- Description
- Process Steps
- Information Skills
- Sample Activities
Embedded Files
Step 1 in the ISP.
Step 1 in the ISP.
A student will often be experiencing a feeling of uncertainty at this stage, often procrastinating over the task. Thoughts are often vague and disjointed. Students can feel lost and unsure of which path to follow. Act by using some of the info seeking strategies suggested below.
A student will often be experiencing a feeling of uncertainty at this stage, often procrastinating over the task. Thoughts are often vague and disjointed. Students can feel lost and unsure of which path to follow. Act by using some of the info seeking strategies suggested below.
A: Steps in the process
A: Steps in the process
• What is my purpose?
• What is my purpose?
• Why do I need to find this out?
• Why do I need to find this out?
• What are the key words and ideas of the task?
• What are the key words and ideas of the task?
• What do I need to do?
• What do I need to do?
B: Information skills - students should be able to:
B: Information skills - students should be able to:
• relate the task to their learning
• relate the task to their learning
• clarify the meanings of the words of the task
• clarify the meanings of the words of the task
• identify and interpret key words and ideas in the task
• identify and interpret key words and ideas in the task
• state the task in their own words
• state the task in their own words
• work out the parts of the task.
• work out the parts of the task.
C: Sample activities include...
C: Sample activities include...
• Brainstorm, with teacher guidance, questions which set guidelines for the task (e.g. Where did they live? What did they wear?)
• Brainstorm, with teacher guidance, questions which set guidelines for the task (e.g. Where did they live? What did they wear?)
• Say back to the teacher what the task is (“I need to find out about…”)
• Say back to the teacher what the task is (“I need to find out about…”)
• Identify key words in a question with the help of teacher/other students
• Identify key words in a question with the help of teacher/other students
• Identify and define key words of the task, using dictionary, encyclopaedia as necessary
• Identify and define key words of the task, using dictionary, encyclopaedia as necessary
• Work in a small group to identify and cluster key words
• Work in a small group to identify and cluster key words
• In a small group, identify sub-topics which set directions for the task; assign different sub-topics to members of the group for investigation
• In a small group, identify sub-topics which set directions for the task; assign different sub-topics to members of the group for investigation
• Independently
• Independently
- decide on the limits of the task
- decide on the limits of the task
- identify key words and sub-topics and confirm with teacher if necessary.
- identify key words and sub-topics and confirm with teacher if necessary.
© School Libraries, Learning Systems, State of New South Wales (Department of Education), 2015
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