- Description
- Process Steps
- Information Skills
- Sample Activities
Embedded Files
Step 2 in the ISP.
Step 2 in the ISP.
A student will often be experiencing a feeling of optimism at this stage, with early ideas starting to take shape. Thoughts are less vague and ideas are becoming focused. A student can feel busy looking at and moving around surface information. Preliminary searches are broad, often lacking depth. Act by using some of the info seeking strategies suggested below.
A student will often be experiencing a feeling of optimism at this stage, with early ideas starting to take shape. Thoughts are less vague and ideas are becoming focused. A student can feel busy looking at and moving around surface information. Preliminary searches are broad, often lacking depth. Act by using some of the info seeking strategies suggested below.
A: Steps in the process
A: Steps in the process
• What do I already know
• What do I already know
• What do I still need to find out?
• What do I still need to find out?
• What sources and equipment can I use?
• What sources and equipment can I use?
B: Information skills - students should be able to:
B: Information skills - students should be able to:
• recall relevant information and skills from previous experience
• recall relevant information and skills from previous experience
• recognise strengths and limitations of current knowledge and decide whether additional information and/or skills are needed
• recognise strengths and limitations of current knowledge and decide whether additional information and/or skills are needed
• limit an investigation to a manageable size
• limit an investigation to a manageable size
• identify possible sources (people, organisations, places, print, electronic materials, objects).
• identify possible sources (people, organisations, places, print, electronic materials, objects).
• recognise the relative worth of sources
• recognise the relative worth of sources
• select the best of these sources to use
• select the best of these sources to use
• locate sources and appropriate equipment
• locate sources and appropriate equipment
• use appropriate equipment
• use appropriate equipment
• record details of sources that are used.
• record details of sources that are used.
C: Sample activities include...
C: Sample activities include...
• Outline own knowledge of the topic
• Outline own knowledge of the topic
• Outline own knowledge of the topic and decide whether more information is needed
• Outline own knowledge of the topic and decide whether more information is needed
• Brainstorm alternative search words
• Brainstorm alternative search words
• Respond to teacher questions:
• Respond to teacher questions:
- “What do you know about …?
- “What do you know about …?
- “What are other things that you need to find out about…?
- “What are other things that you need to find out about…?
• With teacher guidance, talk about/draw up a list of places to look for information (“Who do I ask?” “Where do I go?”)
• With teacher guidance, talk about/draw up a list of places to look for information (“Who do I ask?” “Where do I go?”)
• Contribute to a class list of sources which includes a wide range of materials, e.g. online, audio, and in print
• Contribute to a class list of sources which includes a wide range of materials, e.g. online, audio, and in print
• Make up a search plan, charting sources and locations according to the information process
• Make up a search plan, charting sources and locations according to the information process
• Use library catalogues in school and public libraries
• Use library catalogues in school and public libraries
• Use electronic information e.g. websites, encyclopedias, online databases, webcasts, podcasts
• Use electronic information e.g. websites, encyclopedias, online databases, webcasts, podcasts
• Use simple library finding aids such as signage, pathfinders and shelf labels
• Use simple library finding aids such as signage, pathfinders and shelf labels
• Locate journal articles by using the library catalogue, websites and databases
• Locate journal articles by using the library catalogue, websites and databases
• Find and use appropriate equipment e.g. DVD player, listening post equipment
• Find and use appropriate equipment e.g. DVD player, listening post equipment
• Find more than one source and format of information for the task e.g. website, book
• Find more than one source and format of information for the task e.g. website, book
• Choose appropriate sources from own experience of the full range of resources and on the basis of the information each source offers.
• Choose appropriate sources from own experience of the full range of resources and on the basis of the information each source offers.
© School Libraries, Learning Systems, State of New South Wales (Department of Education), 2015
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