Information Literacy Scope and Sequence

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Information Literacy Scope and Sequence

  1. 1. Information literacy Scope and sequence Philosophy Our philosophy for the Information Scope and Sequence document is based on the definition of Information Literacy from by the British Chartered Institute of Library and Information Professionals (CILIP): !Information literacy is knowing when and why you need information, where to find it, and how to evaluate, use and communicate it in an ethical manner." (Armstrong et al., 2005, reproduced in Godwin and Parker, 2008). Aim We aim to provide our students with the skills necessary to become information literate. With the development of the new technologies and the new information era, it has become even more important that students become critical thinkers, analyzers, users and creators of information. In order to achieve this, skills need to be taught explicitly to our students; preferably integrating them with subjects and not in isolation through stand alone lessons. Rationale This Scope and Sequence document aims to illustrate and benchmark the skills that students should achieve by the end of each two year time period. The information literacy skills have been broken down into six big categories. Each category is based on the Big6 approach to information literacy, but some of the language has been changed, as well as elements added and modified according to BISS needs as well as the creator#s preference and understanding. Some modifications are still needed, particularly around the debate of whether this document should include a specific part on !Digital Fluency", as it appears on the last line of each part. Furthermore, homeroom teachers need to see whether this is a document that corresponds to the reality of BISS students and their programmes. The input of teachers will be invaluable for the best usage of this document. Timeline During the academic year 2010/2011 teachers and the teacher librarian will be using this document, which will be under continuous evaluation in order to improve its shape and efficiency as needed. At the end of this year, a tested version of the document will be issued to use for planning and evaluation in the future. Bibliography and works cited Godwin, Peter, and Jo Parker. Information literacy meets library 2.0. London: Facet Pub., 2008. Print. Big6. Web. 14 September 2010. <http://www.big6.com>.
  2. 2. Task Definition 2 4 6 8 10 12 At the end of grade 2 At the end of grade 4 At the end of grade 6 At the end of grade 8 At the end of grade 10 At the end of grade 12 students should be able to: students should be able to: students should be able to: students should be able to: students should be able to: students should be able to: Define the information problem choose a compelling and choose a compelling and choose a compelling and choose a compelling and choose a line of inquiry inquire choose a line of inquiry relevant real world line of relevant real world line of relevant line of inquiry relevant line of inquiry inquiry inquiry define the information define the information redefine the line of inquiry redefine the line of inquiry redefine the line of inquiry brainstorm their inquiry brainstorm their inquiry in a way that shows in a way that shows in a way that shows problem problem understanding understanding understanding formulate questions to ask useful questions about ask questions related to their formulate questions to formulate and discuss formulate and discuss reflect and evaluate on the inquiry line of inquiry appropriate questions that appropriate questions that appropriate questions used guide their inquiry guide their inquiry guide the inquiry guide the inquiry to guide the inquiry form and support their own form and support their own use reasoning to form and use reasoning form and develop a hypothesis / discuss their opinions discuss their opinions related opinions related to their opinions related to their support their own opinions support their own opinions thesis to their own inquiry inquiry questions related to their questions related to their questions define goals identify the purpose of the identify the purpose of the identify the purpose of the identify the purpose of the identify the purpose of the identify the purpose of the inquiry inquiry inquiry inquiry inquiry inquiry construct a timeline to construct a timeline to construct a timeline to construct a timeline to outline a timeline with guidance, follow a with guidance, construct a answer the inquiry that answer the inquiry that answer the inquiry that answer the inquiry that timeline timeline makes effective use of makes effective use of makes effective use of makes effective use of resources and using a range resources and time Communicate time resources and time resources and time of IT tools, eg email, discussion forums. Create Digital fluency: tools and spaces for communication, collaboration, reflection and collaboration, creation further development of the project eg wikis, blogs, graphic organiszation, RSS readers.
