Social Responsibility Standards at

Social Responsibility Standards at the Local Level
Standard 7 requires that the student understand the importance of information to a democratic so ciety. Information is sought from different sources, contexts, and cultures. Further, the student respects the principle of equitable access to information. At the highest level of competency, students are concerned that everyone have access to information and information technology.

The library media specialist should not only provide resources with different points of view, representing different cultures, and in different formats, but also encourage students to use them. Sometimes this may mean requiring students to use a video tape or interview a community member. Ultimately students should be able to determine which type of resource is best for a given information problem and recognize that not all people look at a problem in the
same way. For example, a community may need a by-pass around the city because many large trucks are going through town. The problem students need to solve is where the by-pass should go. Teams of students could be as signed to research the problem, develop a solution, and present it to the appropriate decision-making group. (The decision-making group can be a mock group rather than an actual one.) The teams would take the point of view of one of
the following groups: business owners, truck drivers, the Chamber of Commerce, the city council, property owners whose land might be taken, or residents of the city. Because the points of view of the groups are different, the information they need and gather will be different, as will the factors they consider. Their conclusions should also be different. Although library media specialists have always been concerned about responsible use of in formation, the teaching of ethical use of information has not always been stressed. Under Standard 8 the student practices ethical behavior in regard to information and information technology. The student respects
intellectual property rights and uses information technology responsibly.

At a very basic level, students should be able to define intellectual property rights. Second grade is not too early to be gin teaching students to respect these rights. Second graders understand the concept of stealing, and dis cussing
how they would feel if they wrote something and someone else stole it and said they wrote it has meaning to them. As students progress in their under standing, they can be introduced to the term plagiarism and the idea of respecting the work of others. Ultimately students should be able to explain what would happen in a society in which intellectual property rights were not respected.

Students must be required to cite all Internet and online databases they use. Like wise, any presentations made using presentation tools such as PowerPoint must contain a bibliography. If students use pictures from the Internet, they must be cited. From about third grade on up students should begin to under stand that there is a difference in what they can copy and use in a class project and what they can copy and give to friends

Hasil (Bahasa Indonesia) 1:

Social Responsibility Standards at the Local LevelStandard 7 requires that the student understand the importance of information to a democratic so ciety. Information is sought from different sources, contexts, and cultures. Further, the student respects the principle of equitable access to information. At the highest level of competency, students are concerned that everyone have access to information and information technology.The library media specialist should not only provide resources with different points of view, representing different cultures, and in different formats, but also encourage students to use them. Sometimes this may mean requiring students to use a video tape or interview a community member. Ultimately students should be able to determine which type of resource is best for a given information problem and recognize that not all people look at a problem in thesame way. For example, a community may need a by-pass around the city because many large trucks are going through town. The problem students need to solve is where the by-pass should go. Teams of students could be as signed to research the problem, develop a solution, and present it to the appropriate decision-making group. (The decision-making group can be a mock group rather than an actual one.) The teams would take the point of view of one ofthe following groups: business owners, truck drivers, the Chamber of Commerce, the city council, property owners whose land might be taken, or residents of the city. Because the points of view of the groups are different, the information they need and gather will be different, as will the factors they consider. Their conclusions should also be different. Although library media specialists have always been concerned about responsible use of in formation, the teaching of ethical use of information has not always been stressed. Under Standard 8 the student practices ethical behavior in regard to information and information technology. The student respectsintellectual property rights and uses information technology responsibly.At a very basic level, students should be able to define intellectual property rights. Second grade is not too early to be gin teaching students to respect these rights. Second graders understand the concept of stealing, and dis cussinghow they would feel if they wrote something and someone else stole it and said they wrote it has meaning to them. As students progress in their under standing, they can be introduced to the term plagiarism and the idea of respecting the work of others. Ultimately students should be able to explain what would happen in a society in which intellectual property rights were not respected.Siswa harus diminta untuk mencantumkan semua Internet dan online database yang mereka gunakan. Seperti bijaksana, dibuat dengan menggunakan alat-alat presentasi seperti PowerPoint presentasi harus berisi bibliografi. Jika siswa menggunakan gambar dari Internet, mereka harus dikutip. Dari sekitar kelas tiga di atas siswa harus mulai di bawah berdiri bahwa ada perbedaan dalam apa yang mereka dapat menyalin dan digunakan dalam proyek kelas dan apa yang mereka dapat menyalin dan memberikan kepada teman

