What grade levels do these standards cover?

Grade 9, Grade 11, Grade 10, and Grade 12

Where can I read the official document?

Kentucky Academic Standards for Library Media

K–12 Standards

Grades 9-12
Other Kentucky Library Media sets
Grades K-2
Grades 3-5
Grades 6-8

Concept: Inquire - Build new knowledge by inquiring, thinking critically, identifying problems, and developing strategies for solving problems.

Standard T (Think:) Learners display curiosity and initiative by:
1. Learning Priority 1. Formulating questions about a personal interest or a curricular topic.
  A
  Independently formulate questions when reading, constructing hypotheses, researching, and developing a thesis.H.IQ.T1.A
2. Learning Priority 2. Recalling prior and background knowledge as context for new meaning.
  A
  Independently connect prior knowledge with new content to retain information and construct new meaning.H.IQ.T2.A
Standard C (Create:) Learners engage with new knowledge by following a process that includes:
1. Learning Priority 1. Using evidence to investigate questions.
  A
  Utilize credible resources to investigate student-developed questions and justify conclusions.H.IQ.C1.A
2. Learning Priority 2. Devising and implementing a plan to fill knowledge gaps.
  A
  Independently create and implement a plan with measurable checkpoints and credible resources to fill in knowledge gaps (Ex.:Super 3, Big 6, Guided Inquiry Design).H.IQ.C2.A
3. Learning Priority 3. Generating products that illustrate learning.
  A
  Independently, create products (e.g., research papers, presentations, speeches, art exhibits, debates, multimedia, etc) appropriate for a specific audience other than a teacher to reflect student learning.H.IQ.C3.A
Standard S (Share:) Learners adapt, communicate, and exchange learning products with others in a cycle that includes:
1. Learning Priority 1. Interacting with content presented by others.
  A
  Critically listen, view, and respond to the content presented by others when appropriate.H.IQ.S1.A
2. Learning Priority 2. Devising and implementing a plan to fill knowledge gaps.
  A
  Independently encourage others by promoting the strengths of a product and discuss examples for improvement by using appropriate tone and language.H.IQ.S2.A
3. Learning Priority 3. Generating products that illustrate learning.
  A
  Independently reflect on personal growth, critical feedback, and constructive praise and improve the product.H.IQ.S3.A
4. Learning Priority 4. Sharing products with an authentic audience.
  A
  Independently present published or completed learning products to an authentic audience beyond the classroom.H.IQ.S4.A
Standard G (Grow:) Learners participate in an ongoing inquiry-based process by:
1. Learning Priority 1. Continually seeking knowledge.
  A
  Independently demonstrate one’s ability to be a lifelong learner by studying and reading for personal and academic interests.H.IQ.G1.A
2. Learning Priority 2. Engaging in sustained inquiry.
  A
  Independently demonstrate resilience when executing inquiry for continual research and personal growth.H.IQ.G2.A
3. Learning Priority 3. Enacting new understanding through real-world connections.
  A
  Independently apply academic learning to the real-world by making connections with personal interests and opportunities for growth.H.IQ.G3.A
4. Learning Priority 4. Using reflection to guide informed decisions.
  A
  Independently evaluate the strengths and weaknesses of an inquiry and identify areas of improvement to make decisions.H.IQ.G4.A

Concept: Include - Demonstrates an understanding of and commitment to inclusiveness and respect for diversity in the learning.