  3. 3. Information Seeking Strategies 2 4 6 8 10 12 At the end of grade 2 At the end of grade 4 At the end of grade 6 At the end of grade 8 At the end of grade 10 At the end of grade 12 students should be able to: students should be able to: students should be able to: students should be able to: students should be able to: students should be able to: Identify information needed to complete the task with guidance, start to reflect and evaluate the reflect and evaluate the with guidance, determine the determine the strategies for determine the strategies for Primary: electronic, determine the strategies for strategies for accessing strategies for accessing strategies for accessing accessing original, unedited accessing original, unedited printed and community accessing original, unedited original, unedited original, unedited original, unedited information information information information information information with guidance, start to with guidance determine the determine the strategies for determine the strategies for reflect and evaluate the reflect and evaluate the Secondary: electronic and determine the strategies for strategies for accessing accessing secondary accessing secondary strategies for accessing strategies for accessing printed and community accessing secondary secondary materials materials materials secondary materials secondary materials materials understand the need for a decide upon a balanced decide upon a balanced decide upon a balanced decide upon a balanced Range use various sources balanced range of sources range of sources range of sources range of sources range of sources with guidance, understand understand the importance understand the importance understand the importance understand the importance with guidance, understand the the importance of importance of questioning the of questioning the value of of questioning the value of of questioning the value of of questioning the value of questioning the value of sources of information and sources of information and sources of information and sources of information and Evaluate Appropriateness value of sources of sources of information and information and choosing be able to choose when be able to choose when and be able to choose when be able to choose when choosing resources to use resources to use carefully and how to use the how to use the different and how to use the and how to use the carefully different resouces resouces different resouces critically different resouces critically asses the relevance of various types of electronic Digital fluency: resources for data communication, gathering including databases, commercial collaboration, creation Internet online resources etc. Implement collaborative processes such as tagging
  4. 4. Location and Access 2 4 6 8 10 12 At the end of grade 2 At the end of grade 4 At the end of grade 6 At the end of grade 8 At the end of grade 10 At the end of grade 12 students should be able to: students should be able to: students should be able to: students should be able to: students should be able to: students should be able to: Locate Sources / Find information within sources with guidance, understand use the library use the library understand the location of the location of resources of understand the library as a understand the library as a independently whilst independently whilst Library resources in the library and the library and how to resource system resource system maximizing the use of the maximizing the use of the how to search for them search for them available resources available resources Structure of resources with guidance, understand the understand the structure of fluently access information fluently access information explore the structure of understand the structure of using the structure of using the structure of and search of information structure of printed and printed and electronic printed and electronic media printed and electronic media printed and electronic printed and electronic within sources electronic media media media media fluently use the fluently use the investigate different search with guidance, use the use the appropriate search use the appropriate search Search strategies strategies to locate approriate search strategies strategies to locate strategies to locate appropriate search appropriate search strategies to locate strategies to locate information to locate information information information information information Tools to collect data, explore a variety of tools to with guidance, use a variety use a variety of tools to use a variety of tools to competently use a variety competently use a variety of tools to collect primary of tools to collect primary of tools to collect primary both digital and nondigital collect primary data collect primary data collect primary data data data data Be able to use technology to find experts, specialised Digital fluency: websites, subsription communication, databases etc. Communicate with other collaboration, creation people using digital resources to find information
  5. 5. Use of Information 2 4 6 8 10 12 At the end of grade 2 At the end of grade 4 At the end of grade 6 At the end of grade 8 At the end of grade 10 At the end of grade 12 students should be able to: students should be able to: students should be able to: students should be able to: students should be able to: students should be able to: Engage / Extract relevant information engage with information engage with information fluently immerse use the library Read / View / Hear explore information engage with information themselves in information (e.g. textual, visual, presented in any format to presented in any format in presented in any format in presented in any format in independently whilst presented in any format in order to make inferences order to make inferences maximizing the use of the media, digital) gather meaning order to gather meaning order to make inferences and gather meaning and gather meaning available resources and gather