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Grade-specific Information Literacy Skills for
The Research Quest
Grade 11-12
STAGE 1: FOCUS
This is the planning stage of a project. It is expected that students will FOCUS on the research task , the
purpose for the research, and the audience; they will:
1.1 Use a variety of strategies to determine a topic for research
assess individual and group members’ background knowledge and what
information is needed and available
consider what the final product might look like
use personal and group strategies, such as brainstorming, lists, webs, internet
searches, mind maps, and email planning, to generate new ideas
develop a plan for the research with information and product in mind
1.2 Use the Library Resource Centre and its resources in an appropriate and effective
manner
demonstrate an understanding of the ethical use of information
describe ethical issues associated with mass media and electronic
communications, including privacy and freedom of information
demonstrate a commitment to the ethical and legal use of electronic
communications tools
apply the etiquette conventions appropriate to various technical and professional
communicative situations
1.3 Conduct systematic searches for information
refine topic if resources are not available to support it
1.4 Co-operate with group members to plan, prepare, and revise presentations
collaborate and consult effectively with others in completing communications
tasks through means that include:
interacting confidently
assuming responsibility for their roles in teams
respecting and promoting respect for the contributions of other team members
demonstrating a commitment to the teams and project goals
effective listening and speaking
1.5 Reflect on ways they have brought focus to their research topic and consider ways the
focus stage could be improved
STAGE 2: FIND AND FILTER
At this stage, students will consider the range of sources available, print or electronic, as well as field sources
such as personal interviews or email. It is expected that they will locate specific items and decide what is
most appropriate to their purpose to use; they will:
2.1 Use call numbers to locate materials
use the Dewey Decimal system independently to locate non-fiction materials
2.2 Use the electronic library catalogue
conduct basic and advanced searching: search and metasearch engines, 3M and
other systematic search strategies, BOOLEAN Logic
2.3 Locate and select information from a variety of print, non-print, and electronic sources
locate, access, and select appropriate information from a variety of resources
gather relevant information from appropriate sources
use print and electronic media features to locate information
use bibliographies to expand the search for information
determine when original research may be needed and devise strategies to conduct it
describe and apply appropriate strategies for locating and using information from a
variety of print and non-print sources
describe and evaluate a variety of strategies for locating information in print and
electronic resources, including mass media
use a variety of resources to locate, access, evaluate, and select relevant
information for specific presentations
use a variety of technologies when working with others
use a variety of communication technologies, including telecommunications
hardware and software
employ a variety of research tools and resources including
internet search engines, electronic bulleting boards, information sites, and online
services
library cataloguing systems
experts
identify and describe a variety of electronic communications environments and
software tools available for accessing electronic information
2.4 Identify the characteristics of reference material and select the most appropriate one for
a specific purpose
use specialized references, eg: manuals, digests such as news digests, catalogues,
and bibliographies
use specialized indexes, eg: biographical and newspaper indexes
2.5 Select and operate appropriate computer and audio-visual equipment and software
independently
2.6 Expand the search for information beyond the school library resource centre
use public libraries
use college and university libraries
access online library catalogues and electronic resource from other locations
2.7 Demonstrate that they can select appropriate strategies for processing information,
including
evaluating sources of authority and accuracy
making summaries and notes in one of several ways
organizing information into graphic organizers
choosing and developing appropriate visuals
recording bibliographic information
2.8 Reflect on ways they have found and selected information
use a checklist, journal, or rubric
assess success of research so far
consider ways to improve the find and filter stage of their personal research process
STAGE 3: WORK WITH INFORMATION
Now students will develop critical thinking skills to enable them to analyze, extract, evaluate, and interpret
information, as well as record, classify, and organize it, from a variety of relevant resources; they will:
3.1 Listen, observe, read, and respond critically
develop focussed inquiry questions with specific purposes and audiences in mind
independently develop focussed inquiry questions relating to particular topics or
issues, with reference to purpose and audience
consciously use and evaluate a wide variety of strategies before, during, and after
reading, and listening to increase their comprehension and recall
use and evaluate a wide variety of strategies before, during, and after reading,
viewing, and listening for different purposes
identify and respond appropriately to manipulative language
independently develop questions about challenging or abstract issues to suit
specific presentation forms, purposes, and audiences
consistently apply reading strategies when reading technical and professional
materials
3.2 Identify main ideas and supporting details
apply various strategies to generate and shape ideas
paraphrase the main ideas, events, or themes in a variety of sophisticated literary,
technical, and informational communications
synthesize information and ideas that are appropriate to their purpose, media, and
audiences
