Sample Information Literacy

Curriculum Framework
The library program standards adopted by the Iowa Board of Education (Iowa
Administrative Code 12.3(12)) include the following requirement: “The teacher librarian and
classroom teachers will collaborate to develop, teach, and evaluate building curricular goals with
emphasis on promoting inquiry and critical thinking; providing information literacy learning
experiences to help students access, evaluate, use, create, and communicate information;
enhancing learning and teaching through technology; and promoting literacy through reader
guidance and activities that develop capable and independent readers”.

Information literacy and research skills are traditionally regarded as the curriculum area
of the library program. The teacher librarian has expertise in identifying and using information
and technology tools. Information literacy standards and objectives provide vehicles for
students to gain understandings in content areas, to practice inquiry and problem solving and
to develop confidence in using a variety of technology tools and resources. The teacher librarian
will take a leadership role in working with teachers to integrate information literacy goals into
classroom content in all areas.

The sample curriculum that follows is intended as a starting point for districts that do
not currently have an information literacy curriculum in place. Teacher librarians and teachers
will want to examine this model, adapt it to local standards and initiatives and find areas where
it can be integrated into various subject areas to achieve the goal of helping students become
independent learners. This is in no way intended as a stand-alone curriculum. Rather, it
spells out specific skills and content that should be a part of the local curriculum and integrated
appropriately into classroom instruction, with the teacher librarian and classroom teacher
sharing responsibility for designing, teaching and evaluating lessons.

This curriculum follows a commonly used method of curriculum planning which includes the
following:

1. A mission statement and belief statements is defined for the curriculum area being
addressed. This process helps to focus discussion and give an overall sense of the
purpose of the curricular program.

2. National, state and other standards from professional groups are examined and
evaluated to determine local relevance. Such standards are then revised to suit local
needs and serve as the “big ideas” in developing the curriculum.

3. From the standards, benchmarks are identified that indicate specific content and skills
to be gained by students at a given grade or level. Benchmarks indicate content that
can be assessed at a given time. Students can be assumed to have a reasonable
understanding of the benchmark so that instruction after the level of the benchmark can
build upon it.
 Sample Information Literacy Curriculum Framework

4. Objectives describe specific tasks students will be able to do to demonstrate that they
have achieved the benchmarks. Lessons are designed around objectives and may
incorporate a number of objectives.

5. Assessments measure achievement of benchmarks and objectives. Ideally,

assessments are incorporated into instruction so that students receive feedback and
support throughout the process, not just at the end.

The curriculum that follows provides a sample mission, belief statements, standards,
benchmarks and objectives for an information literacy curriculum. There are three standards for
information literacy identified in the following curriculum outline. These reflect both the old and
new standards (in development) of the American Association of School Librarians, and other
documents such as the Framework for 21st Century Learning and the Model Core Curriculum
developed by the Iowa Department of Education. Because reading well is essential to
information literacy and independent learning, Standard 1 of the sample curriculum addresses
the library’s role in promoting and supporting student achievement in reading. Standard 2
contains the recognized components of an information literacy curriculum—the ability to access,
evaluate, use, create and communicate information. Standard 3 includes essential “life skills”
that can be practiced in the library including respect for diverse ideas, using information
responsibly and working well with others.

Specific lessons and assessments must be developed at the local level and
tailored to specific content and needs. Many districts now employ curriculum mapping to
document exactly when and where various content and objectives are taught. Curriculum
mapping is a valuable tool for the teacher librarian, both in documenting his/her own curriculum
responsibilities and as a means of identifying areas where information skills can be integrated
into specific lessons and units. A sample curriculum map appears at the end of the sample
curriculum. Finally, a “planner” is included to serve as a guide as teacher librarians and teachers
develop instruction to address information literacy goals.

In planning for an information literacy curriculum, consideration should be given to adopting

an information problem-solving model. Such a model helps students and teachers understand
that research is a process, with specific, discreet steps along the way to the goal of creating an
end product. Each of the steps is an area for instruction, and assessment and support of
students. The most commonly used information problem-solving model is The Big6™,
developed by Eisenberg and Berkowitz; this model provides an easy to follow guide to the
research process. Links to this model and other commonly used models as well as useful
references for planning information literacy curriculum, appear at the end of this document.

