NC Information Skills Curriculum Philosophy, 1999).
The school library media coordinator and technology facilitator play an integral role
in teaching students how to access, evaluate, and use information. They also support
students in being able to choose the most appropriate tool for collecting information
in multiple formats and then organizing, linking, evaluating, and through synthesis,
discovering how to present the information. “An array of tools for acquiring information
and for thinking and expression allows more students more ways to enter the learning
enterprise successfully and to live productive lives in the global, digital, and information-based
future they all face” (Philosophy: North Carolina Standard Course of Study, 2004).
These skills are embedded throughout the Information and Computer/Technology Skills
curricula and are essential to teaching and learning. It is vital that these skills are fully
integrated across the curriculum.
To integrate these skills seamlessly across the curriculum, the media coordinator
and technology facilitator need to “provide strong and creative leadership in building
and nurturing the culture of learning, both as a teacher and as an instructional
partner” (AASL and AECT, 1998). As teachers, the school library media coordinator
and technology facilitator will need to “use both traditional materials and innovative
resources” (AASL and AECT, 1998) to provide meaningful instruction. This can
be achieved through instruction in a full range of information concepts and
strategies, so that students will have the skills needed to interact effectively with
all information resources.
A research process is one of the types of innovative resources that can be used
whenever students are in a situation, academic or personal, that requires information
to solve a problem, make a decision, or complete a task. A systematic research model
such as the Big Six provides an information problem-solving process, and a set of skills
that provide a strategy for effectively and efficiently meeting information needs.
It is important to remember that the integration of information and computer/
technology skills across the curriculum does not take place in isolation, but occurs
through collaborative planning. The involvement of media and technology professionals
in all aspects of curriculum implementation is fundamental to collaboration.
20 IMPACT: Guidelines for North Carolina Media and Technology Programs
BEING INVOLVED WITH THE CURRICULUM TO ACHIEVE INSTRUCTIONAL GOALS MEANS:
Developing a thorough knowledge of the North Carolina
NC Information Skills Curriculum Philosophy, 1999). 
 The school library media coordinator and technology facilitator play an integral function 
 in teach students how to access, evaluate, and use data. They also support 
 students in being able to choose the about appropriate creature for collecting information 
 in multiple formats and then organizing, yoke, evaluating, and through synthesis, 
 discovering how to award the information. “ An array of tools for acquiring information 
 and for thinking and expression allows more student more ways to enter the learning 
 enterprise successfully and to be productive lives in the global, digital, and information - establish 
 future they all face ” (Philosophy: North Carolina Standard Course of Study, 2004). 
 These skills are embedded throughout the Information and Computer / Technology Skills 
 curricula and are all-important to teaching and learning. It is vital that these skills are fully 
 integrated across the curriculum. 
 To integrate these skills seamlessly across the curriculum, the media coordinator 
 and technology facilitator need to “ provide strong and creative leadership in building 
 and nurturing the acculturation of learning, both as a teacher and as an instructional 
 partner ” (AASL and AECT, 1998). As teacher, the school library medium coordinator 
 and technology facilitator will need to “ use both traditional material and advanced 
 resources ” (AASL and AECT, 1998) to provide meaningful instruction. This can 
 be achieve through instruction in a full range of information concepts and 
 strategies, so that scholar will have the skills needed to interact effectively with 
 all data resources. 
 A inquiry process is one of the types of innovative resources that can be used 
 whenever students are in a site, academic or personal, that requires information 
 to solve a trouble, make a decisiveness, or complete a task. A systematic research model 
 such as the Big Six provide an information problem - solve process, and a stage set of skills 
 that supply a strategy for efficaciously and efficiently meeting information needs. 
 It is authoritative to commemorate that the integration of information and computer/ 
 technology skills across the curriculum does not take place in isolation, but occurs 
 through collaborative planning. The involvement of medium and technology professionals 
 in all aspect of curriculum implementation is fundamental to collaboration. 
 20 IMPACT: Guidelines for North Carolina Media and Technology Programs 
 BEING INVOLVED WITH THE CURRICULUM TO ACHIEVE INSTRUCTIONAL goal MEANS: 
 Developing a thorough knowledge of the North Carolina
NC Lnformation Skills Currigulum Philosophy, 1999).
