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Author: North Dakota. Department of Public Instruction
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ISBN:
Category : Art
Languages : en
Pages :
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Author: North Dakota. Department of Public Instruction
Publisher:
ISBN:
Category : Art
Languages : en
Pages :
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Category : Drama
Languages : en
Pages : 55
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Author:
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Category :
Languages : en
Pages :
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Author:
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ISBN:
Category : Art
Languages : en
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Author: Wayne G. Sanstead
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ISBN:
Category : Education
Languages : en
Pages : 52
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Author: North Dakota. Department of Public Instruction
Publisher:
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Category : Education
Languages : en
Pages :
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Author:
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ISBN:
Category : Education
Languages : en
Pages : 7
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Author: North Dakota State Department. of Public Instruction, Bismarck
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Category :
Languages : en
Pages : 59
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The Library/Technology Literacy Standards for the State of North Dakota were developed during 2000-2002 by a team of library and technology specialists, assisted by representatives from the Department of Public Instruction. The initial task was to decide whether technology and library curricula overlapped enough to create a shared set of standards. The team agreed that this blend could be accomplished because of the common goals of the two groups, while acknowledging that differences would be addressed as well. The library/technology literacy standards combination is the result of technological developments that have come to play an increasing role in library operations. Students cannot access, evaluate, and use a full range of information sources without adequate technology knowledge and skills. At the same time, technology specialists find themselves addressing such matters as copyright awareness and critical analysis of information sources and tools, once the province of library specialists. Library and technology specialists also share an underlying, pre-eminent mission: to provide a foundation for lifelong learning. Information literacy forms the core of the library/technology document and is defined as the ability to access, analyze, evaluate, and communicate information in a variety of forms. These components must be addressed in order for students to become critical thinkers and lifelong users of information. This document identifies and defines the knowledge and skills necessary for students to be "information literate." Employing technology, students need to access, evaluate, and use information to solve problems and think critically. The ultimate goal is that students will be learning with information and technology, not learning about information and technology. The emphasis will be on "learning how to learn." It is the purpose of this document to provide school boards, administrators, educators, and parents with a guide to teaching information lite. It is not intended to serve as a handbook or text. A glossary is also included.
Author: North Dakota. Department of Public Instruction
Publisher:
ISBN:
Category : Curriculum planning
Languages : en
Pages : 45
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Author: United States. Office of Educational Research and Improvement
Publisher:
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Category :
Languages : en
Pages :
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