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 Sample Information Literacy Curriculum Framework

IowaTown Community School District

Library and Information Literacy Framework

IowaTown District Mission Statement

The mission of the IowaTown Community School District is to prepare all students to be
life-long learners, independent thinkers and productive citizens in an ever-changing
society.

School Library Program Mission Statement

The mission of the school library program is to provide an inviting, dynamic learning
environment and services that support and enhance teaching, literacy and learning.

To achieve this mission, the school library:

 provides all members of the learning community access to a supportive,

welcoming and learner-centered environment.
 works in collaboration with teachers, administrators, support staff and parents to
provide learning experiences that promote student achievement.
 fosters the development of reading, writing, speaking and listening skills and
provides experiences that expand and reinforce classroom reading instruction.
 promotes life-long learning through information literacy instruction that is
integrated with classroom content.
 promotes critical thinking, engagement with information in all of its forms and
the use of technology to enhance learning.
 contains rich and abundant collections of materials in many formats—both print
and electronic—to meet the teaching and learning needs of the school curriculum
and reflect diversity and intellectual freedom principles.
 fosters connections with the larger learning community to provide students with
access to learning resources and activities beyond the school walls.
 communicates library program plans, needs and accomplishments to
stakeholders on a regular basis.

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 Sample Information Literacy Curriculum Framework

Sample Information Literacy Standards

Standard 1: Reads widely both for information and in pursuit of personal interests.
 Is a competent and self-motivated reader
 Reads both fiction and non-fiction fluently
 Uses a variety of reading strategies to understand non-fiction and informational text
 Develops a background in types of literature and literary elements
 Connects ideas to personal interests and previous knowledge and experience
 Applies critical thinking skills when reading, viewing and listening
 Responds to literature and other creative expressions of information in many formats

Standard 2: Uses inquiry and critical thinking skills to acquire, evaluate, use and create
information.

A. The learner accesses information efficiently and effectively.

 Recognizes the need for information
 Formulates questions based on information needs
 Identifies a variety of potential sources of information
 Develops and uses successful strategies for locating information
 Uses technology effectively to locate information
 Uses a variety of print and electronic tools to find information

B. The learner evaluates information critically and competently

Determines accuracy, relevance, and comprehensiveness
Distinguishes among fact, point of view, and opinion
Identifies inaccurate and misleading information
Selects information relevant to the problem or question at hand
Derives meaning from information presented in a variety of formats

C. The learner uses information accurately, creatively and ethically.

Organizes information for practical application
Integrates new information into current knowledge
Creates and communicates information and ideas in appropriate formats
Uses technology effectively to organize, present and document research findings
Designs, develops and evaluates information products and solutions both for school assignments and
personal interests.
Reflects on strategies for revising and improving process and product

Standard 3: Seeks multiple perspectives, shares information and ideas with others and uses
information and resources ethically.
 Seeks information from diverse sources, contexts, disciplines and cultures
 Respects intellectual property rights and understands the need for documenting sources
 Uses technology and resources responsibly
 Works independently and in groups to pursue information to solve problems
 Participates and collaborates as a member of a team of learners

Standards are based on Information Power: Building Partnerships for Learning. Chicago: American Library
Association, 1998, and incorporate ideas from the revised standards of the American Association of School Librarians
(in progress), Framework for 21st Century Learning and the Model Core Curriculum developed by the Iowa
Department of Education and other documents. Benchmarks, objectives and other documents are based on the
curriculum in use in the Iowa City Community School District and are used with permission.

