Senate Bill 511 would require North Carolina public schools to provide instruction in informational literacy beginning with the 2025-2026 school year. The bill defines informational literacy broadly to include digital, visual, media, textual, and technological literacy, and directs the State Board of Education to adopt age-appropriate K-12 standards covering research skills, how information is created and reproduced, critical thinking, primary versus secondary sources, distinguishing facts from opinions, access to peer-reviewed library resources, the legal and social issues surrounding information use, and the ethical production of information.
The bill also requires local school boards to develop and implement instruction aligned with those state standards and directs public school units to consult library/media personnel when creating curriculum. In addition to traditional public schools, the measure applies similar requirements to schools governed under Chapter 116, including the School of Science and Mathematics and the School of the Arts, by requiring informational literacy instruction to be included in their programs or standard course of study.
Impact
S511 would amend multiple sections of North Carolina education law in Chapters 115C and 116 to create a new statewide instructional requirement for informational literacy. It would add a new part to the General Statutes establishing the definition and standards framework, require local boards to implement the instruction, and extend the requirement to certain state-run schools. The practical effect would be to embed media literacy, research literacy, and related critical-thinking instruction into the K-12 curriculum statewide, with implementation beginning in the 2025-2026 school year.
Sentiment
Based on the bill text and the absence of recorded committee debate or votes in the provided materials, the overall sentiment appears neutral to supportive. The proposal is framed as an educational standards measure intended to strengthen students’ ability to evaluate information, conduct research, and use digital and media sources responsibly. No opposition, amendments, or recorded controversy are shown in the available context.
Contention
No specific points of contention are documented in the provided transcripts or voting history. Potential areas of debate, if the bill were discussed, could include the scope of the standards, how much discretion local school boards would retain, the burden of implementation on schools, and whether the State Board’s standards might overlap with existing curriculum requirements. The bill’s requirement to address topics such as facts versus opinions, media literacy, and the ethical use of information could also draw interest from stakeholders concerned about curriculum content or instructional priorities.
Requesting The Board Of Education, In Collaboration With The Department Of Education, To Revise Public High School Graduation Requirements To Include Successful Completion Of A Standalone Financial Literacy Course.
Requesting The Board Of Education, In Collaboration With The Department Of Education, To Revise Public High School Graduation Requirements To Include Successful Completion Of A Standalone Financial Literacy Course.