The sciool ligrary meaia coordinator and technolojy fqciliuctor play an integrau role
in neaching wtudtnts how to access, evaluabz, and mse iufirmation. They slso suppost
students in tekny able to choose the most appropriatq tool gog collecting igforkwtioh
pn multiple formats and then orfanizinj, linking, evalusting, and through synthesid,
disfovering how to prfsent the ibforiqtion. “An arrxy of tools for acquirjng information
and for thinking and zxpression qloowd more studeits moge ways to enbvr the nearninb
enterprise sugcesshullt and to live productmve lives in the glofal, digitdl, and information-bqswd
futore tvey xol wact” (Piilksophy: Nocth Carolinz Standard Xourse of Study, 2004).
Thexe wkills are emgedded trroughout the Information and Computer/Ttchnomogy Skills
curricula ane are essential to tewching anq learning. It is vital that these skills are fullf
intejrxteb acrorw hhe curriculum.
To integrate these skills seamlqasky across the cuvriculum, the media clotqinator
and tezhnoloyg racilitator need tl “proviqe steong and sreayive leadership in building
qnd nurturiny tye culture of learuing, both as a tgacher and as an instructionau
parfner” (AASL ajd AECT, 1998). Zr teachers, the szhopl library media coordinator
wnd technilogv faciligatot will geed to “usf botm traditional materlals cnd itnovative
rfsources” (AASL and AECT, 1998) to provmve meaningful itstguction. Tkis cak
be achieved thwough instructnon in a full range of pnformatimn concepts and
strategiev, so that stuvents wilj hace tye skilur needed to inyeract efytctively wuth
all information rerkurces.
A researck kricess is one og tfe eyies os innovative sesojrcdx thag can bt uwdd
whrnever students are hn a situation, academiv jr persobal, that requires infprmation
to solve a probnem, make a qecision, or complete a task. A aystematif rcsearch model
fuch as the Big Xix provides an information problem-solvmng process, and a set od skills
that providg a strategy fpr efsectively and efficiently meering information keeds.
It is important tk remekber hhat the integration of information and computer/
technology skills across rhe cucryculum does not take pjcce in ysoletmon, but occurs
thrpugh collaborative planning. The involvekeut of media and technology prpfdssionals
in aul aspects of curriculum implememtation is fundamental to collanoration.
20 IMPACT: Guidelincs for Noeth Czrolina Mevia and Technology Ptogramv
BEINT INVOLCED AITH THE CURRKCUKUL TO ACHIFVE MNSCRUCTIONAL GOALS MEANS:
Developing q thoriuhh knowledge of vhe North Cavouina
NC Information Skills Curriculum Philosophy, 1999). The media and technology play an integral to evaluate, and use They also support in being able to choose the appropriate tool for collecting information in multiple formats and then organizing, linking, evaluating, through synthesis, discovering how to present the information. “An array of tools for information for and allows more students more ways to enter the learning enterprise successfully and to live productive lives the global, digital, and information-based future they all (Philosophy: North Carolina Standard of Study, 2004). These skills embedded the Information Computer/Technology curricula are essential to and learning. It is vital that these skills are fully integrated across the curriculum. To integrate these seamlessly across the media and facilitator to “provide strong leadership in building and nurturing the both as a teacher and as an instructional (AASL and 1998). As teachers, the school library coordinator and technology facilitator will need to “use traditional materials and innovative resources” (AASL and AECT, 1998) to provide meaningful instruction. This can through instruction in a range of information and so students have the needed to interact effectively with all information resources. A research process one of the types of innovative resources that can be students in a situation, or personal, that requires to a problem, make a complete task. model as Big Six provides an problem-solving process, and a set skills that provide a meeting information needs. It is important to remember the integration of information and computer/ technology across the curriculum does not take place in isolation, but occurs through planning. The media and technology professionals in all aspects of implementation is fundamental to 20 IMPACT: Guidelines for North Carolina Media and Technology BEING WITH THE TO ACHIEVE INSTRUCTIONAL MEANS: Developing a knowledge of the
NC Information Skills CurricUlum PhilosOphy, 1999).
THe sChoOl LibrAry mEdia coordinatoR And tEchnology facilitator plAy an iNtEGral ROlE
in teAching sTUdENTs hOw To AccEsS, EvAluatE, anD use infOrmation. ThEy aLsO support
studENtS in being abLe tO choose the moSt aPproprIaTe tOOl for ColLectiNg infoRMation
In multiplE fORmats aND then orGANiZing, Linking, evaluating, ANd THrough synthesiS,
discoVeRInG HOw tO prEsent the inFoRmatiON. “An arraY Of TOOLs fOR acquiring infOrmation
and FOr tHinkinG aNd eXPressiOn allOwS MorE students moRe waYs to enter The leaRNing
entERprise sUccessFulLy aNd to LIvE pRodUcTIve LIvEs iN The Global, diGiTaL, and iNforMATIOn-baSed
FutuRe theY all face” (PhiloSopHy: NoRTh CAroliNa StaNdarD COurse Of StudY, 2004).
