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Research and Information Fluency

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Research and Information Fluency

Performance Indicator-A
a. Plan strategies to guide inquiry.

 Grades K - 2 Grades 3 - 4 Grades 5 - 8 Grades 9 - 12
 With teacher support, students plan an investigation using a digital tool. Students plan an investigation using one or more digital tools they have selected from a predetermined list. Students plan and carry out an investigation,independently selecting the appropriate digital tool(s). Students plan and carry out an investigation, independently select the appropriate digital tools and resources, and justify their choices.
 
Examples

1.Using a digital tool, students brainstorm what they know, want to learn, and how they will find answers to their questions about the moon.

Examples of digital tools above may include: visualization/concept map, word processor, interactive whiteboard, online library catalog, websites, online survey, e-mail, video/audio conferencing.
 
Examples

1. Students match potential resources for information on New Hampshire with the tools they will use.

2. As part of their study on the physical characteristics of animals, a class seeks input from professionals, community members, and peers around the world.

Examples of digital tools above may include: visualization/concept map, shared word processor or spreadsheet, interactive whiteboard, online library catalog, websites, online survey, video/audio conferencing, podcasts, virtual tour, e-mail.
 
Examples

1. Students plan their investigation on the effects that risky behaviors pose to personal health, identifying the digital tools they will use in their investigation.

2.As part of their study on art composition, students schedule a virtual museum tour and develop questions for the tour guide.

Examples of digital tools above may include: visualization/concept map, shared word processor or spreadsheet, interactive whiteboard, online library catalog, websites, online survey, video/audio conferencing, virtual museum tour, e-mail, wiki.
 
Examples

1.Students bookmark their online resources and provide notes justifying the use of each resource.

2. Students choose an appropriate tool to create an electronic portfolio to record their inquiry process, and include links to and justification for the resources chosen. They post regularly about their research, seeking feedback through post comments.

Examples of digital tools above may include: visualization/concept map, shared word processor or spreadsheet, library catalog, websites, online survey, video/audio conferencing, e-mail, social bookmarking, wiki, blog, social networking site.

Performance Indicator - B
b. Locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media.

 Grades K - 2 Grades 3 - 4 Grades 5 - 8 Grades 9 - 12
 With guidance, students use digital tools to locate and organize information relevant to their investigation, and begin to understand the need to cite their sources.Students use digital tools to locate and organize information.
With support, students evaluate the appropriateness of their information and cite their sources.
 Students use digital tools to independently locate, organize, evaluate, synthesize, and cite sources of their information. Students select and use digital tools to independently locate, organize, evaluate, synthesize, and cite sources of their information, justifying their choice of resources.
 
Examples

1. With help from their classroom teacher and/or librarian, students locate books and websites using the online library catalog, utilizing the visual search or by typing a subject or keyword into the basic search.

2. With help from their classroom teacher and/or librarian, students share resources and information found during their investigation.

Examples of digital tools above may include: visualization/concept map, websites, wiki, interactive whiteboard, educational social network, poster generator, virtual globe.
 Examples
1. Students use the online library catalog and predetermined databases and websites to locate information, discuss specific resources with regard to relevancy and accuracy, and record their sources for later use.

2. Students research American presidents and create a multimedia presentation using only public domain images and sound clips.

Examples of digital tools above may include: visualization/concept map, online library catalog, databases, websites, social bookmarking site, citation creator, shared word processor or spreadsheet, wiki.
 Examples
  • 1. Students locate information using the online library catalog, internet, and electronic databases. They use a social bookmarking tool to organize their resources and findings and create an annotated bibliography of their relevant and validated sources.

  • 2. Students add resources and information to a mind map they created for their investigation. They find patterns and/or form an opinion based on their findings, emphasizing relevant information and discarding irrelevant information. Resources they plan to utilize are added to a Works Cited list.
  • Examples of digital tools above may include: visualization/concept map, websites, citation generator, social bookmarking site, online library catalog, databases, email, blogs, video conferencing
 Examples
  • 1. Students locate information from a variety of resources, including social media, and perform personal interviews as necessary. Bibliography annotations provide justification for use of specific resources, including how each resource supports their findings. 

  • Examples of digital tools above may include: visualization/concept map, shared word processor or spreadsheet, social bookmarking site, video/audio conferencing, online presentations, podcasts, online poster generator, citation generator, blog, wiki, social networking sites

Performance Indicator - C
c. Evaluate and select information sources and digital tools based on the appropriateness to specific tasks.

