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- Minnesota: Minnesota Education Media Organization (MEMO)
- Mathematics as an example of embedding definitions NOTE: We will embed the information literacy components in the remainder of our content areas over the next five years as each content area is up for review and revision.
- Missouri:
- “Students in Missouri public schools will acquire the knowledge and skills to gather, analyze, and apply information and ideas. Students will demonstrate within and integrate across all content areas the ability to *comprehend and evaluate written, visual and oral presentations and works.”
- “Students in Missouri public schools will acquire the knowledge and skills to communicate effectively within and beyond the classroom. Students will demonstrate within and integrate across all content areas the ability to *use technological tools to exchange information and ideas.”
- Content Standards: Students will comprehend and evaluate the content and artistic aspects of oral and visual presentation.
- New Jersey: Standards were developed by a committee comprised of educators and content experts. Public feedback solicited from parents, students, community, and business during statewide focus groups and State Board public testimony.
- New Hampshire
- ICT standards were adopted in July 2005 with an emphasis on ICT use within core content areas. Digital portfolios are user to access competency as well as to strengthen instruction.
- North Carolina: North Carolina calls them Information Skills.
- Ohio: Media literacy is one component of a larger collection of what are referred to as “Library Guidelines”. While they are not referred to as “standards” per se, they are organized in a manner that is consistent with established State of Ohio standards in other academic content areas. These guidelines are broken into two categories with the following sub-categories:
- Programmatic Guidelines (1-4)
- Collection Development and Curriculum
- Literacy and Reading Support
- Instructional Guidelines (5-7)
- The instructional guidelines essentially function as standards for instruction and media literacy is one component of the overall Library Guidelines.
- Pennsylvania
- Texas: Technology Applications Texas Essential Knowledge and Skills (TEKS)
- TECHNOLOGY FOUNDATIONS: Through the study of technology applications foundations, including technology-related terms, concepts, and data input strategies, students learn to make informed decisions about technologies and their applications.
- INFORMATION ACQUISITION: The efficient acquisition of information includes the identification of task requirements; the planning for the use of search strategies; and the use of technology to access, analyze, and evaluate the acquired information.
- WORK IN SOLVING PROBLEMS: By using technology as a tool that supports the work of individuals and groups in solving problems, students will select the technology appropriate for the task, synthesize knowledge, create a solution, and evaluate the results.
- COMMUNICATION: Students communicate information in different formats and to diverse audiences. A variety of technologies will be used. Students will analyze and evaluate the results.
- Vermont
- Technology Grade Expectations
- Social Studies Grade Expectations
- West Virginia
- Wisconsin
- Media Literacy: The ability to conduct a critical analysis of images and the sounds, special effects, and text that accompany them. Media literacy also aims to provide students with the ability to create media and multimedia products for specific purposes and audiences.
- Information Literacy: The ability to access, evaluate, and use information from a variety of sources.
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State Educational Technology Directors Association