This proposal outlines an information literacy program for 3rd-5th grade students at the Homewood Public Library. The 5-week program will teach students how to effectively search for and evaluate information from various sources, both print and digital, through hands-on activities and lessons. Each week will focus on a different topic, such as exploring the physical library, learning about informational texts and the Dewey decimal system, searching databases, and evaluating websites. The goal is for students to learn vital research and digital literacy skills aligned with state standards to become independent and effective users of information.

1. LIBRARY DETECTIVES
@ THE HOMEWOOD PUBLIC
LIBRARY
Youth Department_ Information Literacy Proposal
Inma Leonard

2. Program Goals
 This is an Information & Digital Literacy program
for 3rd- 5th grade students
 Exploring topics such as finding information both
physically and digitally at the library, evaluating
sources, and creating effective searches
 After this program students will be effective users
of information
 This program will support instructional goals of
district 153 by following Illinois Library
Media, Common Core, and 21st Century Learner
Standards
 http://www.islma.org/ISAIL.htm

3. Illinois Library, Common Core &
21st Century Learner Standards
Standard 1
Access information efficiently and effectively to
inquire, think critically, and gain knowledge
Recognize the need for information
Formulate questions based on information needs
Identify various potential sources of information
Develop and use successful strategies for locating
information
Seek information from diverse sources
Integration of Knowledge and Ideas
CC.4.RI.7 Interpret information presented
visually, orally, or quantitatively (e.g., in
charts, graphs, diagrams, time lines, animations, or
interactive elements on Web pages) and explain how
the information contributes to an understanding of the
text in which it appears.
1.1.2 Use prior and background knowledge as context
for new learning.
1.1.7 Make sense of information gathered from diverse
sources by identifying misconceptions, main and
supporting ideas, conflicting information, and point of
view or bias.
1.2.7 Display persistence by continuing to pursue
information to gain a broad perspective.
1.4.1 Monitor own information-seeking processes for
effectiveness and progress, and adapt as necessary.
1.4.4 Seek appropriate help when it is needed.
Standard 2
Evaluate information critically and competently.
Determine accuracy, relevance, and
comprehensiveness of information
Distinguish among fact, point of view, and opinion
Identify inaccurate and misleading information
Select information appropriate to the problem or
question
Reading Informational Text Key Ideas and Details
CC.4.RI.2 Determine the main idea of a text and explain
how it is supported by key details; summarize the text.
CC.4.W.9.b Apply grade 4 Reading standards to
informational texts (e.g., “Explain how an author uses
reasons and evidence to support particular points in a
text”).
1.1.4 Find, evaluate, and select appropriate sources to
answer questions.
1.1.6 Read, view, and listen for information presented in
any format (e.g., textual, visual, media, digital) in order
to make inferences and gather meaning.
1.2.2 Demonstrate confidence and self-direction by
making independent choices in the selection of
resources and information.
1.2.1 Display initiative and engagement by posing
questions and investigating the answers beyond the
collection of superficial facts.
Standard 3
Use information accurately, creatively, and ethically to
share knowledge and to participate collaboratively and
productively as a member of a democratic society
Organize information for practical application
Integrate new information into own schema
Produce and communicate information and ideas in
appropriate formats
Use problem-solving techniques to devise strategies for
revising and improving process and product
Practice ethical behavior when using print and digital
resources (including freedom of speech, intellectual
freedom, copyright, and plagiarism)
Research to Build and Present Knowledge
CC.4.W.9 Draw evidence from literary or informational
texts to support analysis, reflection, and research.
CC.4.W.8 Recall relevant information from experiences
or gather relevant information from print and digital
sources; take notes and categorize information, and
provide a list of sources.
CC.4.W.7 Conduct short research projects that build
knowledge through investigation of different aspects of a
topic.
CC.4.RI.3 Explain events, procedures, ideas, or
concepts in a historical, scientific, or technical
text, including what happened and why, based on
1.1.1 Follow an inquiry-based process in seeking
knowledge in curricular subjects and make the real
world connection for using this process in own life.
1.1.3 Develop and refine a range of questions to frame
the search for new understanding.
1.1.8 Demonstrate mastery of technology tools for
accessing information and pursuing inquiry.
2.1.1 Continue an inquiry-based research process by
applying critical thinking skills (analysis, synthesis,
evaluation, organization) to information and knowledge
in order to construct new understandings, draw
conclusions, and create new knowledge.
1.2.3 Demonstrate creativity by using multiple resources

4. Why an Information Literacy
Program?
 Increased need for students to be literate
using multiple literacies (digital, visual, print,
audio)
 Increased demand for critical thinking skills to
develop new learning and create new content
 Computer literacy doesn’t equal information
literacy

5. Audience & Requirements
 Intended for 3rd - 5th grade students ( 8- 11 yrs
old)
 Or homeschoolers
 Registration required
 Limited to 12 students
 Students must have a valid Library card
 Class duration 1 hour from 6:30-7:30 PM

6. Logistics & Materials
 Meeting room space
 12 Laptops
 Books, atlases, reference materials
 Wireless access to library website &
databases
 Internet access
 Printed handouts

7. Weekly Program Schedule
 Week 1- Explore the library
 Week 2- Informational Texts & Dewey
 Week 3- Searching like a Pro
 Week 4- Databases & Beyond
 Week 5- Library Detective Certification

8. Week 1- Exploring the Library
Exploring the Physical Library
 Layout
 Fiction/ Informational texts
 Reference materials
 Magazines, Graphic Novels
 Audiobooks & Playaways
Exploring the Digital Library
 Library’s website
 Kids & Young Adult websites
 E-Resources
 Recommended Websites
 Apps

9. Week 2- What Do We Know?
Let’s figure what we know
Informational Texts & Dewey
What do those numbers mean?
Facts, Facts, and Facts
Databases- another source for
facts

10. Week 3- Searching 101
Searching like a Pro
 Basic research process
 Topic selection, finding resources
 Creating effective keyword searches

11. Week 4- Databases & Beyond
Digital Resources
 Library Databases
 Evaluating websites
 Recommended websites

12. Week 5- Get Your Detective
Badge
 Review
 Certification-Jeopardy game
 Pizza Dinner and Graduation Ceremony.

13. Bibliography
 Heiligman, Deborah. The New York Public Library Kid's Guide to Research.
New York: Scholastic Reference, 1998. Print.
 Lee, Carol K, and Janet Langford. Learning About Books & Libraries: A
Goldmine of Games. Fort Atkinson, Wis: Alleyside Press, 2000. Print.
 Sarka, Patricia R, and Marcia Shank. How to Use the Library. Santa
Monica, CA: Lee Canter & Associates, 1989. Print.
 Steward, Amy. "Orientation Rx: The Cure For Your Common Media Center
Orientation." Library Media Connection 26.7 (2008): 34. MasterFILE
Premier. Web. 12 May 2013.
 Swaine, Cynthia Wright. "Helping Librarians To Encourage Critical Thinking
Through Active Learning Techniques In Library Instruction." (1997): ERIC.
Web. 12 May 2013.
 Swanson, Jennifer, and Glen Mullaly. How the Internet Works. Mankato,
MN: Child's World, 2012. Print.
 Whelan, Debra Lau. "Why Isn't Information Literacy Catching On?." School
Library Journal 49.9 (2003): 50. MasterFILE Premier. Web. 12 May 2013.