meaning Read - Skimming and explore paragraphs for explore paragraphs for skim and scan texts finding skim and scan texts finding critically skim and scan critically skim and scan texts finding relevant texts finding relevant Scanning keywords keywords and main ideas relevant information relevant information information information fluently interact with fluently interact with Hands-on / interact explore information using a engage with information using interact with information interact with information information using a hands- information using a hands- hands-on approach a hands-on approach using a hands-on approach using a hands-on approach on approach on approach identify the main points in critically identify the main critically identify the main identify the main points in a Take notes recognise keywords and recognise keywords and main a piece of piece of writing/audio/video points in a piece of points in a piece of record them points record them writing/audio/video using using basic note taking skills writing/audio/video using writing/audio/video using basic note taking skills basic note taking skills basic note taking skills clearly summarize and clearly summarize and clearly summarize and clearly summarize and explain what they have clearly summarize and paraphrase notes and paraphrase notes and paraphrase notes and paraphrase notes and Summarize / paraphrase located information into located information into recorded paraphrase notes located information into located information into their own words their own words their own words adding their own words adding clarification as needed clarification as needed Record location in record location of record location of information record detailed locations of record detailed locations of record detailed locations of record detailed locations of preparation for citing information information information information information sources visually sort recorded visually sort recorded visually sort recorded visually sort recorded visually sort recorded visually sort recorded Graphic organiser information into looking for information into looking for information into looking for information into looking for information into looking for information into looking for connections connections connections connections connections of information make sense connections of information make sense make sense of information make sense of information gathered from diverse gathered from diverse start making sense of start making sense of information gathered from gathered from diverse gathered from diverse sources by identifying sources by identifying information gathered from sources by identifying sources by identifying misconceptions, main and misconceptions, main and Distinguish fact from diverse sources by identifying opinion diverse sources by main and supporting ideas, misconceptions, main and misconceptions, main and supporting ides, conflicting supporting ides, conflicting identifying main and conflicting information, and supporting ides, conflicting supporting ides, conflicting information, and point of information, and point of supporting ideas. information, and point of information, and point of view and bias. Critically view and bias. Critically point of view view and bias view and bias form own opinions and form own opinions and use the digital tools to hypothesis. hypothesis. Digital fluency: engage/interact with the communication, info, dowload it appropratly collaboration, creation for furteher analisys
  6. 6. Analysis / Synthesis/ Creation 2 4 6 8 10 12 At the end of grade 2 At the end of grade 4 At the end of grade 6 At the end of grade 8 At the end of grade 10 At the end of grade 12 students should be able to: students should be able to: students should be able to: students should be able to: students should be able to: students should be able to: Create the product with guidance, recognise recognise patterns, recognise patterns, recognise and critique recognise and critique start reconginsing patterns Analysing the gathered patterns, relationships and relationships and unique relationships and unique patterns, relationships and patterns, relationships and and relationships within information unique characteristics within characteristics within their characteristics within their unique characteristics unique characteristics their research their research research research within their research within their research with guidance, match their with guidance, match their match their research to match their research to match their research to match their research to research to their Relevance research to their information their information problem their information problem their information problem their information problem information problem and problem and lines of inquiry and lines of inquiry and lines of inquiry and lines of inquiry and lines of inquiry lines of inquiry with guidance, judge or judge or determine the judge or determine the judge or determine the judge or determine the Evaluate determine the significance, engage with information using significance, worth or significance, worth or significance, worth or significance, worth or worth or quality of their a hands-on approach quality of their research quality of their research quality of their research quality of their research research produce a reasoned produce a reasoned with guidance, produce a produce a reasoned produce a reasoned argument in relation to the argument in relation to the Conclusion attempt to answer their reasoned argument in relation argument in relation to the argument in relation to the information problem information problem with information problem with to the information problem information problem information problem deliberation on further deliberation on further inquiry inquiry Recognise the genres and Recognise the genres and Recognise the genres and Recognise the genres and Genres / audience Recognise some of the main Recognise some of the main select the appropriate