ABOUT THE SCOPE AND SEQUENCES
Introduction
The Scope and Sequences, taken together, form an important segment of the Curriculum for the 21st Century. The Scope and Sequences are presented in a grade-by-grade format designed to aid students in the development of information literacy and technology skills. “To be prepared for a future characterized by change, students must learn to think rationally and creatively, solve problems, manage and retrieve information, and communicate effectively. By mastering information problem-solving skills students will be ready for an information-based society and a technological workplace.” AASL (American Association of School Librarians).
History
In the early 1980’s, the teachers and librarian at Mariemont High School began collaborating to create what was known then as the Research Skills Scope and Sequence, Grades 9-12. The idea was to teach what were then called “library skills” as part of the curriculum. Projects were designed to incorporate the student learning of those skills to make them more meaningful. Until that time, students were taught these skills, but did not retain them, as they did not see any relevancy to their assignments.
Many teachers participated in the process as the skills were introduced, reinforced and mastered. The Scope and Sequence became a Board adopted curriculum guide and was revised annually to keep pace with the changing times. The Scope and Sequence grew to include use of computers, the Internet and electronic databases. Grades 7-8 skills were incorporated. In an annual interview of returning college freshman, students regularly reported that the research curriculum at the HS was invaluable training for their college experience.
In 1999, the Superintendent requested that the Scope and Sequence be moved into Grades K-6 and the beginnings of a Skills Scope and Sequence K-12 were outlined. With the awarding of the Cinergy Grant in February of 2000, the development of the Scope and Sequence became one of the key initiatives. The decision was made to develop separate Scope and Sequences for Information Literacy (IL) and Technology (IT) skills. Teachers, the Technology Director, a Library Consultant and library staff began working together to format these guidelines.
Teachers began to develop projects that incorporated the skills and a Project Framework was implemented to aid in the design of projects:
http://doc.mariemontschools.org/dscgi/ds.py/Get/File533/PROJECT_FRAMEWORK_TABLE_9_02.doc
Teachers received Staff Development in designing Research Modules (McKenzie Module Maker at: http://questioning.org/module/module4.html ) and Technology Integration (Porter: http://www.edtechnot.com/notporter.html ) . Other initiatives that affected the design of projects include the emphasis on Critical Thinking and Assessment.
Since September 2001, teachers who have had special training (many took a graduate course in research modules) have become Project Partners: http://doc.mariemontschools.org/dscgi/ds.py/Get/File-1067/Membership_2002-2003.doc . These teachers collaborate with teachers in their buildings, as they revise and/or develop projects.
The most recently revised and Board approved Scope and Sequence (Information Literacy) is available at:
http://doc.mariemontschools.org/dscgi/ds.py/View/Collection-119
The Technology Literacy Skills S&S is being revised at the present time (10/02) and should become available in the near future at which point the new version will be linked from this document. In the meantime, the current overview is available at:
http://doc.mariemontschools.org/dscgi/ds.py/View/Collection-118
The Scope and Sequences will be used as a teacher evaluation instrument in 2002-2003.
October 4, 2002 mlh
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