the information fluency strand, lower school students:

• Understand that the process of inquiry has discrete steps.
• Access and use specific resources for beginning research as a class or individually.
• Use simple steps of finding, organizing, and presenting information.
• Locate information in the library using the Dewey Decimal call number.
• Locate books to answer specific information questions.
• Locate information within a book using non-fiction text features.
• Evaluate resources for their ability to answer specific information problems.
• Determine if information found meets information need.

In the digital citizenship strand, lower school students:

• Examine media messages.
• Discuss cyber bullying.
• Understand that using digital tools and social web 2.0 platforms require responsible behavior.
• Use information ethically, crediting with simple citations.
• Understand copyright, especially in terms of information and images found on the web.

In the life-long learning strand, lower school students answer:

• How can libraries help us understand that knowledge and culture is transmitted in multiple formats including visually, digitally, and textually?
• How can libraries help us solve information problems?

In the literature appreciation strand, middle school students:

• Recognize a variety of genres from different ethnic and cultural heritages.
• Choose reading materials in multiple formats for daily reading habit.
• Broaden exposure to and enjoyment of a wide range of reading, including a variety of genres, perspectives, and formats both digitally and in print.

In the information fluency strand, which supports subject-specific instructional goals with co-planned critical thinking research projects, middle school students:

• Locate, evaluate, and take notes on a variety of sources of information.
• Identify patterns and connect ideas across multiple resources.
• Learn to use tools and strategies to organize and present research.
• Formulate subsidiary research questions for a provided essential question.
• Develop keywords to aid in search strategies.
• Evaluate a variety of sources for readability, reliability, and credibility.
• Synthesize information.
• Utilize multiple sources of information, including databases and print and internet searches.
• Engage in self-reflection.

 In the digital citizenship strand, middle school students:

• Participate responsibly in the networking and sharing of ideas.
• Recognize the ways in which they create a digital footprint and start protecting their online presence and representing themselves honestly.
• Use a variety of software, apps, and web 2.0 tools to meet their information needs.
• Continue to do honest academic work, by citing sources and abiding by fair use and copyright practices.
• Abide by Sua Sponte ethics online both for personal and academic pursuits.

In the life-long learning strand, middle school students consider:

• How can I use what I know to make a difference in the world?
• How do multiple points of view help me form a global perspective?
• How can I collaborate with others to use information to solve problems empathetically?

In the literature appreciation strand, upper school students:

• Broaden exposure to and enjoyment of a wide range of reading, including a variety of genres, perspectives, and formats digitally and print.
• Deeply understand themselves as readers in terms of habit, taste, and understanding of text.
• Read, view, and listen to stories for a variety of purposes.
• Make connections across works, genres, and authors.
• Understand a creator’s purpose, point of view, and voice.
• Use a variety of tools to respond to and/or evaluate literature.

In the information fluency strand, which supports subject-specific instructional goals with co-planned critical thinking research projects, upper school students:

• Contribute positively to a learning community by effectively working in groups to pursue and create information, understanding the importance of information in a democratic society.
• Draw conclusions to make informed decisions.
• Use divergent and convergent thinking to apply knowledge to new situations.
• Connect learning to local and national community and global issues.
• Distinguish between primary and secondary sources (historical documents, databases, interviews, photographs, museums).
• Extract relevant information by summaries, synthesis, analysis, and note-taking in an organized manner using print or digital tools.
• Formulate essential questions.
• Demonstrate mastery of information gathering, synthesizing, evaluating, and creating, culminating in a public project.

In the digital citizenship strand, upper school students:

• Participate responsibly in the networking and sharing of ideas.
• Recognize ways in which they create a digital footprint and start protecting their online presence and representing themselves honestly.
• Use a variety of apps and web 2.0 tools to meet their information needs.
• Continue to do honest academic work, by citing sources and abiding by fair use and copyright practices.
• Abide by Sua Sponte ethics online, both for personal and academic pursuits.
• Demonstrate leadership in social media etiquette and demonstrate upstander behavior.

In the life-long learning strand, upper school students:

• Seek multiple points of view to grow a global perspective.
• Participate ethically and productively as a member of our democratic society.