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				Related Standards 
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				<h4 class="subHeader">MEMO Recommended Standards for Information and Technology Literacy </h4>
				<a href="http://memotech.ning.com/page/memo-information-and">http://memotech.ning.com/page/memo-information-and</a>
				
				<h5>I. RESEARCH PROCESS: </h5>
				<p class="stepText">
					Standard: The student will follow a systematic research process that involves formulating a 
					question, gathering, evaluating, and organizing information, drawing conclusions, presenting 
					results to an audience, and evaluating both the product and the process
				</p>				
				
				<h5> Gather and Evaluate: </h5>
				<ol class="steptext">
					<li> Students identify a wide range of potential sources of information. </li>
					<li> Students understand where information is stored. </li>
					<li> Students search for information using print and digital resources. </li>
					<li> Students understand how to retrieve resources from local, regional, state and national libraries. </li>
					<li> Students understand where and how information is created, including an understanding of 
					       scientific methods. </li>
					<li> Students distinguish between primary and secondary resources. </li>
					<li> Students evaluate information sources, considering accuracy, validity, relevance, completeness, bias,
					       intended audience and purpose. </li>
					<li> Students distinguish between fact and opinion. </li>
					<li> Students record information, using a variety of methods. </li>
				</ol>
				
				<h5>READING AND MEDIA LITERACY </h5>
				<p class="stepText"> Read for Information </p>
				<p class="stepText">Standard: The students will select and read for personal and educational goals.</p>
				<ol class="stepText">
					<li> Students identify the topic, main points and supporting facts. </li>
					<li> Students summarize, paraphrase and select appropriate quotes. </li>
					<li> Students outline and take notes based on reading. </li>
					<li> Students scan. </li>
					<li> Students interpret and make inferences. </li>
					<li> Students determine author's purpose. </li>
				</ol>
				<p class="stepText"> Media Literacy </p>
				<p class="stepText">Standard: The student will critically evaluate films, recordings and other multimedia formats.</p>
				<ol class="stepText">
					<li> Students understand how meaning is conveyed in images and sound. </li> 
					<li> Students evaluate television, radio, film productions, newspapers, and magazines with regard to quality
							of production, accuracy of information, bias, purpose, message and audience.</li> 
				</ol>

				<h5>IV.	RESPONSIBLE USE OF INFORMATION AND TECHNOLOGY </h5>
				<p class="stepText">
					Standard:  The student will understand ethical and safety issues related to information 
					use including plagiarism and citing sources, copyright, intellectual freedom, acceptable use of 
					school technologies, privacy and evaluation of information.
				</p>
				<ol class="stepText">
					<li> Students follow the school acceptable use policies for computers, networks, and the internet. </li>
					<li> Students understand plagiarism, cite sources, and compile a list of sources according to a set of guidelines. </li>
					<li> Students practice critical evaluation of information. </li>
				</ol>
				<p class="stepText">
					Standard: The student will use resources responsibly. <br />
					Students demonstrate respect for shared materials and consumable resources.
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				<h4 class="subHeader"><acronym title="International Society for Technology in Education">ISTE</acronym> Profile for Technology Literate Students  Grades 9-12:</h4>
				<a href="http://cnets.iste.org" target="_blank">International Society for Technology in Education <br />http://cnets.iste.org</a>
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					3. Select digital tools or resources to use for a real-world task and justify 
					the selection based on their efficiency and effectiveness. (3, 6)
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					8. Model legal and ethical behaviors when using information and technology by properly 
					selecting, acquiring, and citing resources. (3, 5) 
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				<h4 class="subHeader"><acronym title="International Society for Technology in Education">ISTE</acronym>'s Educational Technology Standards for Students 2007</h4>
				<a href="http://cnets.iste.org" target="_blank">International Society for Technology in Education <br />http://cnets.iste.org</a>
				<p class="stepText">
					3.	Research and Information Fluency <br />
					Students apply digital tools to gather, evaluate, and use information. Students: <br />
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						<li> b. locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of 
							sources and media. </li>
						<li> c. evaluate and select information sources and digital tools based on the appropriateness to specific tasks.</li>
					</ul>
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					4. Critical Thinking, Problem Solving, and Decision Making <br />
					Students use critical thinking skills to plan and conduct research, manage projects, solve problems, 
					and make informed decisions using appropriate digital tools and resources. Students: 
					<ul class="stepText noBullet">
						<li> a. identify and define authentic problems and significant questions for investigation. </li>
						<li> b. plan and manage activities to develop a solution or complete a project. </li>
						<li> c. collect and analyze data to identify solutions and/or make informed decisions. </li>
						<li> d. use multiple processes and diverse perspectives to explore alternative solutions.</li> 
					</ul>
				</p>
				<p class="stepText">
					5. Digital Citizenship <br />
					Students understand human, cultural, and societal issues related to technology and practice legal and 
					ethical behavior. Students:
					<ul class="stepText  noBullet">
						<li> a. advocate and practice safe, legal, and responsible use of information and technology.</li>
						<li> b. exhibit a positive attitude toward using technology that supports collaboration, learning, and productivity. </li>
						<li> c. demonstrate personal responsibility for lifelong learning. </li>
						<li> d. exhibit leadership for digital citizenship. </li>
					</ul>
				</p>
				
