Common Core State Standards mapped to the Information Fluency Model
One way to improve search skills is with lessons built around Common Core State Standards. The standards provide a framework for teaching information fluency in Grades 3 through 12. To help educators in this task, relevant information fluency competencies are mapped to the appropriate standards.
Teaching Information Fluency is a recommended book by Carl Heine and Dennis O'Connor that illustrates how to incorporate Common Core State Standards in lessons that teach Information Fluency in the context of English, History and Science lessons.
Information Fluency mapped to Common Core (pdf)
Common Core
To be ready for college, workforce training and life in a technological society, students need the ability to gather, comprehend, evaluate, synthesize, and report on information and ideas, to conduct original research in order to answer questions or solve problems, and to analyze and create a high volume and extensive range of print and non-print texts in media forms old and new. [Source]
RI-5: Grade 3
RI‐8: Grades 6–10
RI-9: Grades 6–8
W-7 (WHST-7) Grades 6–12
W‐8 (WHST-8) Grades 3–12
RH-7: Grades 6–12
RH-8:Grades 6–12
RST-8: Grades 6–12
High School
see also: Elementary Grades | Middle SchoolDigital Information Fluency
Digital Information Fluency (DIF) is the ability to find, evaluate and use digital information effectively, efficiently and ethically. DIF involves knowing how digital information is different from print information; having the skills to use specialized tools for finding digital information; and developing the dispositions needed in the digital information environment. As teachers and librarians develop these skills and teach them to students, students will become better equipped to achieve their information needs.
| Relevant Common Core State Standards | DIF |
| Grades 9-10 | |
| RI-8 … Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant and sufficient; identify false statements and fallacious reasoning | 2.B |
| W-7, WHST-7 … Conduct short as well as more sustained research projects to answer a question (including a self-‐ generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation | 1.A 1.B 1.C 2.A |
| RH-7 … Integrate quantitative or technical analysis (e.g., charts, research data) with qualitative analysis in print or digital text | 1.C |
| RH-8 … Assess the extent to which the reasoning and evidence in a text support the author’s claims | 2.C |
| W-8, WHST-8 … Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation | 1.A 1.B 1.C 1.D 1.E 2.A 2.B 2.C 3.A |
| RST-8 … Assess the extent to which the reasoning and evidence in a text support the author’s claim or a recommendation for solving a scientific or technical problem | |
| RST-8 … Distinguish among facts, reasoned judgment based on research findings, and speculation in a text | 2.B 2.C |
| Grades 11-12 | |
| W-7, WHST-7 … Conduct short as well as more sustained research projects to answer a question (including a self-‐ generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation | 1.A 1.B 1.C 2.A |
| W-8 … Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of the specific task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any one source and following a standard format for citation | 1.A 1.B 1.C 1.D 1.E 2.A 2.B 2.C 3.A |
| WHST-8 … Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation | 1.A 1.B 1.C 1.D 1.E 2.A 2.B 2.C 3.A |
| RST-8 … Evaluate the hypotheses, data, analysis, and conclusions in a science or technical text, verifying the data when possible and corroborating or challenging conclusions with other sources of information | 2.B 2.C |
| RH-7 … Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, as well as in words) in order to address a question or solve a problem | 1.C |
| RH-8 … Evaluate an author’s premises, claims, and evidence by corroborating or challenging them with other information | 2.C |