 Grades K - 2 Grades 3 - 4 Grades 5 - 8 Grades 9 - 12
 Students explore basic search options and information sources. With guidance, students use advancedsearch options and strategies, andevaluate the authenticity and relevance of the information sources. Students independently use advanced search options and strategies, and evaluate the authenticity, relevance, and objectivity of the information sources appropriate to the specific task. Students independently use advanced search options and strategies, evaluate the authenticity and relevance of the information sources appropriate to the specific task, and justify their choice(s) based upon their plan of inquiry.
 
Examples


1. With help from the librarian and/or classroom teacher, students explore an online library catalog and practice finding information using the basic and visual search options.

2. Students explore a safe web search tool and the website database included in their library's online catalog. They compare the results from each of these types of website searches.

Examples of digital tools above may include: visualization/concept map, online library catalog, several different search engines.
 
Examples


1. With help from the librarian and/or classroom teacher, students use a search engine's basic and advanced search options to locate resources, evaluating each resource for accuracy, bias, relevance, and currency.

2. Students use a variety of web resources, including digital archives, for their research on famous Americans, and compare their findings for accuracy..

Examples of digital tools above may include: visualization/concept map, online
library catalog, several different search engines.
 
Examples


1. Students utilize a search engine's advanced search options to locate text, images, audio, and video resources and bookmark their results.

2. Students use online resources, including databases, to search for information relevant to their topic and create an annotated bibliography.

Examples of digital tools above may include: visualization/concept map, online library catalog, electronic databases, social bookmarking tool, online citation tool.
 
Examples


1. Using their plan of inquiry, students identify possible resources, drawing from multiple types of sources in order to obtain both breadth and depth of information, including scholarly publications, professional blogs, and podcasts.

2. Students follow their plan of inquiry and locate information available on the visible and invisible web (e.g., PDFs, databases, and digital archives), justifying how it is relevant to their inquiry.

Examples of digital tools above may include: visualization/concept map, online library catalog, electronic databases, social bookmarking tool, online citation tool.

Performance Indicator - D
d. Process data and report results.

 Grades K - 2 Grades 3 - 4 Grades 5 - 8 Grades 9 - 12
 With guidance, students use digital tools to process (organize and synthesize) gathered information and present their findings. Students select from a predetermined list ofdigital tools to process (organize and synthesize) gathered information and present their findings. Students select from a variety of digital tools appropriate to processing (organizing and synthesizing) the gathered information and present their findings. Students select from a variety of digital tools appropriate to processing (organizing and synthesizing) the gathered information, present their findings, and provide justification for their conclusions.
 
Examples
  • 1. Students organize their information and then add it to a classroom multimedia presentation to be shared with another class or at a school-wide assembly.

  • 2. Students track and record the phases of the moon and make predictions for future observations.
  • Examples of digital tools above may include: visualization/concept map, interactive whiteboard, shared word processor or spreadsheet, wiki, blog, online poster, multimedia presentation program, audio and video editing programs
 
  • Examples
  • 1. Students verbally record their observations of images taken during a plant's growth cycle. They create a digital storybook to publish online.

  • 2. Students work in groups to process and present their findings in a variety of formats (text, video, audio) to submit for possible publication on a state environmental organization website.
  • Examples of digital tools above may include: digital voice recorder, digital camera, visualization/concept map, audio and video editing programs, online poster, multimedia presentation program, shared word processor, wiki, blog
 
  • Examples
  • 1. Students maintain individual online journals throughout an investigation. Reflective posts include links to their data and summary of results, recordings of personal interviews, and images.

  • 2. Students review data, including photos, videos, and text recorded with handheld computers and GPS units during a recent field trip to a local riverbed. They organize and evaluate their data and share their findings online.

  • Examples of digital tools above may include: audio and video editing programs, visualization/concept map, GPS units, handheld computers (including cell phones), shared word processor or spreadsheet, multimedia presentation program, wiki, blog, podcasts
 
  • Examples
  • 1. Students promote and host a multi-site video conference with peers, experts, and other interested parties to discuss their investigation. They later post summaries of the discussion and provide their own conclusions, with justification.

  • 2. Students team up with a local/regional organization and assist with gathering data on a shared interest. They create a social network page about their project where they will discuss their ongoing investigation as well as provide justification for their findings.
  • Examples of digital tools above may include: audio and video editing programs, visualization/concept map, GPS units, handheld computers (including cell phones), video/audio conferencing, wiki, blog, social networking sites, podcasts

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