- Description
- Process Steps
- Information Skills
- Sample Activities
Embedded Files
Step 4 in the ISP.
Step 4 in the ISP.
A student will often be experiencing a clear sense of direction and confidence, in their work at this stage. Thoughts are focused and a genuine interest in the topic emerges. Student is now controlling and shaping their response. Act by using some of the info seeking strategies suggested below.
A student will often be experiencing a clear sense of direction and confidence, in their work at this stage. Thoughts are focused and a genuine interest in the topic emerges. Student is now controlling and shaping their response. Act by using some of the info seeking strategies suggested below.
A: Steps in the process
A: Steps in the process
• Have I enough information for my purpose?
• Have I enough information for my purpose?
• Do I need to use all this information?
• Do I need to use all this information?
• How can I best combine information from different sources?
• How can I best combine information from different sources?
B: Information skills - students should be able to:
B: Information skills - students should be able to:
• review the purpose of the task
• review the purpose of the task
• combine the information into larger units of information
• combine the information into larger units of information
• combine the units of information into a structure
• combine the units of information into a structure
• review the structure in light of the purpose of the task
• review the structure in light of the purpose of the task
• adjust the structure where necessary.
• adjust the structure where necessary.
C: Sample activities include...
C: Sample activities include...
• Answer the question “Why am I doing this?” (refer to purpose step)
• Answer the question “Why am I doing this?” (refer to purpose step)
• Discard irrelevant information after reviewing purpose or task
• Discard irrelevant information after reviewing purpose or task
• In a small group, compare answers found in sources and refer back to purpose of the task
• In a small group, compare answers found in sources and refer back to purpose of the task
• With guidance, combine answers found in more than one source into sentence(s), paragraph(s)
• With guidance, combine answers found in more than one source into sentence(s), paragraph(s)
• Take key words/ideas and combine them into whole thoughts
• Take key words/ideas and combine them into whole thoughts
• Group related thoughts
• Group related thoughts
• Use tables, spreadsheets, databases, as appropriate
• Use tables, spreadsheets, databases, as appropriate
• Use information collected to develop own hypothesis or argument
• Use information collected to develop own hypothesis or argument
• Outline the structure of the completed task
• Outline the structure of the completed task
• Review task structure with teacher/work group/peer/parent
• Review task structure with teacher/work group/peer/parent
• Check against the purpose of the task. Adjust as necessary.
• Check against the purpose of the task. Adjust as necessary.
© School Libraries, Learning Systems, State of New South Wales (Department of Education), 2015
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