Objective: Candidates develop, integrate, and promote information literacy curriculum.

Indicator: Candidates work to ensure that responsibility for an integrated information literacy curriculum is shared across curricular areas throughout the school.

	Artifacts: Pathfinder for Early Childhood Development Research Chart Matching Information Literacy Standards to Various Content Areas
Reflection: Recent discussion in McDaniel's Graduate Library Media Program has focused on the collaboration between teachers and media specialists, and a noticeable--yet unfortunate--pattern has emerged: the English teachers bring students into the media center to "learn about research," but in many cases, collaboration barely exists beyond that department and particular focus. The solution, as determined through discussion with graduate peers, is public relations. The media specialist must be an advocate for information literacy and its importance to the curriculum at all levels and in all content areas. In order to be a responsible advocate, one must conduct research and approach colleagues in the school with genuine knowledge and interest about the benefits of an integrated curricular program. With this in mind, I created a chart which not only matches Maryland Voluntary State Curriculum in Media and Howard County Public School System Library Media Goals with objectives in particular content areas but also suggests frameworks for possible lessons that could come out of such integration. I gave the chart to my mentoring media specialists, who will be using it for planning and integration purposes at the upcoming school Technology Committee meeting. After conducting research, I announced my availability for collaboration and solicited teaching partners, making clear that all subject areas were welcome. Some collaborative and some cooperative efforts have grown out of the announcement. One cooperative opportunity arose with the Early Childhood Development teacher who, while wanting students to conduct research, understood that time constraints and frustration levels would not allow them to start without some scaffolding. She and I met to assess her student needs, and the linked pathfinder on children's authors resulted. After a brief lesson on conducting research and writing research papers, students used the pathfinder to directly access resources needed for the project, both at school and at the public library. Appreciating this positive experience, the teacher has returned to the media center, putting me one step closer to breaking the stigma of English classes and teachers being solely responsible for the integration of an information literacy curriculum.

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