				<h4 class="subHeader"><acronym title="American Association of School Librarians">AASL</acronym> Information Literacy Standards for Student Learning</h4>
				<a href="http://www.ala.org/ala/aasl/aaslproftools/informationpower/InformationLiteracyStandards_final.pdf" target="_blank">American Association of School Librarians <br />http://www.ala.org/ala/aasl/aaslproftools/informationpower/InformationLiteracyStandards_final.pdf</a>
				<p class="stepText">	
					Standard 1: The student who is information literate accesses information efficiently and effectively.
					<ul class="stepText noBullet">
						<li> Indicator 1. Recognizes the need for information </li>
						<li> Indicator 2. Recognizes that accurate and comprehensive information is the basis for intelligent decision making </li>
						<li> Indicator 4. Identifies a variety of potential sources of information </li>
						<li> Indicator 5. Develops and uses successful strategies for locating information </li>
					</ul>
				</p>
				<p class="stepText">
					Standard 2: The student who is information literate evaluates information critically and competently.
					<ul class="stepText noBullet">
						<li> Indicator 1. Determines accuracy, relevance, and comprehensiveness </li>
						<li> Indicator 2. Distinguishes among fact, point of view, and opinion </li>
						<li> Indicator 3. Identifies inaccurate and misleading information </li>
						<li> Indicator 4. Selects information appropriate to the problem or question at hand </li>
					</ul>
				</p>
				
				<h4 class="subHeader">Minnesota Content Standards for Grades 9-12:</h4>
				<a href="http://education.state.mn.us/mde/Academic_Excellence/Academic_Standards/index.html" target="_blank">http://education.state.mn.us/mde/Academic_Excellence/Academic_Standards/index.html</a>
				<h5>Language Arts:</h5>
				<p class="stepText">
					<strong>I. Reading and Literature</strong> <br />
					C. Comprehension <br />
					The student will understand the meaning of informational, expository or
					persuasive texts, using a variety of strategies and will demonstrate literal, interpretive, 
					inferential and evaluative comprehension. <br />
					D. Literature <br />
					The student will actively engage in the reading process and read, understand, respond to, 
					analyze, interpret, evaluate and appreciate a wide variety of fiction, poetic and nonfiction texts.
				</p>
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					<strong> II. Writing </strong> <br />
					D. Research <br />
					The student will locate and use information in reference materials.
				</p>
				<p class="stepText">
					<strong>III. Listening, Speaking and Viewing</strong> <br />
					A. Speaking and Listening <br />
					The student will demonstrate understanding and communicate effectively through listening and speaking. <br />
					C. Media Literacy <br />
					The student will critically analyze information found in electronic and print media, and will use a variety of 
					these sources to learn about a topic and represent ideas.
				</p>
				<p class="stepText">
					<strong>Social Studies</strong> <br />
					A. Historical Inquiry <br />
					The student will apply research skills through an in-depth investigation of a historical topic. <br />
					The student will analyze historical evidence and draw conclusions.<br />
				</p>
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					<strong>Science</strong> <br />
					I. History of Nature and Science <br />
					B. Scientific Inquiry <br />
					The student will design and conduct a scientific investigation <br />
				</p>
				
				<h4 class="subHeader"> Partnership for 21st Century Skills Framework Standards </h4>
				<a href="http://www.21stcenturyskills.org/index.php?option=com_content&amp;task=view&amp;id=351&amp;Itemid=120" target="_blank">
					http://www.21stcenturyskills.org/index.php?option=com_content&amp;task=view&amp;id=351&amp;Itemid=120
				</a>
				<h5>21st Century Standards</h5>
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					<li> Focuses on 21st century skills, content knowledge and expertise. </li>
					<li> Builds understanding across and among core subjects as well as 21st century interdisciplinary themes </li>
					<li> Emphasizes deep understanding rather than shallow knowledge </li>
					<li> Engages students with the real world data, tools, and experts they will encounter in college, on the job, and 
							in life&mdash;students learn best when actively engaged in solving meaningful problems </li>
					<li> Allows for multiple measures of mastery </li>
				</ul>

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