Standards that Infographics Address

Mathematics

Number and Operations

Instructional programs from prekindergarten through grade 12 should enable all students to—
  • Understand numbers, ways of representing numbers, relationships among numbers, and number systems

Algebra

Instructional programs from prekindergarten through grade 12

should enable all students to—

Geometry Standard

Instructional programs from prekindergarten through grade 12 should enable all students to—

Measurement Standard

Instructional programs from prekindergarten through grade 12 should enable all students to—

Data Analysis and Probability

Instructional programs from prekindergarten through grade 12 should enable all students to—

Process Standards

Problem Solving
  • Instructional programs from prekindergarten through grade 12 should enable all students to—
    • Build new mathematical knowledge through problem solving
    • Solve problems that arise in mathematics and in other contexts
    • Apply and adapt a variety of appropriate strategies to solve problems
    • Monitor and reflect on the process of mathematical problem solving
Reasoning and Proof
  • Instructional programs from prekindergarten through grade 12 should enable all students to—
    • Recognize reasoning and proof as fundamental aspects of mathematics
    • Select and use various types of reasoning and methods of proof
Communication
  • Instructional programs from prekindergarten through grade 12 should enable all students to—
    • Organize and consolidate their mathematical thinking through communication
    • Communicate their mathematical thinking coherently and clearly to peers, teachers, and others
    • Analyze and evaluate the mathematical thinking and strategies of others;
    • Use the language of mathematics to express mathematical ideas precisely.
Connections
  • Instructional programs from prekindergarten through grade 12 should enable all students to—
    • Recognize and use connections among mathematical ideas
    • Understand how mathematical ideas interconnect and build on one another to produce a coherent whole
    • Recognize and apply mathematics in contexts outside of mathematics
Representation
  • Instructional programs from prekindergarten through grade 12 should enable all students to—
    • Create and use representations to organize, record, and communicate mathematical ideas
    • Select, apply, and translate among mathematical representations to solve problems
    • Use representations to model and interpret physical, social, and mathematical phenomena

Technology

NETS-S

1. Creativity and Innovation
2. Communication and Collaboration
3. Research and Information Fluency
4. Critical Thinking, Problem Solving, and Decision Making
5. Digital Citizenship
6. Technology Operations and Concepts


NETS-T

1. Facilitate and Inspire Student Learning and Creativity
2. Design and Develop Digital-Age Learning Experiences and Assessments
3. Model Digital-Age Work and Learning
4. Promote and Model Digital Citizenship and Responsibility
5. Engage in Professional Growth and Leadership

Information Literacy Standards


Information Literacy Standards from Arizona based on American Association of School Librarians 1998 Report
Standard
1
The student who is information literate accesses information efficiently and effectively.
¨ Recognizes the need for information
¨ Recognizes that accurate and comprehensive information is the basis for intelligent decision making.
¨ Formulates questions based on information needs.
¨ Identifies a variety of potential sources of information.
¨ Develops and uses successful strategies for locating information.
Standard
2
The student who is information literate evaluates information critically and competently.
¨ Determines accuracy, relevance, and comprehensiveness.
¨ Distinguishes among facts, points of view, and opinion.
¨ Identifies inaccurate and misleading information.
¨ Selects information appropriate to the problem or question at hand.
Standard
3
The student who is information literate uses information accurately and creatively.
¨ Organizes information for practical application.
¨ Integrates information into one’s own knowledge.
¨ Applies information in critical thinking and problem solving.
¨ Produces and communicates information and ideas in appropriate formats.
Standard
4
The student who is an independent learner is information literate and pursues information related to personal interests.
¨ Seeks information related to various dimensions of personal well-being, such as career interests, community involvement, health matters, and recreational pursuits.
¨ Designs, develops, and evaluates information products and solutions related to personal interests.
Standard
5
The student who is an independent learner is information literate and appreciates literature and other creative expressions of information.
¨ Is a competent and self-motivated reader.
¨ Derives meaning from information presented creatively in a variety of formats.
¨ Develops creative products in a variety of formats.
Standard
6
The student who is an independent learner is information literate and strives for excellence in information seeking and knowledge generation.
¨ Assesses the quality of the process and products of personal information seeking.
¨ Devises strategies for revising, improving, and updating self-generated knowledge.
Standard
7
The student who contributes positively to the learning community and to society is information literate and recognizes the importance of information to a democratic society.
¨ Seeks information from diverse sources, contexts, disciplines, and cultures.
¨ Respects the principle of equitable access to information.
Standard
8
The student who contributes positively to the learning community and to society is information literate and practices ethical behavior in regard to information and information technology.
¨ Respects the principles of intellectual freedom.
¨ Respects intellectual property rights.
¨ Uses information technology responsibly.
Standard
9
The student who contributes positively to the learning community and to society is information literate and participates effectively in groups to pursue and generate information.
¨ Shares knowledge and information with others.
¨ Respects others’ ideas and backgrounds and acknowledges their contributions.
¨ Collaborates with others, both in person and through technologies, to identify information problems and to seek their solutions.
¨ Collaborates with others, both in person and through technologies, to design, develop, and evaluate information products and solutions.

Visual Literacy

Tutorial about Visual Literacy
A Periodic Table of Visualization Methods
Visual Literacy K-8 for classrooms

For Higher Education
Visual Literacy Defined
Visual literacy is a set of abilities that enables an individual to effectively find, interpret, evaluate, use, and create images and visual media. Visual literacy skills equip a learner to understand and analyze the contextual, cultural, ethical, aesthetic, intellectual, and technical components involved in the production and use of visual materials. A visually literate individual is both a critical consumer of visual media and a competent contributor to a body of shared knowledge and culture.

In an interdisciplinary, higher education environment, a visually literate individual is able to:
•Determine the nature and extent of the visual materials needed
•Find and access needed images and visual media effectively and efficiently
•Interpret and analyze the meaning of images and visual media
•Critically evaluate images and their sources
•Use images and visual media effectively
•Design and create meaningful images and visual media
•Understand many of the ethical, legal, social, and economic issues surrounding the creation and
use of images and visual media, and access and use visual materials ethically