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 Sample Information Literacy Curriculum Framework
Sample Information Literacy Curriculum Framework
Standard Benchmarks Objectives/Indicators
Standard 1: Reads widely both for PK-2 K-5
information and in pursuit of  Selects a picture book to share with  Applies guidelines for choosing a “just right book" during literature
personal interests. family selection
 Is able to check out books  Reads or listens to traditional world literature/folklore (nursery
Indicators
rhymes, fairy tales, trickster tales, fables, tall tales, legends, myths)
 Is a competent and self- 3-5
motivated reader  Uses both text and visuals to
 Reads or listens to types of fiction in picture book and novel format
 Reads both fiction and non- understand literature (realistic fiction, historical fiction, fantasy, science fiction)
fiction with comprehension  Selects a "just right" book  Reads or listens to nonfiction (biography, information books,
 Uses a variety of reading independently for personal reading poetry)
strategies to understand  Distinguishes between different  Identifies literary elements of plot, character, setting, theme, point
literature types and elements of literature of view
 Uses a variety of reading  Increases understanding of literature by participating in discussion
strategies to understand non- (opinions & responses, compare/contrast, inferences, predictions)
fiction and informational text  Reads or listens to a variety of authors and illustrators
 Develops a background in types
of literature and literary  Engages in an in-depth study of an author's and/or illustrator's
elements body of work
 Connects ideas to personal  Reads or listens to award-winning literature (Iowa Children's
interests and previous Choice, Coretta Scott King, Caldecott, Newbery, Robert F. Sibert
knowledge and experience Informational Book Award)
 Applies critical thinking skills  Responds to literature by participating in a variety of activities such
when reading, viewing and as storytelling, drama, puppetry, finger plays, songs, poetry,
listening reader's theater or visual arts
 Responds to literature and other  Identifies a variety of formats (magazines, books, non-print,
creative expressions of 6-12 electronic resources, newspapers)
information in many formats  Seeks information related to  
personal interests
 Selects literature based on interest, 6-12
need and appropriateness  Reads for pleasure, to learn and to solve information needs
 Selects books and other materials  Seeks answers to questions
independently for classroom  Explores topics of interest
assignments and personal interests.  Is acquainted with award-winning literature and award lists (Iowa
Teen award, Iowa High School Book Award, Newbery).
 Uses libraries, library resources, the Internet, and other information
sources
 Independently reads a significant number of books each year

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 Sample Information Literacy Curriculum Framework
 

Standard Benchmarks Objectives/Indicators

Standard 2: Uses inquiry and critical PK-2 PK-2
thinking skills to acquire, evaluate,  Understands basic organizational  Defines difference between fiction and nonfiction
use and create information. pattern of library  Recognizes call number and begins to understand grouping of materials by
 Locates parts of a book call number
I. Accesses information  Asks a question about finding a book
 Identifies author, title, title page, illustrator, cover, spine
efficiently and effectively.
 
3-5 3-5
Indicators  Explains an information need  Asks a question about finding a book or locating information
 Recognizes the need for  Understands the concept of keywords  Uses dictionary, encyclopedia, atlas
information  Demonstrates skill in using electronic  Identifies author, title, title page, illustrator, cover, spine, publisher,
 Formulates questions based on catalog copyright date
information needs  Locates materials on library shelves by  Uses strategies to identify appropriate keywords
 Identifies a variety of potential call number  Uses the electronic library catalog to search by keyword, author, title
sources of information  Uses print and electronic sources to  Locates materials on library shelves by call number
 Develops and uses successful access, extract and process  Uses basic online information tools (Ebsco, encyclopedia)
information  Begins to understand that information can be found in a variety of sources
strategies for locating
and recognizes the unique features of each
information
 Uses table of contents, index and glossary to find information within
 Uses a variety of print and sources
electronic tools to find  Begins to understand visual literacy clues
information 6-8 6-8
 Understands scope, depth and  Articulates an information need
potential usefulness of a variety of  Formulates questions to refine an information need
available information resources  Generates appropriate keywords to use as access points in a search
 Is aware of the unique features of various resources
 Uses search and navigational features
 Demonstrates skill using the electronic library catalog
of print and electronic sources to  Locates library materials on the shelf by call number
efficiently access information  Searches online databases and the Internet effectively
 Navigates within print and electronic resources to locate and access
information
9-12 9-12
 Articulates an information need
 Understands scope, depth and
 Formulates questions to refine an information need
potential usefulness of more advanced,  Develops purpose or thesis statement
sophisticated and diverse resources  Identifies potential sources of information, both within library and beyond
 Develops and executes successful the school walls
strategies to efficiently and effectively  Identifies and uses various strategies and techniques to execute and refine
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 Sample Information Literacy Curriculum Framework
access information successful searches
 Navigates within print and electronic resources effectively and
independently

Standard Benchmarks Objectives/Indicators

II. Evaluates information critically PK-2 PK-2
and competently.  
3-5 3-5
Indicators  Differentiates between fact and  Uses headings, subheadings, table of contents, index
 Determines accuracy, relevance, fiction  Identifies the appropriate use of reference materials, e.g.
and comprehensiveness  Identifies appropriate and relevant encyclopedia, atlas, non-fiction book
 Distinguishes among fact, point
of view, and opinion
sources of information  Determines authenticity and relevance of print and non-print
 Identifies inaccurate and
 Identifies appropriate and relevant information
misleading information information within sources  Applies evaluation criteria to Internet sites and other information
 Selects information relevant to  Evaluates search process sources
the problem or question at hand  Identifies and extracts relevant information in print and electronic
 Derives meaning from resource
information presented in a    Develops notetaking skills
variety of formats  Selects appropriate resources from a list of "hits" obtained in an
electronic catalog search and on the Internet
 Uses conventions of the source to determine usefulness

