- Description
- Process Steps
- Information Skills
- Sample Activities
Embedded Files
Step 3 in the ISP.
Step 3 in the ISP.
A student will often move from a feeling of optimism to confusion, frustration or doubt, as they gather multiple sources of information. Thoughts are increasingly focused but multiple directions are often emerging. If you have identified a chosen area, you will often feel there is too much information. This is known as the "dip" where a student can feel overloaded and confused. Act by using some of the info seeking strategies suggested below.
A student will often move from a feeling of optimism to confusion, frustration or doubt, as they gather multiple sources of information. Thoughts are increasingly focused but multiple directions are often emerging. If you have identified a chosen area, you will often feel there is too much information. This is known as the "dip" where a student can feel overloaded and confused. Act by using some of the info seeking strategies suggested below.
A: Steps in the process
A: Steps in the process
• What information can I leave out?
• What information can I leave out?
• How relevant is the information I have found?
• How relevant is the information I have found?
• How credible is the information I have found?
• How credible is the information I have found?
• How will I record the information I need?
• How will I record the information I need?
B: Information skills - students should be able to:
B: Information skills - students should be able to:
• begin to analyse the usefulness of each source
• begin to analyse the usefulness of each source
• use keywords to locate potentially useful information within sources
• use keywords to locate potentially useful information within sources
• skim each source for information
• skim each source for information
• identify information that has links with the task
• identify information that has links with the task
• assess and respect privacy and ownership of information
• assess and respect privacy and ownership of information
• decide what to do about deficiencies within information
• decide what to do about deficiencies within information
• decide whether information is closer to fact or opinion
• decide whether information is closer to fact or opinion
• assess the credibility of sources which express opinion
• assess the credibility of sources which express opinion
• identify inconsistency and bias in sources
• identify inconsistency and bias in sources
• devise a system for recording and synthesising information
• devise a system for recording and synthesising information
• summarise information
• summarise information
• record quotations and sources of information.
• record quotations and sources of information.
C: Sample activities include...
C: Sample activities include...
• Use cover/packaging information of source to decide on appropriateness of resource
• Use cover/packaging information of source to decide on appropriateness of resource
• Use reviews, descriptions, search result outlines to decide on relevance of resource
• Use reviews, descriptions, search result outlines to decide on relevance of resource
• Use simple contents pages or outlines to select relevant information
• Use simple contents pages or outlines to select relevant information
• Skim and scan using subheadings in books and sections of websites
• Skim and scan using subheadings in books and sections of websites
• Select the appropriate picture from a range of pictures
• Select the appropriate picture from a range of pictures
• From a narration/description (listened to or read) use context clues to predict,confirm information
• From a narration/description (listened to or read) use context clues to predict,confirm information
• Recognise fact, opinion, fiction, decide which is required
• Recognise fact, opinion, fiction, decide which is required
• Find answers in more than one source to key questions of the task
• Find answers in more than one source to key questions of the task
• Use more than one medium (e.g. DVD, audio, book, internet)
• Use more than one medium (e.g. DVD, audio, book, internet)
• Write/tell the teacher key words or ideas from source(s)
• Write/tell the teacher key words or ideas from source(s)
• Develop a note-taking system, selected from a range of options, including electronic
• Develop a note-taking system, selected from a range of options, including electronic
• Compare and evaluate information from different sources
• Compare and evaluate information from different sources
• Use own fully developed range of information skills to select, sort and record information
• Use own fully developed range of information skills to select, sort and record information
• Confirm results of selecting and sorting with teacher/peers/work group.
• Confirm results of selecting and sorting with teacher/peers/work group.
© School Libraries, Learning Systems, State of New South Wales (Department of Education), 2015
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