The school library media programs of Hartford Public Schools facilitate opportunities for students and faculty to become lifelong learners who thrive in complex learning environments.  Through instructional strategies designed to infuse inquiry and technology as tools for learning, students will develop skills to interpret and develop new understandings, seek diverse perspectives, create new knowledge, and grow as ethical, digital citizens.   Through equitable access to reading and information resources, the school library media programs promote lifelong learning in a safe environment conducive to learning.



Library Media Department Goals

  1. Design and facilitate authentic, real-world learning opportunities that:
    1. align to curriculum standards;
    2. emphasize multiple literacies (including digital, audio, visual, textual, and technological) as crucial skills needed in a global society;
    3. require critical thinking and critical acquisition of information; and
    4. incorporate development of ideas in a collaborative and connected environment.
  2. Provide equitable physical and virtual access to credible resources and contemporary tools required to facilitate future learning.
  3. Lead by example as instructional partners and information specialists to engage and empower faculty to meet the diverse needs of students (diversity of experiences, opinions, social and cultural perspectives).
  4. Promote professional learning of faculty to facilitate an evolving school culture of access, use, and evaluation of information and social learning.
  5. Facilitate growth and transformation of the library media program as an innovative center of learning.
  6. Model and expect ethical use of information as a citizen in a global society.




Curriculum Strands


Research and Creative Inquiry

  • This strand focuses on students learning that critical thinkers research, analyze, interpret, evaluate, and synthesize sources and information to draw conclusions and make informed decisions. The Connecticut Core Standards (CCS) essential questions are related to how students collaboratively participate in and conduct research projects to answer a question, an inquiry, or an information need. Students use technology as a productivity and publishing tool as well as to emphasize and use visual literacy components strategically.

Organization of Information

  • This strand focuses on students learning that searchers use patterns of organization to access and exchange information. The CCS essential questions are related to how students can explain, describe, interpret, and analyze the structure and relevancy of text features to interact with information. Students search for information with intentional search strategies, gather relevant information, and sort evidence into categories based on information need. Students consider purpose when searching for information from multiple sources and formats.

Literary Appreciation & Lifelong Learning

  • This strand focuses on students learning that information consumers and producers read and create text and media in all formats for learning, personal and aesthetic growth, and enjoyment. The CCS essential questions are related to how students interact with text, in different formats, proficiently and independently or with scaffolding.  Lifelong learning includes using technology for productivity and communication to collaboratively create new information and self-selection of resources for an information or aesthetic need.

Ethics & Digital Citizenship

  • This strand focuses on students learning how to use information ethically and productively in a global society.  The CCS essential questions are related to how students support their findings with facts, quotations, and other information pertinent to producing an effective product that informs an audience.  Students use technology as a productivity and publishing tool as well as in collaboration with diverse partners for discussion on topics and issues. Students are critical consumers of content as they search and gather information from a variety of authoritative sources, assess credibility, accuracy, and relevancy of the information, and cite sources.