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Student Learning Outcomes 1

Library Student Learning Outcomes

LIB 500 - Professor Gray
Julie A. Griffin
Azusa Pacific University

Student Learning Outcomes 2


This paper outlines several student learning outcomes that support the Juana Briones
Library Media Program Mission Statement detailed below:

The Juana Briones Library Media Program prepares a diverse student body to be literate,
culturally aware, life-long learners. Program goals also include:
To learn information literacy/research skills

To be effective, ethical users and creators of information

To understand Digital Citizenship and Cyber-Safety issues

To have access to library resources (both digital and print) that support curricular
and classroom programs

To provide support and collaboration for the Common Core State Standards
(CCSS) curriculum, the Model School Library Standards for California, and
the requirements of Title II of the Data Improvement Act: Protecting Children in
The 21st Century

To offer high quality literary resources and foster an appreciation for reading!

As witnessed in this weeks discussion forums, textbook readings, and Unit 3 lecture,
there are a plethora of resources for Teacher Librarians to use to help guide their library
curricula and support their school library mission statement. In 2011, my school district
(Palo Alto Unified) drafted an Information and Literacy Skills Continuum that detailed
the introduction, reinforcement and mastery of important skills. Currently, with the focus
on Common Core State Standards, I think it would be worthwhile to revisit this document
to be sure that Teacher Librarians are being utilized to their fullest potential and are
collaborating and teaching to meet expected student outcomes.
For this assignment, I chose to concentrate on blending online digital technology
skills as per ISTE standards with the CSLA information literacy skill standards, while
determining specific CCSS that were being met. I believe that a closer examination of
our student learning outcomes, by both my elementary and school district library
colleagues would be extremely beneficial at this point in time. PAUSD recently created a
LibGuide that addressed Digital Citizenship Skills continuum, again before CCSS was
implemented. Together these documents could be examined and used to streamline our
library lessons as well as and our student learning outcomes.
The time is now, with a newly appointed Director of Technology (as of August),
the Teacher Librarians in my school district can work together with our District
Coordinator of Libraries to align our school library programs to meet the newly
implemented Common Core State Standards while leading the charge to empower
students to be savvy digital learners, creators and citizens!
Student Learning Outcomes 3

Online Safety and Privacy Lesson: Grade 2

Kid Friendly Lesson Objective:

I Can keep my private information safe when I am online

Using a variety of resources, including BrainPop and Common Sense Media, students
will be able to:

Learn that the information they share online leaves a digital footprint or digital
trail about them
Explore and practice what information is appropriate to share online
Compare two fictional animal characters, and determine who was appropriate
online, and who shared too much personal information


Common Core State Standards: RL1, RL.3, RI.4, RI.10, RF. 4a, W.2, W.5

National Educational Technology Standards: 1a,1d, 2d,3d, 4a-c

Resources for Assessment:

Divide class into groups of 4 or 5 table groups. Each table group shares with the class, 1
appropriate and 1 inappropriate use of personal information

Practice identifying when and how to share information online by playing Brain Pops
Share Jumper Game

Student Learning Outcomes 4
Using Print and Online Encyclopedias To Find Information:
Grades 4 & 5

Kid Friendly Lesson Objective:

I Can find information using print and online encyclopedias

Using both print and online encyclopedias, students will be able to practice and increase
their knowledge of using encyclopedias to get information

Learn where to find print encyclopedias in the library
Learn how to navigate and the passwords for logging onto our school online
Compare the advantages and disadvantages of using print vs online encyclopedias


Common Core State Standards:
CC.5.W7: Research to build and present knowledge: Conduct short research projects that
use several sources to build knowledge through investigation of different aspects of a

AASL Standards:
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.

Resources for Assessment:

Have students can practice/sharpen their encyclopedia skills by participating in an
Encyclopedia Scavenger Hunt (using both print and online versions). Purchased this great
resource online, copyright

Student can show what they know by creating a poster or bookmark that lists the steps
for using a print or online encyclopedia

Student Learning Outcomes 5
Difference Between Fiction and Non-Fiction:
Grade 1

Kid Friendly Lesson Objective:

I Can tell the difference between fiction and non-fiction books

Using books and an online game to demonstrate the differences between fiction and non-
fiction books students will

Learn that non-fiction is true information and facts
Learn that fiction is made up stories or make believe
Learn where the non-fiction books and the fiction books are located in our school


CC.1R.L.5 Craft and Structure: Explain major differences between books that tell stories
and books that give information, drawing on a wide reading and range of text types

AASL Standards: 4.3.2 Recognize that resources are created for a variety of purposes

Resources for Assessment:

The class will participate using Real and Make Believe signs while watching the video:
Tinas World: Real or Make Believe on Game Goo:

After the video, I transition into books telling the students that books that have real
information or facts and are called non-fiction or informational text, as well as some
books have made up stories, and are called fiction books. I hold up different examples for
the students to see. Then we talk about books that are fiction and contain made up stories,
again holding up several fiction books.

Students are then asked to sit at one of the tables in the library and decide as a group
which table they are at, the fiction table or the informational text tablebased on the
books that they find sitting at the tables.

Class and teacher can then create a Fiction-Non-Fiction/Informational Text T-Chart,
listing different books that belong on each side of the T.

After students have the opportunity to check out books, meet back on the rug and instruct
the students that checked out fiction books to hold them up so that others can see (teacher
comments on a couple), and then instruct the students who checked out informational text
to hold up their books so that everyone can see (discuss as a group).

Student Learning Outcomes 6


American Association of School Librarians (2011). Learning Standards and Common
Core State Standards Crosswalk. Chicago, IL.

Follow the Digital Trail Lesson. Common Sense Media (2014, September 20). Retrieved

Online Safety. Media. BrainPop. Web. (2014, September 20). Retrieved from

Henry, C., & McEldowney, J. (2014, September 20). I Can Common Core Checklists.
Retrieved from http://www.

International Society for Technology in Education (2007). ISTE Student Standards.
Retrieved from

National Governors Association Center for Best Practices & Council of Chief State
School Officers. (2010). Common Core State Standards. Washington, DC: Authors.

Sams, J. (2014). Elementary Librarian Lesson Plans. Retrieved from