In my readings I came across Jamie Mckenzie's check list for an Information Literate School. I found this very interesting and more than a little daunting! Thought it might be useful in the future.
Pasted from <http://www.fno.org/sept98/infolit.html>
How does a school know when it deserves to be called an information literate school community? When the following characteristics are abundantly evident, the phrase is well deserved . . .
How can we tell that our school is approaching a mature level of information literacy? We assess the Traits of an Information Literate School, rewarding between zero and four stars for each trait according to where our school has progressed on what is for most a five year journey.
• Zero stars = Not an explicit goal. No journey started.
• One star = Starting out on the journey with good intentions.
• Two stars = Making good progress with observable results.
• Three stars = Highly developed and effective
• Four stars = World class. Not much room for growth or improvement
| Trait | The Traits of an Information Literate School Description | Rating |
| Invention | Much of the school program is dedicated to problem-solving, decision-making, exploration and the creation of new ideas. | . |
| Fluency | Teachers are becoming comfortable with the need to move back and forth between an array of instructional roles and strategies. | . |
| Support | The school provides rich and frequent ongoing support for all learners to develop thinking and information skills. | . |
| Navigation | Learners have the navigation skills to find their way through the new information landscape (as well as the old) with little lost time. | . |
| Searching | Learners apply Boolean Logic. They search with appropriate syntax. They employ powerful search engine features to locate pertinent information. | . |
| Selection | Learners know how to separate the reliable from the unreliable source. They recognize propaganda, bias and distortion. | . |
| Questioning | Learners know how and when to employ dozens of different types of questions in the search for understanding and meaning. | . |
| Planning | Learners possess planning and organizational skills. They sort, sift and store findings to enhance later questioning. They make wise choices from a toolkit of research strategies and resources. | . |
| Interpretation | Learners convert primary sources and raw data into information, and then they proceed further (beyond information) to insight. They translate, infer and apply what they have gathered to the issue at hand. | . |
| Deep Thinking | Learners combine deep thinking and reading with a wide ranging search for relevant information. This quest for information is but the prelude to the more important work . . . solving a problem, creating a new idea, inventing a product or composing a symphony. | . |
| Commitment | All curriculum documents include clear statements regarding the information literacy expectations that are developmentally appropriate for each grade level. The school community persists with the literacy goal over time. | |
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