one select the appropriate one effectivey use the effectivey use the genres genres depending on the intended depending on the intended appropriate one depending appropriate one depending audience audience on the intended audience on the intended audience with guidance, select the select the appropriate select the appropriate select the appropriate select the appropriate Product format use different formats to present findings appropriate format to present format to present their format to present their format to present their format to present their their findings findings findings findings findings cite sources in a cite sources in a cite sources in a cite sources in a cite sources in a cite sources in a bibliography bibliography using MLA bibliography using MLA bibliography using MLA Cite sources bibliography at a simple bibliography using MLA level at a simple level format format and start using in- format and master using in- format and master using in- text citations text citations text citations The writing process Start using the writing use the writing process use the writing process use the writing process master the writing process master the writing process process carefully understand ethical understand ethical understand ethical practices understand ethical practices practices in relation to practices in relation to Ethical conduct understand ethical practices understand ethical practices in relation to plagiarism and in relation to plagiarism and plagiarism and intellectual plagiarism and intellectual intellectual property intellectual property property property
  7. 7. Evaluating/Reflecting 2 4 6 8 10 12 At the end of grade 2 At the end of grade 4 At the end of grade 6 At the end of grade 8 At the end of grade 10 At the end of grade 12 students should be able to: students should be able to: students should be able to: students should be able to: students should be able to: students should be able to: Product complete a task in a complete a task in a complete a task in a complete a task in a complete a task, adhering to Format / Completeness complete a task using standardized criteria for thorough manner, adhering thorough manner, adhering thorough manner, adhering thorough manner, adhering different formats to standardized criteria for to standardized criteria for to standardized criteria for to standardized criteria for specific formats specific formats specific formats specific formats specific formats analyze the content of the analyze the content of the analyze the content of the analyze the content of the with guidance, analyze the analyze the content of the product for the appropraite product for the appropriate product for the appropraite product for the appropraite Quality content of the product for product for information used depth, including information depth, including information depth, including information depth, including information information used and reasoning used and reasoning used and reasoning used and reasoning used and reasoning Understanding the assess their work against assess their work against assess their work against assess their work against assess their work against assess their work against evaluating criteria predetermined criteria predetermined criteria predetermined criteria predetermined criteria predetermined criteria predetermined criteria Proccess be guided on how to effectively manage their effectively manage their effectively manage their effectively manage their Timeline/deadlines effectively manage their with guidance manage their time throughout the time throughout the time throughout the time throughout the time and meet deadlines process and meet process and meet time and meet deadlines process and meet deadlines process and meet deadlines deadlines deadlines use mainly preselected use available resources to make effective use of the make effective use of the make effective use of the make effective use of the Use of resources resources to maximise available resources to available resources to available resources to available resources to maximise potential potential maximise potential maximise potential maximise potential maximise potential with guidance, evaluate their evaluate their product and evaluate their product and critically evaluate their critically evaluate their discuss what they did well product and process using process using the process using the product and process using product and process using Strengths & Weaknesses and need to improve the information literacy scope information literacy scope information literacy scope the information literacy the information literacy and sequence and sequence and sequence scope and sequence scope and sequence reflect on their progress as reflect on their progress as reflect on their progress as reflect on their progress as be guided on how to reflect they learned, looking if they they learned, looking if they they learned, looking if they learned, looking if Metacognition on their progress as they reflect on their progress as they learned made changes and adapted made changes and adapted they made changes and they made changes and learned their strategies to benefit their strategies to benefit adapted their strategies to adapted their strategies to their own learning their own learning benefit their own learning benefit their own learning with guidance, make make recommendations to make recommendations to make recommendations to make recommendations to discuss how they can Recommendations/Reflecti improve their information recommendations to help help them develop more help them develop more help them develop more help them develop more them develop more efficient efficient information literacy efficient information literacy on efficient information efficient information literacy and inquiry skills information literacy and and inquiry skills and inquiry skills literacy and inquiry skills literacy and inquiry skills inquiry skills

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