clarify and focus their topics to suit their purposes and audiences
3.3 Recognize relationships such as sequence, cause and effect
make connections among themes and ideas expressed in various materials
make connections between their own beliefs, values, and cultures and those
reflected in literature and mass media
demonstrate an appreciation of how their experiences and their membership in
communities influence their interpretations of what they read, view, and hear
make connections between the ideas and information presented in literary and mass
media works and their own experiences
analyze the relationship between the medium and the message
recognize connections between events and their causes, consequences and
implications
3.4 Analyze and evaluate information
develop criteria for evaluating the accuracy and objectivity of the information
found in a variety of print and electronic sources, including mass media
describe potential sources of bias
analyze information from electronic sources for biases
assess the accuracy and balance of news and information presented in print and
other media
assess the reliability, currency, and objectivity of evidence
assess the reliability, currency, and objectivity of secondary source materials
analyze the merits of print and electronic communications in relation to given
criteria
demonstrate an understanding of how technical and professional communication
formats influence language choices and usage
appraise various communications media in terms of their respective strengths and
limitations in meeting particular technical and professional communications needs
analyze communications to identify weak argumentation
distinguish between implicit and explicit “messages” in technical and professional
communications
assess the influence of mass media on public opinion
3.5 Analyze and interpret information
demonstrate the ability to think critically, including the ability to:
define an issue or problem
develop hypotheses and supporting arguments
demonstrate appropriate research skills, including the ability to:
develop pertinent questions about a topic, an issue, or a situation
collect original data
use a range of research tools and resources
compile and document task-specific information from a wide variety of print and
electronic sources
present and interpret data in graphic form
evaluate and interpret data for accuracy, reliability, bias, and point of view
understand the nature of and appropriate uses for primary and secondary sources
gather, analyze, organize, and make effective use of primary source information
with reference to purpose and intended audience
interpret details of, and draw conclusions from, information presented in a variety
of specialized and complex print, graphic, and electronic formats
interpret details and subtleties to clarify gaps or ambiguities in written, oral, or
visual works
interpret ambiguities in written, oral, or visual works and support their
interpretation with evidence from that work
develop coherent and plausible interpretations of sophisticated or abstract
materials
develop coherent and plausible interpretations of abstract, complex, or specialized
materials
interpret and synthesize information from more than one source to develop and
explain positions
interpret details in and draw conclusions from the information presented in a
variety of graphic formats, including illustrations, maps, charts, and graphs
interpret technical and professional information conveyed in graphic and other non-
verbal ways
analyze, compare, and critique different presentations of the same ideas,
information, or issues
support their opinions or respond to questions and tasks about the works they have
read or viewed
support a position, interpretation, or response by citing specific details, features,
and information from what they have read, viewed, or heard
apply information from different sources in innovative ways
3.7 Record information
use efficient note-making and note-taking strategies
use efficient strategies for recording, organizing, and storing information they read,
hear, or view
select and use systematic print and electronic methods to compile and store
information and ideas
independently compile, with reference to particular purposes, information and ideas
from a wide variety of secondary sources, including;
print
film or video
computer-based and online sources
3.8 Record sources as facts are gathered
explain the legal, practical, and ethical importance of source documentation
select, synthesize, organize, and document information that is appropriate for
particular purposes, modes of presentation, and audiences
use appropriate formats and documentation to present information from a variety
of sources
incorporate electronic research sources into desktop-published work
use Gladstone or other Style Sheet for “Works Consulted” page and in-text
citations
3.9 Organize information and shape ideas
prepare drafts using notes and outlines
demonstrate the importance of language and composition in furthering the critical
thinking process (initiating, developing, and organizing thought)
identify, describe, and independently apply as appropriate a range of strategies for
organizing information
organize details and information from more than one source that they have read,
heard, or viewed using a variety of written or graphic forms
synthesize and report on information from more than one source that they have
read, heard, or viewed to address a variety of topics and issues
develop, express, and defend a position on an issue, and explain how to put the
ideas into action
3.10 Plan, prepare, and revise presentations
use a variety of planning tools, including outlines, webs, flow charts, and diagrams
to communicate their plans to others
use planning tools in carrying out technical and professional communications
projects
create a variety of academic, technical, and personal communications, including
multi-genre presentations, articles, formal reports, advertising and persuasive
materials, resumes, and research papers
create a variety of academic, technical, and personal communications, including
personal and formal essays, document research reports, multimedia presentations,
debates, summaries, explanations, instructions, letters, and real and invented