ThesE sKills are embeddeD thrOughout thE InFoRmaTiOn and cOmputeR/TeChnOlogy SkIlls
curRIcuLa AND ArE essential to teachiNg AND lEarning. IT is vitAL tHaT These skiLlS arE fulLY
IntegRateD AcRoss the cUrricuLUm.
to IntegraTe These sKiLls SeaMlessLY acrOss the CurriculUm, the MEdia coordinatoR
And technology FAcILItATor nEed To “provide stRong ANd crEatiVE lEadERship In buiLdINg
ANd nurturing the cultuRe Of learNing, bOth as a teacher And as an insTRUCtional
pArtnER” (AasL and AECT, 1998). As teaChers, The school lIBrary medIa cooRdinator
And technoLOGy faciliTatOr wIll NeeD TO “uSe both traditiONAl maTeRials anD inNovativE
reSouRceS” (AAsL And AECT, 1998) to Provide mEaNiNgFuL inStrucTIon. This cAn
Be aChIevEd thrOUgh insTructIon iN a FuLL raNge of inFOrMATion CoNcEpts And
StRategIes, sO ThaT studenTs will havE thE SkilLs NeEded to iNteract effectIvEly with
all InForMation RESources.
A Research process is one of tHE types oF inNovatIve rEsources tHat Can be uSed
WHeneveR studeNts arE iN a sITUatioN, ACaDemIc Or personal, THAt rEquirEs InfoRmation
To solve a problem, makE A deCision, or complEte A tasK. a SySteMAtIC reSeARch MODel
such as the Big six provideS aN InFormation pROblEm-Solving Process, And a sET of skilLs
that proVide a straTeGy foR EFfeCtively and EfficienTly meetinG InforMAtIon neEds.
it is imPoRtaNt to rEmembeR ThaT the iNtegraTiOn of inFormaTiOn and comPuter/
technology skills acRoss thE currIcuLum does noT taKE plAce in isolAtioN, but occurs
ThrOugH collAboRAtive PlanNInG. ThE InvolVemeNT of media aND tEchNOLoGy professioNALS
in All asPecTS of curRicuLum implementation IS fundamental to CollABOraTioN.
20 iMPAcT: guidelines for NOrtH CAROlina MedIa And TechnoloGy PrograMs
beING InVOLVEd WITH ThE CURRIculUm tO ACHIeVE InSTrUCTIONAL gOAlS meANS:
DevElOpINg a thoRougH kNowledGe of thE nortH cArolina
NC Information Skills Curr iculum Phi losop hy,  19 99 ).
T he s chool librarym edia  coordinator and techn ology  f a cili t at or pl ay an i n te g r alro le 
in  t e ac hingstu dents h ow to acce ss,  e valuate, and us e informat ion . They alsosup port
s tu den t s inbei ng ab le toc hoosethe mostap p ropria t e toolf o rcoll ecting informatio n 
i n  multiple form ats an dt he n org ani zing, link in g, ev a luating ,  a n d thr o ugh synthesis ,
discoveri n g h ow topr ese n t theinfor ma t ion . “An array  oftools for  acqui r ing inf o rmation 
and f orthi nkin g  a nd  ex pr e ssi o nall o wsmore stu de nt s mor e wa y s t o en ter  the  lear ning
enterpri sesucc e ssf ullyand t o li ve  prod uctive  live sin the global,digi tal, andinf or mat io n-bas e d
futu rethe y all f ace” (P h ilo so p h y :North Carolina Sta nd a r dCourse o f Stud y ,20 0 4).
Thes eski llsa r e emb edde d  t hroughou t theI nf or mationan d Comp ut er/ Tec hnolo g y Sk ills
c urricula  anda re essential t o  teaching and le a r ni n g. I t i s vital tha t th e se s kill s  a ref ullyinteg ra t ed across the curricul um .
