Through the Information Literacy Process the students should demonstrate the following skills and understandings...

Defining

  • Using knowledge, experience and needs to initiate and plan investigations.

  • Clarifying own knowledge and identifying information and issues to be considered and how these might be investigated.

  • Generating keywords

    • to pose focus questions

    • to plan research and observations

    • to clarify ideas

  • Understanding different types of questions may be needed to elicit required information.

  • Sorting ideas and organising focus questions

  • Analysing core tasks and having a clear understanding of what is expected

  • Devising adhering to a time-management strategy to meet given deadlines

Locating

  • Using primary sources (experience, people & objects) as sources of information.

  • Using secondary sources (books, websites, audio-visual materials) as sources of information.

  • Understanding the concept of keywords in developing a search plan

  • Understanding the need for precise keywords when searching the Internet

  • Preparing and following a simple search plan based on purpose, key words and likely resources

  • Using the OPAC and call numbers to locate resources in library.

  • Modifying search terms and plans to meet needs

  • Understanding the terms .gov, .edu, .org, and .com in URLs and how they contribute to the validity of information

Selecting

  • Seeking information from people with specialist knowledge.

  • Understanding the purpose of a resource's front cover, title, contents page, page numbers, chapters, headings, topic sentence, illustrations, maps, tables, graphs, captions, glossary, index and publication date.

  • Developing skimming and scanning skills.

  • Selecting information by using keywords to scan contents and index pages of non-fiction books.

  • Using knowledge of alphabetical order to find information.

  • Identifying main ideas and keywords, and a sequence of ideas

  • Extracting basic information from illustrations, maps, graphs and tables.

  • Navigating and searching a website to elicit required information

  • Identifying the core informaton on a website as opposed to advertisements and other non-essential elements

  • Using Ctrl+F to find specific words on a webpage

  • Recording relevant information by listing keywords under main ideas, and arranging ideas, events and facts in sequence from oral, pictorial and written sources.

  • Constructing original sentences using identified keywords.

  • Understanding the concept of plagiarism

  • Understanding the need to attribute sources of information


Interpreting

  • Determining the validity of their information source by examining it for accuracy, authority, currency, objectivity and relevance

  • Verifying information using at least one other source.

Organising

  • Comparing information from difference sources and identifying discrepancies in factual information.

  • Following a simple time-management plan.

  • Proposing a solution to a set problem based on prior knowledge and information gathered, and justifying this with reasoning based on evidence.


Presenting

  • Creating an appropriate response to a task/ topic using information selected for the purpose.

  • Presenting information in written format.

  • Editing the response for meaning, spelling and punctuation.

  • Showing pride in their work by ensuring it is of the highest standard.

  • Presenting information using an approach which suits the purpose and audience.

  • Crediting information sources where appropriate.

  • Learning to construct, check and send emails following accepted netiquette and practice

  • Learning to create a text document using an appropriate font and attaching this to an email


Assessing

  • Assessing their product against their original intentions and identifying areas of personal need.

  • Reflecting on how well they worked through the process.

  • Assessing personal involvement in the team and/ or problem and how they met their responsibilities

  • Sharing this information with parents

  • Giving and receiving objective feedback.

  • Acknowledging and celebrating personal and group achievements.


Reflecting

  • Connecting what they have learned to what they already knew

  • Considering how the experience has changed their knowledge and understanding of the world.

  • Considering what they might do on a personal or team level to make their next experience more successful

  • Learning that success and achievement do not need a tangible reward.