Standard T (Think:) Learners contribute a balanced perspective when participating in a learning community by:
1. Learning Priority 1. Articulating an awareness of the contributions of a range of learners.
  A
  Independently listen respectfully, participate in discussion, facilitate and embed the contribution of others.H.IN.T1.A
2. Learning Priority 2. Adopting a discerning stance toward points of view and opinions expressed in information resources and learning products.
  A
  Distinguish between fact and opinion, examine how it impacts the information presented, and the effect on readers.H.IN.T2.A
  B
  Critically evaluate point of view within a variety of writing and learning products.H.IN.T2.B
3. Learning Priority 3. Describing their understanding of cultural relevancy and placement within the global learning community.
  A
  Connect meaningful cultural content with one’s own culture and experience.H.IN.T3.A
Standard C (Create:) Learners adjust their awareness of the global learning community by:
1. Learning Priority 1. Interacting with learners who reflect a range of perspectives.
  A
  Seek out and interact with local and global learners within the inquiry process and learning products.H.IN.C1.A
2. Learning Priority 2. Evaluating a variety of perspectives during learning activities.
  A
  Identify and critically examine a variety of perspectives and articulate why considering others’ ideas can lead to new or deeper knowledge. H.IN.C2.A
Standard S (Share:) Learners exhibit empathy with and appreciation of diverse ideas by:
1. Learning Priority 1. Engaging in informed conversation and active debate.
  A
  Independently participate in discussion using evidence to support claims with credible sources then engage and respond to others’ using a variety of strategies. (ex: asking clarifying questions, seeking input, sharing the floor, etc.)H.IN.S1.A
2. Learning Priority 2. Contributing to discussions in which multiple viewpoints on a topic are expressed.
  A
  Independently offer relevant information and opinions at appropriate times in group discussion while building on the ideas of others. H.IN.S2.A
  B
  Independently, ensure underrepresented points of view are shared by highlighting multiple perspectives.H.IN.S2.B
Standard G (Grow:) Learners demonstrate empathy and equity in knowledge building within the global learning community by:
1. Learning Priority 1. Interacting with learners who reflect a range of perspectives.
  A
  Independently engage locally and remotely with peers, experts, community members and others to collect, produce, and share information.H.IN.G1.A
2. Learning Priority 2. Demonstrating interest in other perspectives during learning activities.
  A
  Independently demonstrate interest in perspectives that are different from one’s own by questioning, and discussing with empathy and equity.H.IN.G2.A
3. Learning Priority 3. Reflecting on their own place within the global learning community.
  A
  Independently evaluate how one contributes to the local, state, national and international community after seeking out factual information and self-reflect on how to improve your contributions.H.IN.G3.A

Concept: Collaborate - Work effectively with others to broaden perspectives and work toward common goals.

Standard T (Think:) Learners identify collaborative opportunities by:
1. Learning Priority 1. Demonstrating their desire to broaden and deepen understandings.
  A
  Ask questions of others and critically listen and analyze their responses.H.CL.T1.A
2. Learning Priority 2. Developing new understandings through engagement in a learning group.
  A
  Engage in multiple activities (conversation, debate, reading, building, etc) with others to gain new understanding.H.CL.T2.A
3. Learning Priority 3. Deciding to solve problems informed by group interaction.
  A
  Work in self-managed teams to make decisions and solve problems.H.CL.T3.A
Standard C (Create:) Learners participate in personal, social, and intellectual networks by:
1. Learning Priority 1. Using a variety of communication tools and resources.
  A
  Use a variety of appropriate resources to communicate in personal, social, and intellectual networks.H.CL.C1.A
2. Learning Priority 2. Establishing connections with other learners to build on their own prior knowledge and create new knowledge.
  A
  Describe a concept to another person using unique examples while connecting it to a person, place or event the other person is familiar with. H.CL.C2.A
Standard S (Share:) Learners work productively with others to solve problems by:
1. Learning Priority 1. Soliciting and responding to feedback from others.
  A
  Independently solicit, listen, and respond respectfully to the ideas and opinions of others without interrupting.H.CL.S1.A
2. Learning Priority 2. Involving diverse perspectives in their own inquiry processes.
  A
  Seek and incorporate multiple perspectives in the inquiry process when solving problems. H.CL.S2.A
Standard G (Grow:) Learners actively participate with others in learning situations by:
1. Learning Priority 1. Actively contribute to group discussions.
  A
  Actively contribute to group discussions by adding new questions and extending the depth and breadth of conversation to help others better understand the concept. H.CL.G1.A
2. Learning Priority 2. Recognizing learning as a social responsibility.
  A
  Account for your positive contribution to learning in a group and encourage others to do the same.H.CL.G2.A

Concept: Curate - Make meaning for oneself and others by collecting, organizing, and sharing resources of personal relevance.