6-8
 Examines and evaluates information
 6-8
 Reads, views, listens to information critically and competently
 Extracts relevant and essential
information from sources  Applies evaluative criteria to determine the usefulness of the
information: relevancy, suitability, authority, objectivity, currency
 Identifies information relevant and essential to the information
need
 Uses paraphrasing, notetaking and other strategies to record
results of information searching
9-12
 Examines and evaluates information 9-12
 Extracts relevant and essential  Reads, views, listens to information critically
information from sources  Applies evaluative criteria to determine the relative value of the
information: relevancy, suitability, authority, objectivity, currency
 Identifies information relevant and essential to the information
need
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 Sample Information Literacy Curriculum Framework
 Uses paraphrasing, highlighting or other extraction techniques or
strategies to identify and record relevant information
 Compares and contrasts information from various sources

Standard Benchmarks Objectives/Indicators

III. Uses information accurately, PK-2 PK-2
creatively and ethically.    
3-5 3-5
Indicators  Communicates results of information  Edits, formats, spell checks, saves, proofreads, and prints original
 Organizes information for search in format appropriate for documents using a word processor
practical application content  Organizes information using such techniques as graphic organizers,
 Integrates new information into storyboarding or webbing
current knowledge
 Creates and communicates
 Creates products using multimedia techniques
information and ideas in  Presents the results of information search in a new form
appropriate formats  Presents, performs or shares a product successfully
 Uses technology effectively to  Evaluates projects
organize and present research 6-8
findings  Organizes and synthesizes 6-8
 Designs, develops and evaluates information from multiple sources  Organizes information from multiple sources in a logical sequence
information products and
solutions both for school
 Creates and effectively using a graphic organizer
assignments and personal
communicates information and ideas  Selects an appropriate format for communicating ideas
to others  Develops a storyboard
interests.
 Reflects on strategies for revising  Uses a variety of technology tools to create products
and improving process and  Uses writing and speaking skills to present information
product
 Presents, performs or shares information and ideas successfully
 Evaluates product or presentation
9-12
 Organizes and synthesizes
information from multiple sources 9-12
 Creates and effectively  Analyzes information and identifies topics, subtopics and
communicates information and ideas relationships
to others  Organizes information in a logical sequence
 Selects an appropriate format for communicating ideas
 Develops a formal outline or storyboard

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 Sample Information Literacy Curriculum Framework
 Revises and refines as necessary
 Creates a product that clearly expresses ideas
 Uses appropriate resources and technology skillfully in creating
products
 Uses writing and speaking skills to present information
 Presents, performs or shares information and ideas successfully
 Evaluates product or presentation

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 Sample Information Literacy Curriculum Framework

Standard Benchmarks Objectives/Indicators

Standard 3: Seeks multiple PK-2 PK-2
perspectives, shares information  Listens attentively  Listens to others
and ideas with others and uses  Takes part in discussions  Works cooperatively in large and small groups
information and resources ethically.  Works cooperatively with others  Respects library rules and procedures
 Respects library facility, resources  Participates in discussions about literature
Indicators and policies  Answers research questions with words and phrases
 Seeks information from  Uses technology carefully
diverse sources, contexts,
disciplines and cultures 3-5 3-5
 Respects intellectual  Uses library materials and  Answers research questions by paraphrasing
property rights and understands technology responsibly  Understands that authors and illustrators own their work
the need for documenting  Understands the need for citing  Recognizes the need for citing sources and prepares bibliographies
sources sources of information (copyright)  Follows Internet safety rules and guidelines as defined in district
 Uses technology and  Respects others’ ideas and policy
resources responsibly backgrounds and acknowledges their  Practices responsible use of library materials and technology
 Works independently and in contributions  Respects different points of view and opinions
groups to pursue information to  Works collaboratively on projects
solve problems  Uses a number of sources for research projects
 Participates and collaborates
as a member of a team of 6-8 6-8
learners  Understands the concept of  Observes copyright guidelines
plagiarism and cites sources properly  Cites sources in a properly formatted bibliography
 Uses library materials, computers  Practices responsible use of library materials and technology
and other equipment productively,  Follows Internet safety rules and guidelines as defined in district
responsibly, and independently.
policy
 Works effectively in groups  Respects different points of view and opinions
 Works collaboratively on projects
 Uses a variety of sources for research projects
9-12
 Understands and respects district 9-12
policy on legal and ethical use of  Paraphrases and uses conventions of quoting properly
information  Observes copyright guidelines
 Uses library materials, computers  Cites sources in a properly formatted bibliography
and other equipment productively,
 Respects intellectual freedom and recognizes various viewpoints
responsibly, and independently
 Works collaboratively with others to do research and prepare
 Works effectively in groups
presentations
 Seeks diverse sources and multiple
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 Sample Information Literacy Curriculum Framework
points of view  is a competent and self-directed researcher