narratives
create effective technical and professional communications products, including:
reports (personal, original research reports, secondary research reports, problem-
solving reports, investigative reports, laboratory reports, progress reports)
correspondence (applications, memos, letters, resumes)
instructions
summaries
descriptions
create presentations in forms that are appropriate to a variety of subjects,
audiences, and purposes, including informing, persuading, and entertaining
demonstrate a commitment to increasing their proficiency in all aspects of
communication
use a variety of computer functions and software to create and edit their
presentations
use electronic technologies to revise, edit, and format communications
use a variety of existing media elements to create a multimedia presentation that
has a defined structure
design and create media elements and use them to generate a unique presentation
use language free of gender bias
monitor their own spelling, grammar, mechanics, and syntax, using strategies and
techniques including the use of electronic technology
revise and edit communications to
eliminate false ideas and unsupported claims
ensure logical and organized presentation of information
correctly use the structural elements associated with particular standard formats
for written technical and professional communications
3.11 Document sources in a standardized format
demonstrate a commitment to ethical use of information and language
use appropriate conventions accurately and consistently to document sources
document using in-text citations and “Works Consulted” pages
3.12 Reflect on ways they have successfully engaged in or could improve the work with
information stage or group processes
STAGE 4: COMMUNICATE
It is expected that students will develop critical thinking skills to enable them to present information in
written, oral, electronic, and multi-media formats; they will:
4.1 Communicate and present information
demonstrate pride and satisfaction in using language to create and express
thoughts, ideas, and feelings in a variety of written, oral, visual, and electronic forms
demonstrate confidence in their abilities to communicate effectively in a variety of
school, community, and work contexts
apply knowledge of cultural and social protocols to their presentations
adjust their form, style, tone, and language to suit specific audiences and purposes
adapt their oral presentations and discussions to best suit audiences and styles
speak effectively, adjusting for audience, purpose, and situation, to inform,
persuade, or interact in formal and informal technical and professional situations
adapt their use of language and the sophistication of grammatical constructs for
specific audiences and purposes
apply the etiquette conventions appropriate to various technical and professional
communicative situations
demonstrate respect for the wide variety of cultural differences that can be
reflected in technical and professional communications
communicate effectively in written and spoken language or other forms of
expression, as appropriate to the social sciences
proficiently use a variety of technologies to facilitate and enhance writing, including
computer software and telecommunications software and hardware
proficiently use a variety of technologies to facilitate and enhance representation,
including imaging equipment, computer software, and multimedia technology
proficiently employ a variety of technologies to facilitate and enhance speaking,
including telecommunications hardware and software
employ visual representation to create and enhance communications output
4.2 Reserve judgement until a presentation has been heard or observed
compare and analyze different presentations of the same ideas and issues
demonstrate an openness to the divergent ideas and opinions expressed by
classmates and others
demonstrate a willingness to explore diverse perspectives to develop or modify
viewpoints
demonstrate a willingness to take a tentative stance, tolerate ambiguity, explore
multiple perspectives, and consider more than one interpretation
develop and express appropriate responses to issues or problems
reassess their responses to issues on the basis on new information
4.3 Reflect on ways that the communicate stage has worked and/or could be improved
identify and describe various technologies that can be employed to achieve given
communicative purposes
demonstrate an awareness of the varying degrees of formality and precision required
in technical and professional communications, depending on situation and context
analyze the effects of information technology on presentations
describe the effect of multi-media presentation on intended audiences
describe and evaluate alternative approaches to presentation for specific audiences
and purposes
propose a variety of communication options for addressing communications
problems or challenges
evaluate the effectiveness of their own and other technical and professional
presentations using criteria that include the following:
plain language (that is, simple, concise, accessible, and free of ambiguity)
coherence and organization
consistency in the application of usage conventions
relevance to argument of supporting evidence and examples
appropriateness to intended purpose and audience
attention to detail
critique, defend, and appraise the effectiveness and organization of their own and
others’ work
critique, defend, and appraise the effectiveness of their own and others’ use of
language and presentation forms relative to the specific purpose and audience
STAGE 5: REFLECT
When the research process has been completed, students will engage in the reflect stage by considering
whether the project was a success, whether the research process was effective, whether the group processes
worked well, and what changes need to be made to improve future research tasks; they will:
5.1 Reflect on all aspects of the research process (The Research Quest), including access to
resources, technology, group and personal information processes, and communications
engage in class discussion
write a journal
produce a checklist
use a self-evaluation and/or peer evaluation rubrics
gather feedback from readers or viewers