Hasil (Bahasa Indonesia) 2:

Standar Tanggung Jawab Sosial di Tingkat Lokal
Standard 7 mensyaratkan bahwa siswa memahami pentingnya informasi ke demokratis sehingga ciety. Informasi dicari dari sumber yang berbeda, konteks, dan budaya. Selanjutnya, siswa menghormati prinsip pemerataan akses informasi. Pada tingkat tertinggi kompetensi, siswa prihatin bahwa setiap orang memiliki akses ke teknologi informasi dan informasi. The spesialis media perpustakaan tidak hanya harus menyediakan sumber daya dengan sudut pandang yang berbeda, yang mewakili budaya yang berbeda, dan dalam format yang berbeda, tetapi juga mendorong siswa untuk menggunakan mereka. Kadang-kadang ini bisa berarti membutuhkan siswa untuk menggunakan rekaman video atau mewawancarai anggota masyarakat. Pada akhirnya siswa harus dapat menentukan jenis sumber daya yang terbaik untuk masalah informasi yang diberikan dan mengakui bahwa tidak semua orang melihat masalah dalam cara yang sama. Sebagai contoh, sebuah komunitas mungkin perlu by-pass di sekitar kota karena banyak truk-truk besar yang akan melalui kota. Para siswa masalah butuhkan untuk memecahkan adalah dimana by-pass harus pergi. Tim mahasiswa bisa sebagai ditandatangani untuk penelitian masalah, mengembangkan solusi, dan menyampaikannya kepada kelompok pengambilan keputusan yang tepat. (Kelompok pengambilan keputusan dapat menjadi kelompok mengejek daripada satu yang sebenarnya.) Tim akan mengambil sudut pandang salah satu kelompok berikut: pemilik usaha, pengemudi truk, Kamar Dagang, dewan kota, pemilik properti tanah yang mungkin diambil, atau penduduk kota. Karena sudut pandang dari kelompok yang berbeda, informasi yang mereka butuhkan dan mengumpulkan akan berbeda, karena akan faktor yang mereka anggap. Kesimpulan mereka juga harus berbeda. Meskipun spesialis media perpustakaan selalu khawatir tentang tanggung jawab penggunaan dalam formasi, ajaran penggunaan etika informasi tidak selalu menekankan. Di bawah Standar 8 siswa praktek perilaku etis dalam hal informasi dan teknologi informasi. Siswa menghormati hak kekayaan intelektual dan menggunakan teknologi informasi secara bertanggung jawab. Pada tingkat yang sangat dasar, siswa harus dapat menentukan hak kekayaan intelektual. Kelas dua tidak terlalu dini untuk mengajar siswa gin menghormati hak-hak ini. Kelas kedua memahami konsep mencuri, dan dis memaki bagaimana mereka akan merasa jika mereka menulis sesuatu dan orang lain mencuri itu dan mengatakan mereka menulis itu memiliki makna kepada mereka. Seperti kemajuan siswa dalam performa di bawah mereka, mereka dapat diperkenalkan ke plagiarisme istilah dan ide menghormati karya orang lain. Pada akhirnya siswa harus dapat menjelaskan apa yang akan terjadi dalam masyarakat di mana hak kekayaan intelektual tidak dihormati. Siswa harus diminta untuk menyebutkan semua database internet dan secara online yang mereka gunakan. Seperti bijaksana, setiap presentasi yang dibuat dengan menggunakan alat-alat presentasi seperti PowerPoint harus berisi bibliografi. Jika siswa menggunakan gambar dari internet, mereka harus dikutip. Dari sekitar kelas tiga pada siswa sampai harus mulai berdiri di bawah bahwa ada perbedaan dalam apa yang bisa mereka menyalin dan digunakan dalam proyek kelas dan apa yang bisa mereka menyalin dan memberikan ke teman