Sample Integrated Information Literacy/Science Curriculum Map: Grade 7

September/October
Science Standard 1: Develop questions that help construct meaning about the natural world.
Information Literacy Standard 2: Uses inquiry and critical thinking skills to acquire, evaluate, use and create information.

Studying People Scientifically

 How is scientific problem solving different than other problem-solving strategies?
Essential  What are the essential elements of a scientific design?
questions  How are people studied scientifically?

 Models of problem solving  Identify tradeoffs involved in studying people scientifically

 Elements of scientific problem-solving (collecting evidence,  Evaluate proposals for clinical trials
placebos, variables, threshold, control, sample size)  Describe the important elements of scientific design
 Clinical trials  Differentiate between qualitative and quantitative data
 Qualitative vs. quantitative data  Design and conduct a simple investigation
Content Skill
 Reproducibility of experimental procedures  Repeat an experiment designed by another student
 Information Problem-Solving Model
 Demonstration of online periodical index
 Criteria for evaluating information

 Analysis questions
 Evaluation of clinical trials
 Experimental design (Act. #9 & 10)
 Exam
Assessment
 Research Guide Assessment Tool
 Evaluating Search Results Activity
 Notetaking Rubrics
 Citation of sources worksheet
 Generate scientific questions about the world based on observations and experiences
 Design and conduct simple investigations
Science
 Develop strategies and skills for information gathering and problem solving
Benchmarks
 Write and follow a procedure that is repeatable

Information
Literacy  Explains an information need; formulate questions to refine the need
Benchmarks  Uses search and navigational features of print and electronic resources to efficiently access information.
 Extract relevant and essential information from sources.
 Organizes and synthesizes information from multiple sources
 Understands the concept of plagiarism and cites sources properly.

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Sample Information Literacy Curriculum Framework

12
 Integrated Lesson Planner
Today's Date Date of Unit
Department Course
Teacher Unit
Period(s) Number of Students
Project Due Date

Monday Tuesday Wednesday Thursday Friday

Unit Overview/Content Objectives

End Product

Assessments
Preparation (facility, schedule, resources, equipment, etc.)

Notes

Things to consider next year…

InfoLit Model Research Tools Production Tools Library Standards

1 define info need  Lib Cat  Word  1. reading
2 locate info  Almanac  Desktop Pub  2A. access
3 process info  Print Encyclopedia  Excel  2B. evaluate
4 create/communicate  World Book Online  PowerPoint  2C. use /create info
5 assess  EBSCO  Scanner  3. personal/ ethical
 SIRS  Video
 6 literature  Web Search Engines  Audio
 Web

Benchmarks/Objectives
 info need  catalog  bibliographic citation
 question / thesis  print / electronic reference  graphic organizer
 possible sources  electronic indexes  outlining
 keywords  internet  creates product
 search strategies / techniques  evaluates information  lit selection
 operators  notetaking techniques  ethical use
 navigation technique  other extraction techniques
Useful Resources for Information Literacy Curriculum Development

Information Problem Solving Models

The following represent several different approaches to teaching the information searching process.
Districts will want to examine each and choose that which best fits their own research methods.