Standard T (Think:) Learners act on an information need by:
1. Learning Priority 1. Determining the need to gather information.
  A
  Independently define the need by determining the topic and the information needed to support the inquiry.H.CT.T1.A
2. Learning Priority 2. Identifying possible sources of information.
  A
  Independently identify and locate information from human, print, and electronic resources.H.CT.T2.A
3. Learning Priority 3. Make critical choices about information.
  A
  Independently analyze and select resources for an information need by choosing to accept, replace or reject information.H.CT.T3.A
Standard C (Create:) Learners gather information appropriate to the task by:
1. Learning Priority 1. Seeking a variety of sources.
  A
  Independently locate information, from multiple formats, on a specific topic.H.CT.C1.A
2. Learning Priority 2. Collecting information representing diverse perspectives.
  A
  Independently locate information, from different perspectives on a specific topic.H.CT.C2.A
3. Learning Priority 3. Systematically questioning and assessing the validity and accuracy of information.
  A
  Independently evaluate the validity of each source using established criteria. H.CT.C3.A
4. Learning Priority 4. Organizing information by priority, topic, or other systematic scheme.
  A
  Independently categorize information, deciding the structure based on the relationships among ideas and general patterns discovered.H.CT.C4.A
Standard S (Share:) Learners exchange information resources within and beyond their learning community by:
1. Learning Priority 1. Accessing and evaluating collaboratively constructed information sites.
  A
  Independently,curate and utilize collaboratively constructed information sites (ex:social bookmarking websites, blogs, wikis, etc) and evaluate the authority and accuracy of the information.H.CT.S1.A
2. Learning Priority 2. Contributing to collaboratively constructed information sites by ethically using and reproducing others’ work.
  A
  Independently follow copyright guidelines when contributing to projects and presentations collaboratively online.H.CT.S2.A
3. Learning Priority 3. Joining with others to compare and contrast information derived from collaboratively constructed information sites.
  A
  Independently analyze similarities and differences in information with an awareness of authority, accuracy, and relevancy from collaboratively constructed information sites.H.CT.S3.A
Standard G (Grow:) Learners select and organize information for a variety of audiences by:
1. Learning Priority 1. Performing ongoing analysis of and reflection on the quality, usefulness, and accuracy of curated resources.
  A
  Independently curate and continually evaluate resources for authority, accuracy, and relevancy.H.CT.G1.A
2. Learning Priority 2. Integrating and depicting in a conceptual knowledge network their understanding gained from resources.
  A
  Independently choose an organization method and create a visual to organize information learned from resources.H.CT.G2.A
3. Learning Priority 3. Openly communicating curation processes for others to use, interpret, and validate.
  A
  Independently describe and justify the process and criteria for locating, evaluating, organizing, and implementing resources.H.CT.G3.A

Concept: Explore - Discover and innovate in a growth mindset developed through experience and reflection.

Standard T (Think:) Learners construct new knowledge by:
1. Learning Priority 1. Reading widely and deeply in multiple formats and write and create for a variety of purposes.
  A
  Independently explore and select resources by reading deeply in multiple genres and formats for recreation and information.H.EX.T1.A
  B
  Independently write or create products that reflect what you learn in your reading for a variety of purposes.H.EX.T1.B
2. Learning Priority 2. Reflecting and questioning assumptions and possible misconceptions.
  A
  Independently reflect and analyze information for prejudice, deception, and/or manipulation.H.EX.T2.A
3. Learning Priority 3. Engaging in inquiry-based processes for personal growth.
  A
  Independently devise and complete an inquiry process for personal growth (Ex.: Super 3, Big 6, Guided Inquiry Design, Genius Hour, Passion Projects, etc.).H.EX.T3.A
Standard C (Create:) Learners develop and satisfy personal curiosity by:
1. Learning Priority 1. Problem solving through cycles of design, implementation, and reflection.
  A
  Independently utilize a deliberate design process for generating ideas, testing theories, creating innovative artifacts or solving authentic problems (Ex.: Design Thinking, Engineering Design Process, “Imagine, Create, and Evaluate,” etc.).H.EX.C1.A
2. Learning Priority 2. Persisting through self-directed pursuits by tinkering and making.
  A
  Independently explore a variety of tools and materials to create new things and show resiliency through refinement.H.EX.C2.A
Standard S (Share:) Learners engage with the learning community by:
1. Learning Priority 1. Expressing curiosity about a topic of personal interest or curricular relevance.
  A
  Independently identify topics that are interesting and ask related questions that display curiosity.H.EX.S1.A
2. Learning Priority 2. Co-constructing innovative means of investigation.
  A
  Independently assume different roles within a group to plan and complete an inquiry using diverse methods of investigation.H.EX.S2.A
3. Learning Priority 3. Collaboratively identifying innovative solutions to a challenge or problem.
  A
  Independently brainstorm, hypothesize, and test multiple, unique solutions to a problem within a group.H.EX.S3.A
Standard G (Grow:) Learners develop through experience and reflection by:
1. Learning Priority 1. Iteratively responding to challenges.
  A
  Independently implement strategies for solving challenges and make modifications when confronted with an obstacle. H.EX.G1.A
2. Learning Priority 2. Recognizing capabilities and skills that can be developed, improved, and expanded.
  A
  Independently self-assess and identify skills for improvement.H.EX.G2.A
3. Learning Priority 3. Open-mindedly accepting feedback for positive and constructive growth.
  A
  Independently acknowledge that feedback is about a product and/or process and evaluate what feedback will be accepted or rejected.H.EX.G3.A