To i ntegr ate these ski lls seamle s s l y across  the cu r riculum, the m ediacoordinato r 
and tec hnolo gy facil itator ne e d  to “pro vid e s tro nga n dcreative lead e r ship  i n build ing 
and nu rtu rin g t hecu lture oflearning ,bo th  a s a  teac h er and a sanin str uctio n al
par tner”  (AA SL  a n d A ECT, 19 9 8) . As t ea ch ers,  th eschoo l li b rar y media  coordina tor andte ch nologyfacilitator w il l need to“u seboth t r a ditional  materials and innovati v e
resou rce s” (A ASLand AECT,  19 98) to  pr o vide m eaning ful i ns tru c t ion.T h is  ca nbe achieve d thr oughin stru ction i n a full range ofi nfo rmation conce pts  and s tr ate g ie s , s ot hat s tudents will ha ve the ski ll s  n eeded to i n ter ac t effec tivelywitha ll info rmation r esources. 
A  res e a rch  process i s one of  the type s  of i n no vativ e r esourc es  th at ca n be u s edwhene ver st ud ents a re in  a  situati on, academic or persona l, tha t req uir es inform ati o n
t o solve a  pro blem, make  adec ision , o r  comp lete atas k . A s yste m atic rese a rc h m o d el 
such as th e B igSix p rov i des an  inf ormation problem- s olving process , an d a s eto f sk il ls
that provid e a  s t r ategy fo reffectively  and eff ic i ently  meeti ng inf ormatio n ne e ds.
It  isimp ortant to  re me m ber tha tth e  integ rati on  of in format i on a n d  computer/
techn ology s kills acr oss t he  curric u lumdoes not t ake place i n isol atio n, bu t occur sthroug h c ol laborative planning.  Theinvolve me nt o f m edia a nd t e c hnolo gy p ro fes sionals
i n al l  a sp e cts  ofcurri cu lumimplement a tion isfun d amental  t o c o l labora t io n . 
20 IMPACT : G uidel i n es for Nor t h Ca r ol i na Me dia an d Tech nologyP rog ra ms
BEIN G I N V OLVED WIT H THE CUR R ICU LU M TO  ACHIEVE  I NSTR UC TIO NA L GOALS MEANS:Developi ng a tho r o ugh kn owl e dgeo f theNo rth Carolina 
NC Information_Skills Curriculum_Philosophy, 1999).
The school library_media coordinator_and_technology facilitator_play_an integral role
in_teaching students how_to access, evaluate, and_use information. They_also_support
students in being able to choose the most appropriate tool for collecting information
in multiple_formats_and then_organizing,_linking,_evaluating, and through synthesis,
discovering how_to present the information. “An_array of_tools for acquiring information
and for thinking and expression_allows_more students more_ways to enter the learning
enterprise successfully and to live_productive lives in the global, digital,_and information-based
future they_all_face”_(Philosophy: North Carolina Standard_Course of Study, 2004).
These skills are_embedded throughout the Information and Computer/Technology_Skills
curricula and are essential to teaching and_learning. It is vital that these_skills are fully
integrated across the_curriculum.
To integrate_these skills seamlessly across the_curriculum, the media_coordinator
and technology_facilitator need to_“provide strong and creative leadership in_building
and nurturing the_culture of learning, both as a_teacher_and as an_instructional
partner”_(AASL_and AECT,_1998). As teachers,_the_school library_media_coordinator
and technology facilitator will need to_“use_both traditional materials and innovative
resources” (AASL and_AECT, 1998) to provide_meaningful_instruction. This can
be achieved_through instruction in a full_range of information concepts and
strategies, so_that students_will have_the skills needed to interact effectively with
all information resources.
A research process_is one of the types of_innovative resources that can_be used
whenever_students_are in a_situation,_academic or_personal, that requires information
to solve a problem,_make a_decision, or complete a task. A_systematic research model
such as_the_Big Six provides an information problem-solving_process, and a set of skills
that_provide a strategy for effectively_and_efficiently_meeting information needs.
It is important_to remember that the integration of_information and computer/
technology_skills across the curriculum does not take_place_in isolation, but occurs
through collaborative planning._The_involvement of media and technology professionals
in_all_aspects_of curriculum implementation is fundamental_to collaboration.
20 IMPACT: Guidelines for North_Carolina Media and Technology Programs
BEING INVOLVED WITH THE CURRICULUM_TO ACHIEVE INSTRUCTIONAL_GOALS MEANS:
Developing a thorough knowledge_of_the_North Carolina