Eisenberg, Michael and Robert Berkowitz. The Big6. http://big6.com/

Kuhlthau, Carol Collier. Information Search Process Model. Rutgers University.
http://library.humboldt.edu/ic/general_competency/kuhlthau.html
McKenzie, Jamie. Research Cycle. http://questioning.org/rcycle.html
Pappas, Marjorie and Ann Tepe. Pathways to Knowledge. © 2000 Follett Software Company.
http://www.sparkfactor.com/clients/follett/home.htm

To explore additional models: http://virtualinquiry.com/inquiry/models.htm

Developing Curriculum
Donham, Jean, et. al. 2001.Inquiry-Based Learning: Lessons from Library Power . Worthington: OH:
Linworth
Harada, Violet H. and Joan M. Yoshima. 2004. Inquiry Learning through Librarian-Teacher Partnerships.
Worthington, OH: Linworth Publishing Co.
Information Power: Building Partnerships for Learning. 1998. Chicago: American Association
of School Librarians (revision in progress).
Keeling, Joyce. (2005) Lesson Plans for the Busy Librarian : A Standards Based Approach for the
Elementary Library Media Center. Teacher Ideas Press, an imprint of Libraries Unlimited.
Langhorne, Mary Jo, ed. 2004. Iowa City Community School District . Developing An Information Literacy
Program K-12. New York: Neal Schuman.
Model Core Curriculum. 2006. Iowa Department of Education.
http://www.iowa.gov/educate/content/view/674/1001/
Ryan, Jenny, and Steph Capra. 2001. Information Literacy Toolkit: Grades Kindergarten-6. Chicago:
American Library Association.
Ryan, Jenny, and Steph Capra. 2001. Information Literacy Toolkit: Grades 7 and Up. Chicago: American
Library Association.
Stripling, Barbara K. and Sandra Hughes-Hassell. 2003. Curriculum Connections Through The Library .
Worthington, OH: Libraries Unlimited.
Wiggins, Grant and Jay McTighe. 2001. Understanding By Design. Upper Saddle River, NJ: Prentice Hall.

Reading and Literacy

Bush, Gail. 2005. Every Student Reads: Collaboration and Reading to Learn. Chicago: American Library
Association.
Harvey, Stephanie. 1998. Nonfiction Matters. Portland, ME: Stenhouse Publishers.
Harvey, Stephanie and Anne Goudvis. 2000. Strategies That Work: Teaching Comprehension to Enhance
Understanding. Portland, ME: Stenhouse Publishers.
Moreillon. Judi. 2007. Collaborative Strategies for Teaching Reading Comprehension:
Maximizing Your Impact. Chicago: American Library association.
Walker, Christine and Sarah Shar. 2004. Teaching Reading Strategies in the School Library. Westport, CT:
Libraries Unlimited.

Sample Integrated Lessons

Cybersmart. K-8 curriculum is organized in 5 units, each teaching a facet of Internet use
www.cybersmartcurriculum.org/lesson_plans
Educator’s Reference Desk Over 2000 lesson plans with a small information literacy section and
extensive language arts section http://www.eduref.org/Virtual/Lessons/index.shtml - Search
Library of Congress/American Memory. Focuses on the integration of primary sources in
instruction. lcweb2.loc.gov/ammem/ndlpedu/lessons/index.html
Read Write Think. International Reading Association and the National Council of Teachers of English.
http://www.readwritethink.org/index.asp
S.C.O.R.E. Web-based classroom resources in history, math, language arts, and social studies from
Schools of California, K-12 . http://www.score.k12.ca.us/
S.O.S. for Information Literacy is a dynamic web-based multimedia resource that includes lesson
plans, handouts, presentations, videos and other resources to enhance the teaching of
information literacy. http://www.informationliteracy.org/
21st Century Literacies The Information Literacies Curriculum. Lessons and strategies for
embedding information literacy across the curriculum.
http://www.kn.pacbell.com/wired/21stcent/information.html
Using the Internet to Support Literacy, Information Literacy, and Technology Literacy in K-
12 Schools. 2004. SunLink Project, University of Central Florida.
http://www.kn.pacbell.com/wired/21stcent/index.html
Valenza, Joyce. Springfield Township High School Virtual Library.
http://www.sdst.org/shs/library/jvles.html
Verizon/Thinkfinity. The Teacher Resources/Lesson Plan Index allows you to search by subject,
content partner, grade band, and resource type in all subject areas. The index currently includes
3, 539 lesson plans. www.thinkfinity.org

Special thanks to Janie Schomberg and Kay Rewerts for providing links to high-quality
online resources.