Concept: Engage - Demonstrate safe, legal, and ethical creating and sharing of knowledge products independently while engaging in a community of practice and an interconnected world.

Standard T (Think:) Learners follow ethical and legal guidelines for gathering and using information by:
1. Learning Priority 1. Responsibly applying information, technology, and media to learning.
  A
  Provide citations for all sources independently by following copyright guidelines.H.EG.T1.A
  B
  Independently, identify, select, and use the appropriate technology and media (print, digital, websites, reference, nonfiction text).H.EG.T1.B
2. Learning Priority 2. Understanding the ethical use of information, technology, and media.
  A
  Independently demonstrate understanding of rules for using information such as copyright, fair use, trademark, and Creative Commons.H.EG.T2.A
3. Learning Priority 3. Evaluating information for accuracy, validity, social and cultural context, and appropriateness for need.
  A
  Independently evaluate the usefulness of a resource based on individual or academic needs.H.EG.T3.A
  B
  Use additional sources to verify the accuracy of facts, including social and cultural contexts.H.EG.T3.B
Standard C (Create:) Learners use valid information and reasoned conclusions to make ethical decisions in the creation of knowledge by:
1. Learning Priority 1. Ethically using and reproducing others’ work.
  A
  Independently acknowledges intellectual property by correctly citing or seeking permission to use, reproduce and/or share. H.EG.C1.A
2. Learning Priority 2. Acknowledging authorship and demonstrating respect for the intellectual property of others.
  A
  With support, correctly cite or seek permission to use, reproduce, and/or share.H.EG.C2.A
3. Learning Priority 3. Including elements in personal-knowledge products that allow others to credit content appropriately.
  A
  Independently provides appropriate information following a bibliographic format on a product allowing others to credit original work.H.EG.C3.A
Standard S (Share:) Learners responsibly, ethically, and legally share new information with a global community by:
1. Learning Priority 1. Sharing information resources in accordance with modification, reuse, and remix policies.
  A
  Independently acknowledges the sources of information used when modifying, reworking, and remixing multiple sources into an original product by following correct citation formats.H.EG.S1.A
2. Learning Priority 2. Disseminating new knowledge through means appropriate for the intended audience.
  A
  Independently, produce and effectively share new learning with the global community based on the audience.H.EG.S2.A
Standard G (Grow:) Learners engage with information to extend personal learning by:
1. Learning Priority 1. Personalizing their use of information and information technologies.
  A
  Independently, select and justify how information sources match interests and needs.H.EG.G1.A
2. Learning Priority 2. Reflecting on the process of ethical generation of knowledge.
  A
  Independently identify and apply self-reflection techniques to the process of finding, synthesizing and incorporating information into a product.H.EG.G2.A
3. Learning Priority 3. Inspiring others to engage in safe, responsible, ethical, and legal information behaviors.
  A
  Model responsible, ethical, and legal use of information resources, and when working in groups, expect others to do the same.H.EG.G3.A

Frequently asked questions

What grade levels do these standards cover?: Grade 9, Grade 11, Grade 10, and Grade 12
Where can I read the official document?: Kentucky Academic Standards for Library Media

Keep exploring

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