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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
          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
            library cataloguing systems

            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

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,
          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

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
            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

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
            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
            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
           develop coherent and plausible interpretations of abstract, complex, or specialized
           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;
           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

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
           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
           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)
           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
           use a variety of computer functions and software to create and edit their
           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
         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