Library Media & Technology

Curriculum Overview

INTRODUCTION:

The Greenwich Public Schools Library Media and Technology Program completed an abbreviated curriculum review process in 2008-09 to formally engage in a plan to implement an aligned and scaffolded information and technology literacy skills curriculum critical to student learning and achievement.  The process began by conducting a thorough literature review of the trends and research regarding 21st Century literacies such as technology, information, media, and visual literacy.  The curriculum is aligned to national and state standards including the International Society for Technology Education (ISTE), American Association for School Librarians (AASL) and Connecticut State Information and Technology Literacy standards. The result is one document that supports our learner outcomes. The document embodies five focus areas that need to be embedded throughout other curricular areas during subsequent subject-area curriculum reviews.

The Library Media and Technology curriculum is based on the following core beliefs:

• Technology facilitates productivity, inquiry, problem solving, and creativity.
• Engagement and learning increases with the use of technology.
• The use of a consistent, structured information process model is a necessary strategy for learning in a changing world.
• Technology and information literacy skills are best learned in context through project and inquiry-based units.
• Technology supports broader collaboration opportunities both locally and worldwide.
• Good citizenship expands to the digital world.
• 21st Century communication requires fluency in the use of technology.
• Reading is a foundational skill for learning, personal growth, and enjoyment.

PROGRAM LEARNER OUTCOMES:

• Students use technology and information strategies to conduct research, solve problems, think critically and communicate their findings within an ethical digital context.
• Students use a variety of digital and visual media to create innovative products, collaborate and communicate.
• Students use information and technology skills and processes for pursuing personal interests and independent learning.

TRANSDISCIPLINARY STRANDS:

The Library Media and Technology curriculum is organized by Transdisciplinary Strands – a visual illustrating the concept is included on the following page.  We have defined Transdisciplinary Strands as organizing concepts, which represent core knowledge and processes embedded throughout all curricular areas. 

1. Transdisciplinary Strand 1: Research and Information Fluency
   • Standard 1: Students locate, access, evaluate, synthesize and use information effectively and efficiently to conduct research, solve problems and manage projects throughout all content areas.
2. Transdisciplinary Strand 2: Communication and Innovation
   • Standard 2:  Students interpret, evaluate, communicate, and work collaboratively to create innovative products using digital and visual media.
3. Transdisciplinary Strand 3: Technology Operations and Concepts
   • Standard 3: Students demonstrate a sound understanding of technology concepts, systems and operations and use computers and other technologies for productivity, problem-solving, and learning across all content areas.
4. Transdisciplinary Strand 4: Digital Citizenship
   • Standard 4: Students practice responsible, legal, safe and ethical use of information resources and technology.
5.  Transdisciplinary Strand 5: Literature Appreciation for Independent Learning
   • Standard 5: Reading is a foundation skill for learning, personal growth, and enjoyment.

 The new Framework clearly delineates the change in the way that Information and Technology Literacy skills are delivered.  In order for students to become independent, responsible and effective users of information, skills must be taught in context throughout all content areas.  The philosophy of an integrated, collaborative curriculum are also echoed in the 2009-12 Technology Plan that focus on using technology to teach and learn within all curricular areas.

Knowledgeable uses of information and technology are necessary for students to live, work and learn in our 21st century society.  Today’s children are bombarded with information, which they receive through many media.  The ways that information is accessed today will quickly give way to a faster, more portable method tomorrow.  To keep up with this vast information glut, it is critical that students learn how to access quality sources, evaluate credibility, cite and give credit to the originator and use information in a creative way to solve a problem or define a course of action.  Through the integration of skills, students will be ensured ample opportunities to apply their knowledge within the context of all their learning opportunities.  Per the Connecticut’s Information Literacy and Technology framework, Greenwich public Schools has aligned the standards and incorporated enduring understandings and essential questions per Grant Wiggins and Jay McTigue’s, “Understanding by Design” guidelines to empower students to recognize the deeper meaning of each skill area.  A detailed summary of the performance indicators by grade-level clusters is provided.  Curriculum will be integrated through assured experiences that include a project-based performance task requiring students to access, evaluate, synthesize and present information in a meaningful manner.  In addition, students will be provided with opportunities to practice their skills throughout their subject areas to write, explore, and use data as well as present solutions.