California Library Standards

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Model School Library Standards - September 2010 (DOC; 381KB; 45pp.)

Adopted by the State Board of Education September 16, 2010

Site-based standards Rubric

Western High School Program Standards

School Library Standards Supporting Common Core (DOC; Updated Feb-2012) 

The California English Language Development Standards

Essential Library Services

Developed by FJUHSD Library Curriculum Committee March 17, 2010

They are:

Information Literacy

• MLA Instruction and Coaching

• Research Skills Instruction

• Cybersafety Instruction

• Library Orientation

• Tech Support

Reading Promotion and Support

• Book Circulation

• Collection Development (digital and print)

• Readers’ Advisory

Curriculum Support

• Updating Links for Web Research 24/7 via Virtual Library Website

Student Safety

• Safe Haven for Students

• Supervision of Students

• Monitoring of Student Internet Use

Protection of District Assets

Monitoring of Student Use of Computers and Facilities

Updating and Maintaining Library Automation Software

Reading: Text complexity and the growth of comprehension

The Reading standards place equal emphasis on the sophistication of what students read and the skill with which they read. Standard 10 defines a grade-by-grade “staircase” of increasing text complexity that rises from beginning reading to the college and career readiness level. Whatever they are reading, students must also show a steadily growing ability to discern more from and make fuller use of text, including making an increasing number of connections among ideas and between texts, considering a wider range of textual evidence, and becoming more sensitive to inconsistencies, ambiguities, and poor reasoning in texts.

Writing: Text types, responding to reading, and research

The Standards acknowledge the fact that whereas some writing skills, such as the ability to plan, revise, edit, and publish, are applicable to many types of writing, other skills are more properly defined in terms of specific writing types: arguments, informative/explanatory texts, and narratives. Standard 9 stresses the importance of the writing-reading connection by requiring students to draw upon and write about evidence from literary and informational texts. Because of the centrality of writing to most forms of inquiry, research standards are prominently included in this strand, though skills important to research are infused throughout the document.

Research to Build and Present Knowledge:

CCSS.ELA-LITERACY.W.6.7

Conduct short research projects to answer a question, drawing on several sources and refocusing the inquiry when appropriate.

CCSS.ELA-LITERACY.W.6.8

Gather relevant information from multiple print and digital sources; assess the credibility of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and providing basic bibliographic information for sources.

CCSS.ELA-LITERACY.W.6.9

Draw evidence from literary or informational texts to support analysis, reflection, and research.

Range of Reading and Level of Text Complexity:

CCSS.ELA-LITERACY.RL.6.10

By the end of the year, read and comprehend literature, including stories, dramas, and poems, in the grades 6-8 text complexity band proficiently, with scaffolding as needed at the high end of the range.