GSLIS Outcomes, RIDE Standards and Information Literacy Standards for Student Learning

GSLIS Outcomes, RIDE Standards and Information Literacy Standards for Student Learning

Matrix

GSLIS Outcomes	RIDE STANDARDS	IL STANDARDS
MLIS Graduate Students	Teachers/SLM	Students K - 12
1. The graduate should possess awareness of the range of services and resources that can be provided by libraries and other information agencies to meet the educational, recreational, developmental, and informational needs of users.	1. Teachers create learning experiences using a broad base of general knowledge that reflects an understanding of the nature of the world in which we live.	7. The student who contributes positively to the learning community and to society is information literate and recognizes the importance of information to a democratic society.
11. Graduates recognize and respond proactively to the information needs of individuals of diverse backgrounds, ages, developmental stages, learning styles, and circumstances. 20. Graduate students respect the importance of diversity in its broadest sense in collections, services and staffing.	3.1 Teachers understand how students learn – how students construct knowledge, acquire skills, develop habits of mind, and acquire positive dispositions toward learning 3.2. Teachers design instruction that meets the current cognitive, social, and personal needs of their students. 3.3 Teachers create lessons and activities that meet the variety of developmental levels of students in a class. 4. Teachers create instructional opportunities that reflect a respect for the diversity of learners and an understanding of how students differ in their approaches to learning.	1. The student who is information literate accesses information efficiently and effectively. 2. The student who is information literate evaluates information critically and competently. 3. The student who is information literate uses information accurately and creatively.
14. Graduate students master problem-solving and critical thinking skills.	5. Teachers create instructional opportunities to encourage students’ development of critical thinking, problem solving, and performance skills.	3.The student who is information literate accesses information efficiently and effectively
7. Graduates exhibit interpersonal skills and respect in the treatment of colleagues and patrons.	6. Teachers create a learning environment that encourages appropriate standards of behavior, positive social interaction, active engagement in learning, and self-motivation.	1. The student who is information literate accesses information efficiently and effectively. 2. The student who is information literate evaluates information critically and competently. 3.The student who is information literate uses information accurately and creatively.
16. Graduate students understand the importance of community outreach and the formation of strategic alliances. 19. Graduate students work collaboratively with colleagues to accomplish mission, goals, and objectives.	7. Teachers foster collaborative relationships with colleagues and families to support students’ learning.	7. The student who contributes positively to the learning community and to society is information literate and recognizes the importance of information to a democratic society. 9. The student who contributes positively to the learning community and to society is information literate and participates effectively in groups to pursue and generate information.
8. Graduates communicate effectively using appropriate media, including the written, oral, graphic, and nonverbal.	8. Teachers use effective communication as the vehicle through which students explore, conjecture, discuss, and investigate new ideas.	3. The student who is information literate uses information accurately and creatively.
	9. Teachers use a variety of formal and informal assessment strategies to support the continuous development of the learner.	N/A directly to information literacy standards for student learners
18. Graduates students serve the profession and society, through participation and leadership in professional organizations, writing, and other contributions to the field.	10. Teachers reflect on their practice and assume responsibility for their own professional development by actively seeking opportunities to learn and grow as professionals.	N/A directly to information literacy standards for student learners
2. The graduate should be guided by a set of professional ethics, based on a knowledge and understand of the professional codes of organizations such as the American Library Association, the Special Libraries Association, and the American Society for Information Science. 3. The graduate should be guided by a set of professional ethics, based on knowledge and understanding of the professional codes of organizations such as the American Library Association, the Special Libraries Association, and the American Society for Information Science understands issues and values relating to intellectual freedom, intellectual property rights, and equitable access to information, confidentiality, and privacy rights.	11. Teachers maintain professional standards guided by legal and ethical principles.	9. The student who contributes positively to the learning community and to society is information literate and participates effectively in groups to pursue and generate information.