Appreciation of literature and othe

Appreciation of literature and other creative expressions of information
are the heart of Standard 5. Indicators include being a competent and self motivated reader, the ability to derive information from a variety of formats, and success in creating products in a variety of formats.
Appreciation of literature can be exhibited in different ways. A young child can tell you his or her favorite part of a story, while older students can discuss complex ideas and compare them to other works of literature. Children who read a lot are usually self-motivated readers. The non-motivated readers are the ones library media specialists work hard to reach. Many schools have reading incentive programs to encourage students to read. There may be time set aside during the day for all students and teachers to read, or there may be a program in which students read at home and parents must sign a form stating that the students read for the required amount of time.
A critical element in literature appreciation is having a library media center
with books on a variety of topics, in different formats (books, magazines, comic
books), and on different reading levels. Graphic novels have be come more popular with reluctant readers. Lance and others (1993) found that students performed better on academic tests when library media collections contained large amounts of quality materials, including print and multimedia. More resources make for better readers, but those resources must be of interest to students.
Under Standard 6 the student is to strive for excellence in information seeking and knowledge generation. Assessing the quality of the process and the product and revising, improving, and updating self-generated knowledge accomplish this standard. For many students the goal is to get done; to finish the assignment and move on. Under Standard 6 students must learn that they have to continually look at the research process to make sure they have the information they need. If they don’t, the students then have to revisit the appropriate step and find further information, re think their conclusion, or revise the product. A sophisticated, information literate student learns that revision is the norm, not the exception.
Student self-evaluation is an important part of this standard. The first question that students of ten have to ask regarding the final product is, “Did I answer the question?” If not, what additional information do they need? while doing the research students should ask them selves, “Does this information answer one of my questions?” Elementary students have a difficult time
limiting them selves to re cording just information that pertains to the problem or question they are answering. This lack of experience is why helping them develop good questions is important.
Other questions for students to ask might be, “Is this the best way to share the information?” “Do I have the skills to develop the product I want?” “Is the type of presentation appropriate for the audience?” Students need models of what good presentations are. They need to see good examples of oral reports, PowerPoint presentations, dioramas, and posters.

Hasil (Bahasa Indonesia) 1:

Appreciation of literature and other creative expressions of informationare the heart of Standard 5. Indicators include being a competent and self motivated reader, the ability to derive information from a variety of formats, and success in creating products in a variety of formats.Appreciation of literature can be exhibited in different ways. A young child can tell you his or her favorite part of a story, while older students can discuss complex ideas and compare them to other works of literature. Children who read a lot are usually self-motivated readers. The non-motivated readers are the ones library media specialists work hard to reach. Many schools have reading incentive programs to encourage students to read. There may be time set aside during the day for all students and teachers to read, or there may be a program in which students read at home and parents must sign a form stating that the students read for the required amount of time.A critical element in literature appreciation is having a library media centerwith books on a variety of topics, in different formats (books, magazines, comicbooks), and on different reading levels. Graphic novels have be come more popular with reluctant readers. Lance and others (1993) found that students performed better on academic tests when library media collections contained large amounts of quality materials, including print and multimedia. More resources make for better readers, but those resources must be of interest to students.Under Standard 6 the student is to strive for excellence in information seeking and knowledge generation. Assessing the quality of the process and the product and revising, improving, and updating self-generated knowledge accomplish this standard. For many students the goal is to get done; to finish the assignment and move on. Under Standard 6 students must learn that they have to continually look at the research process to make sure they have the information they need. If they don’t, the students then have to revisit the appropriate step and find further information, re think their conclusion, or revise the product. A sophisticated, information literate student learns that revision is the norm, not the exception.Student self-evaluation is an important part of this standard. The first question that students of ten have to ask regarding the final product is, “Did I answer the question?” If not, what additional information do they need? while doing the research students should ask them selves, “Does this information answer one of my questions?” Elementary students have a difficult timelimiting them selves to re cording just information that pertains to the problem or question they are answering. This lack of experience is why helping them develop good questions is important.Pertanyaan lain bagi siswa untuk meminta mungkin, "Ini cara terbaik untuk berbagi informasi?" "Apakah saya memiliki kemampuan untuk mengembangkan produk yang saya inginkan?" "Adalah jenis presentasi sesuai untuk penonton?" Siswa perlu model dari apa yang baik presentasi. Mereka perlu untuk melihat contoh yang baik dari laporan lisan, presentasi PowerPoint, diorama, dan poster.

