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site one information literacy skills continuum _1_

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									      Information Literacy Skills Continuum – accepted by Leadership Team 2008
Year Aspect of                    Specific Skill to be targeted     Support Material
Level Assignment                  in that year level
      Process
8     Defining                    Identify key words & instructions
       Locating                       Use of Library catalogue                   Teacher Librarian
                                      Accessing information from:                Teacher Librarian &
                                      Books, Bookmarked websites                 Class Teacher
                                      Use index, contents page
       Selecting & Analysing          Identify key points
                                      Writes simple Bibliography                 Referencing Guide –
                                                                                 Diary & school website
       Organising & Synthesing        Use a pre-made retrieval chart
                                      Make simple conclusions
       Creating & Presenting          Presents in suitable genre
                                      Creates new idea
                                      Writes in paragraphs with purpose
       Reflecting & Reviewing         Uses teachers comments to
                                      improve further work
9      Defining                       Develops key research questions
       Locating                       Internet Advanced Searching            Internet Search Guide
                                      Use of email to access experts
       Selecting & Analysing          Distinguish between fact
                                      and opinion
       Organising & Synthesising      Develop own note-taking structure
                                      Draw inference from evidence
       Creating & Presenting          Creates an original response to a task
       Reviewing & Reflecting
10     Defining                       Develop focus questions/
                                      brainstorming ideas/
       Locating                       Use of journal/database                    Database Guide
       Selecting & Analysing          Evaluate information source for            Use evaluation Q’s
                                      bias, omission, accuracy
       Organising & Sythesising       Propose a solution to a problem            Evaluate website PPT &
                                                                                 guiding questions
       Creating & Presenting          Intext-referencing                         Referencing Guide &
                                                                                 school website
                                      Present an original response that is
                                      persuasive, analytical & justifies ideas
       Reviewing & Reflecting
11     Define the task                Develop research questions
       Locate Information.            Use of wide range of sources –
                                      Internet, journal, books, primary
                                      sources
       Select & Analyse Information   Research Journal or similar                School website
       Organise & Synthesise          Tests hypothesis;
       Information                    verifies experiments
       Create &                       Reference List &/or Annotated              Referencing Guide –
       present information            Bibliography                               Diary & Website
                                      Uses subject specific vocab
       Review and reflect
                         Information Literacy Overview
The following provides a detailed outline of each of the phases of the Information Literacy
process. Students in every year level are expected to undertake all of the phases
however the particular activities completed by students will depend on year level
and subject or task. This document needs to be read in conjunction with the Information
Literacy Skills continuum that details the focus areas for a particular year level.


Defining:
Through planned learning activities the students will:
          Identify and interpret key words
          Refine appropriate questioning techniques to clarify requirement of task
          Use prior knowledge to brainstorm and cluster ideas
          Develop focus questions
          Formulate an hypothesis
          Select an appropriate strategy to record information
          Negotiate and justify alternate task as appropriate

Locating:
Through planned learning activities the students will:
          Use electronic databases to locate current information
          Use advanced search techniques to refine search results
          Use email to contact experts in the field
          Utilise periodicals
          Access community and government information sources
          Identify and locate information from both primary and secondary sources
          Recognise when currency of information is important
          Recognise when resources represent different perspectives
          Recognise the ‘positioning’ of the reader by the author
          Use specialist print and non-print sources
          Selectively print from electronic sources


Selecting & analysing:
Through planned learning activities the students will:
           Interpret, compare and select information after:
           o Evaluate information for accuracy, bias and omission
           o Examine reasons for contradictions or seeming contradictions in evidence
           Understand and comply with copyright conventions – collect bibliographical
      information
           Analyse statistical data
           Use a variety of primary and secondary data

Organising & synthesising:
Through planned learning activities the students will:
          Use appropriate note-taking strategies, including use of suitable computer
      organisational strategies.
          Test hypothesis
          Combine selected information connecting similar ideas
          Make generalisations, builds arguments and applies problem-solving
          Make inferences, deductions and critiques solutions
           Verify results of experiments
           Form own opinion after evaluating different perspectives

Creating & presenting:
Through planned learning activities the students will
          Create an original response to a problem or task which is analytical, persuasive
      and uses subject specific vocabulary
          Create oral reports, graphic, pictorial and dramatic presentations
          Create multi-media presentations
          Use specialist software appropriate to the task
          Present information in a form which demonstrates control over a variety of text
      forms

Evaluating:
Through analysis of outcomes the students will:
          Identify skills that require further refinement and practise
          Respond to assessment by teachers
          Analyse audience response to presentation
          Evaluate understanding of set tasks




 There are a number of resources available which provide greater detail on the
 Information Literacy Process; some include strategies for use with students.
 The library has:
             Information Transformation : teaching and learning strategies for research
        projects and activities by Tricia Armstrong TR 025.524017
             The seven faces of information literacy by Christine Bruce 028.7 BRU
             Information Literacy Planning Overview by Jenny Ryan & Steph Capra

								
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