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The NSW Department of Education ISP model has been designed especially to help students and staff with research, assignments and inquiry tasks. This is the model we use at Tumut High School.
The NSW Department of Education ISP model has been designed especially to help students and staff with research, assignments and inquiry tasks. This is the model we use at Tumut High School.
The following are all excerpts from New South Wales Department of Education. (2020, April 28). The information process. Retrieved November 5, 2020 from https://education.nsw.gov.au/teaching-and-learning/curriculum/learning-across-the-curriculum/school-libraries/teaching-and-learning#The3
Exceptions are the written grey sections, which are by the teacher-librarian.
Exceptions are the written grey sections, which are by the teacher-librarian.
The information process is the series of physical and intellectual steps that anyone takes to complete an information task. Each step usually requires the use of several information skills. This process is generally a part of learning and problem-solving inside and outside the school.
Our goal as educators is not just for students to develop skills to be successful at school, but prepare them for life. Being able to successfully use information is important, for example; to know when the news is unreliable, to organise a trip, to buy a second-hand car or negotiate a home loan.
Image: The Information Process (NSW ISP).
Image: The Information Process (NSW ISP).
To ensure that students grow in confidence and proficiency, the school and the community should value the information process as well as its product.
To ensure that students grow in confidence and proficiency, the school and the community should value the information process as well as its product.
Defining
Defining
Steps in the process
What is my purpose?
Why do I need to find this out?
What are the key words and ideas of the task?
What do I need to do?
Students should be able to:
relate the task to their learning
clarify the meanings of the words of the task
identify and interpret key words and ideas in the task
state the task in their own words
work out the parts of the task
Locating
Locating
Steps in the process
What do I already know
What do I still need to find out?
What sources and equipment can I use?
Students should be able to:
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
limit an investigation to a manageable size
identify possible sources (people, organisations, places, print, electronic materials, objects)
recognise the relative worth of sources
select the best of these sources to use
locate sources and appropriate equipment
use appropriate equipment
record details of sources that are used
Selecting
Selecting
Steps in the process
What information can I leave out?
How relevant is the information I have found?
How credible is the information I have found?
How will I record the information I need?
Students should be able to:
begin to analyse the usefulness of each source
use key words to locate potentially useful information within sources
skim each source for information
identify information that has links with the task
assess and respect privacy and ownership of information
decide what to do about deficiencies with information
decide whether information is closer to fact or opinion
identify inconsistency and bias in sources
devise a system for recording and synthesising information
summarise information
record quotations and sources of information
The teacher-librarian can be of most assistance in these first three stages.
The teacher-librarian can be of most assistance in these first three stages.
Organising
Organising
Steps in the process
Have I enough information for my purpose?
Do I need to use all this information?
How can I best combine information from different sources?
Students should be able to:
review the purpose of the task
combine the information into larger units of information
combine the units of information into a structure
review the structure in light of the purpose of the task
adjust the structure where necessary
Preparing / Presenting
Preparing / Presenting
Steps in the process
What will I do with this information?
With whom will I share this information?
Students should be able to:
identify the requirements of different forms of presentation
consider the nature of the audience for the presentation
select a form and style of presentation appropriate to the audience and the content of the material
prepare the presentation
present the information
Assessing
Assessing
Steps in the process
Did I fulfil my purpose
How did I go - with each step of the information process?
How did I go - presenting the information?
Where do I go from here?
Students should be able to:
review the extent to which the end product meets the requirements of the task
assess their use of this process in completing the task
examine strengths and weaknesses in specific information skills
identify increases in knowledge
set personal goals for the further development of information skills
Developing successful information users
Developing successful information users
People who use information successfully display the following characteristics:
they are able to add to their core knowledge and frequently do so
they use a variety of information sources and the necessary technology
they are able to process the information which surrounds them
they are confident in their ability to use information effectively
Further links:
State Library of Victoria guide: http://ergo.slv.vic.gov.au/learn-skills/research-skills
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