Hasil (Bahasa Indonesia) 2:

Apresiasi sastra dan ekspresi kreatif lainnya dari informasi
adalah jantung dari Standard 5. Indikator termasuk menjadi kompeten dan termotivasi diri pembaca, kemampuan untuk memperoleh informasi dari berbagai format, dan keberhasilan dalam menciptakan produk dalam berbagai format.
Apresiasi sastra dapat dipamerkan dengan cara yang berbeda. Seorang anak muda dapat memberitahu Anda nya bagian favorit dari sebuah cerita, sedangkan siswa yang lebih tua dapat mendiskusikan ide-ide yang kompleks dan membandingkannya dengan karya sastra lainnya. Anak-anak yang banyak membaca pembaca biasanya motivasi diri. Pembaca non-termotivasi adalah orang-orang perpustakaan spesialis media bekerja keras untuk mencapai. Banyak sekolah telah membaca program insentif untuk mendorong siswa untuk membaca. Mungkin ada waktu yang disisihkan siang hari untuk semua siswa dan guru untuk membaca, atau mungkin ada program di mana siswa membaca di rumah dan orang tua harus menandatangani formulir yang menyatakan bahwa siswa membaca untuk jumlah yang diperlukan waktu.
Sebuah elemen penting dalam literatur apresiasi adalah memiliki media center perpustakaan
dengan buku-buku tentang berbagai topik, dalam format yang berbeda (buku, majalah, komik
buku), dan pada tingkat membaca yang berbeda. Novel grafis telah menjadi datang lebih populer dengan pembaca enggan. Lance dan lain-lain (1993) menemukan bahwa siswa dilakukan lebih baik pada tes akademik saat koleksi perpustakaan media mengandung sejumlah besar bahan berkualitas, termasuk cetak dan multimedia. Sumber lebih membuat pembaca lebih baik, tetapi sumber daya harus menarik bagi siswa.
Berdasarkan Standard 6 siswa adalah untuk berjuang untuk keunggulan dalam mencari informasi dan pengetahuan generasi. Menilai kualitas proses dan produk dan merevisi, memperbaiki, dan memperbarui pengetahuan diri yang dihasilkan mencapai standar ini. Bagi banyak siswa tujuannya adalah untuk dilakukan; untuk menyelesaikan tugas dan melanjutkan. Di bawah Standar 6 siswa harus belajar bahwa mereka harus terus-menerus melihat proses penelitian untuk memastikan bahwa mereka memiliki informasi yang mereka butuhkan. Jika tidak, para siswa kemudian harus meninjau kembali langkah yang tepat dan menemukan informasi lebih lanjut, kembali berpikir kesimpulan mereka, atau merevisi produk. A, informasi mahasiswa melek canggih belajar revisi itu adalah norma, bukan pengecualian.
Evaluasi diri mahasiswa adalah bagian penting dari standar ini. Pertanyaan pertama yang siswa dari sepuluh harus bertanya mengenai produk akhir, "Apakah aku menjawab pertanyaan?" Jika tidak, apa informasi tambahan yang mereka butuhkan? saat melakukan penelitian mahasiswa harus meminta mereka diri, "Apakah informasi ini menjawab salah satu pertanyaan saya?" siswa SD memiliki waktu yang sulit
membatasi diri mereka untuk kembali hanya informasi cording yang berkaitan dengan masalah atau pertanyaan mereka menjawab. Kurangnya pengalaman adalah mengapa membantu mereka mengembangkan pertanyaan yang baik adalah penting.
Pertanyaan lain bagi siswa untuk bertanya mungkin, "Apakah ini cara terbaik untuk berbagi informasi?" "Apakah saya memiliki keterampilan untuk mengembangkan produk yang saya inginkan?" " adalah jenis penyajian yang tepat bagi penonton? "Mahasiswa perlu model apa presentasi yang baik. Mereka perlu melihat contoh yang baik dari laporan lisan, presentasi PowerPoint, diorama, dan poster.