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Common Core State Standards mapped to the Information Fluency Model

The Common Core State 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.

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

Digital 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 [Digital Information Fluency Competencies]
Grade 3

RI-­5 Use text features and search tools (e.g., key words, sidebars, hyperlinks) to locate information relevant to a given topic efficiently [1.B, 1.E ]

W-­8 … gather relevant information from print and digital sources … [1.B, 1.E ]

Grade 4 W-­8 … gather relevant information from print and digital sources … [1.B, 1.E ]
Grade 5 W-­8 … gather relevant information from print and digital sources … [1.B, 1.E ]
Grade 6

RI-­8 Trace and evaluate the argument and specific claims in a text, distinguishing claims that are supported by reasons and evidence from claims that are not. [2.B ]

RI-­9 Compare and contrast one author’s presentation of events with that of another (e.g., a memoir written by and a biography on the same person). [2.B ]

W-­7 Conduct short research projects to answer a question, drawing on several sources and refocusing the inquiry when appropriate. [1.A, 1.B, 1.C, 2.A ]

WHST-­7 Conduct short research projects to answer a question (including a self-­‐generated question), drawing on several sources and generating additional related, focused questions that allow for multiple avenues of exploration. [1.A, 1.B, 1.C, 2.A ]

W-­8, WHST-­8 Gather relevant information from multiple print and digital sources; assess the credibility of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and providing basic bibliographic information for sources. [1.A, 1.B, 1.C, 1.D, 1.E, 2.A, 2.B, 2.C, 3.A ]

RH-­7 Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with other information in print and digital texts. [1.C ]

RH-­8 Distinguish among fact, opinion, and reasoned judgment in a text. [2.C ]

RST-­8 Distinguish among facts, reasoned judgment based on research findings, and speculation in a text. [2.B, 2.C ]

Grade 7

RI-­8 Trace and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient to support the claims. [2.B ]

RI-­9 Analyze how two or more authors writing about the same topic shape their presentations of key information by emphasizing different evidence or advancing different interpretations of facts. [2.B ]

W-­7 Conduct short research projects to answer a question, drawing on several sources and generating additional related, focused questions for further research and investigation. [1.A, 1.B, 1.C, 2.A ]

WHST-­7 Conduct short research projects to answer a question (including a self-­‐generated question), drawing on several sources and generating additional related, focused questions that allow for multiple avenues of exploration. [1.A, 1.B, 1.C, 2.A ]

W-­8, WHST-­8 Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while 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 ]

RH-­7 Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with other information in print and digital texts. [1.C ]

RH-­8 Distinguish among fact, opinion, and reasoned judgment in a text. [2.C ]

RST-­8 Distinguish among facts, reasoned judgment based on research findings, and speculation in a text. [2.B, 2.C ]

Grade 8

RI-­8 Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient; recognize when irrelevant evidence is introduced. [2.B ]

RI-­9 Analyze a case in which two or more texts provide conflicting information on the same topic and identify where the texts disagree on matters of fact or interpretation. [2.B ]

W-­7, WHST-­7 Conduct short research projects to answer a question (including a self-­‐generated question), drawing on several sources and generating additional related, focused questions that allow for multiple avenues of exploration. [1.A, 1.B, 1.C, 2.A ]

W-­8, WST-­8 Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while 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 ]

RH-­7 Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with other information in print and digital texts. [1.C ]

RH-­8 Distinguish among fact, opinion, and reasoned judgment in a text. [2.C ]

RST-­8 Distinguish among facts, reasoned judgment based on research findings, and speculation in a text. [2.B, 2.C ]

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. [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 ]

Digital Information Fluency Model

Locating Information Efficiently - What Information Am I Looking For? - Where Will I Find the Information? - How Will I Get There?

Evaluating Information Effectively - How Good is the Information?

Using information Ethically - How will I Ethically Use the Information?

3.A Learners ethically use digital information

Learners decide whether or not to integrate digital information related to a specific information task

Learners cite the source and/or author for the selected digital information

link to resources that address this competency

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Universal dispositions affecting Information Fluency

Consistently demonstrates confidence in finding a solution when engaged in the digital information fluency process

Often demonstrates confidence in finding a solution when engaged in the digital information fluency process Seldom demonstrates confidence in finding a solution when engaged in the digital information fluency process
Consistently demonstrates persistence while engaged in the digital information fluency process Often demonstrates persistence while engaged in the digital information fluency process without often giving up Often gives up before information is located, evaluated or cited
Engages in the digital information fluency process despite distractions Demonstrates focus to avoid most distractions when engaged in the digital information fluency process Is often distracted while engaging in the digital information fluency process
Demonstrates open-mindedness to a variety of strategies and tools when engaged in the digital information fluency process Considers more than one strategy or tool when engaged in the digital information fluency process if the first strategy or tool is ineffective Rigidly holds to one strategy or tool when engaged in the digital information fluency process, even if the strategy or tool is ineffective
Consistently demonstrates curiosity for exploring ideas when engaged in the digital information fluency process Often demonstrates curiosity for exploring ideas when engaged in the digital information fluency process Seldom demonstrates curiosity for exploring ideas when engaged in the digital information fluency process
Often demonstrates meta-cognitive thinking to adjust the use of strategies and tools when engaged when confronted with a challenging search task Occasionally demonstrates meta-cognitive thinking to adjust the use of strategies and tools when engaged when confronted with a challenging search task Seldom demonstrates meta-cognitive thinking to adjust the use of strategies and tools when engaged when confronted with a challenging search task
Insists upon looking beyond the first answer retrieved. Often demonstrates drive to look beyond the first answer retrieved. Seldom demonstrates drive to look beyond the first answer retrieved.

Consistently demonstrates an attitude of adaptability to respond to inconclusive or ineffective search results

Occasionally demonstrates an attitude of adaptability to respond to inconclusive or ineffective search results Rarely demonstrates an attitude of adaptability to respond to inconclusive or ineffective search results