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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>.
Task Definition: What is the project and where do I start?
                                        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
                                                                                                                    redefine the line of inquiry   redefine the line of inquiry   redefine the line of inquiry
define the information     brainstorm their inquiry    brainstorm their inquiry       define the information
                                                                                                                    in a way that shows            in a way that shows            in a way that shows
problem                                                                               problem
                                                                                                                    understanding                  understanding                  understanding
                           ask useful questions about ask questions related to their formulate questions to         formulate and discuss          formulate and discuss          reflect and evaluate on
formulate questions to
guide their inquiry        the inquiry                 line of inquiry                guide their inquiry           appropriate questions that     appropriate questions that     appropriate questions used
                                                                                                                    guide the inquiry              guide the inquiry              to guide the inquiry
develop a hypothesis /                                 discuss their opinions related form and support their own form and support their own        use reasoning to form and      use reasoning form and
                           discuss their opinions                                     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
                           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
define goals
                           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 time            resources and time             resources and time             resources and time
                                                                                      create on and off-line tools
                                                                                      and spaces for
collaboration strategies                                                              collaboration, reflection and
                                                                                      further development of the
                                                                                      project..
Information Seeking Strategies: What information do I need to complete the task?
                                       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        with guidance, determine the determine the strategies for determine the strategies for reflect and evaluate the          reflect and evaluate the
Primary: electronic,      determine the strategies for
                                                                                        accessing original, unedited accessing original, unedited strategies for accessing
                                                                                                                                                                                  strategies for accessing
                                                         strategies for accessing
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
Range                     use various sources            understand the need for a      decide upon a balanced       decide upon a balanced       decide upon a balanced          decide upon a balanced
                                                         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

                                                                                        Identify, select and
                                                                                        implement the chosen ways
Tools to gather and                                                                     to gather and organize
organize information
                                                                                        information, individually and
                                                                                        collaboratively.
Location and Access: How am I going to access the information needed?
                                        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 understand the location of                                                                      use the library               use the library
                          the location of resources of resources in the library and understand the library as a      understand the library as a    independently whilst          independently whilst
Library
                          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 electronic media                                              printed and electronic media   printed and electronic        printed and electronic
within sources                                                                       media
                                                                                                                                                    media                         media
                            investigate different search with guidance, use the          use the appropriate search use the appropriate search      fluently use the              fluently use the
                                                                                                                                                    appropriate search            appropriate search
Search strategies           strategies to locate          approriate search strategies   strategies to locate       strategies to locate
                            information                   to locate information          information                information                     strategies to locate          strategies to locate
                                                                                                                                                    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
                                                                                         Locate and use appropriate
                                                                                         resources and technology
Use of resources                                                                         avaliable through the
                                                                                         library, throughout and
                                                                                         beyond the school
Use of Information: How do I analyse and organize the 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
                                                                                                                                                     critically skim and scan       critically skim and scan
Read - Skimming and      explore paragraphs for       explore paragraphs for           skim and scan texts finding    skim and scan texts finding
                                                                                                                                                     texts finding relevant         texts finding relevant
Scanning                 keywords                     keywords and main ideas          relevant information           relevant information
                                                                                                                                                     information                    information
                         explore information using a engage with information using interact with information          interact with information      fluently interact with         fluently interact with
Hands-on / interact
                         hands-on approach           a hands-on approach           using a hands-on approach          using a hands-on approach information using a hands-          information using a hands-
                                                                                                                                                     on approach                    on approach
                                                                                   identify the main points in        identify the main points in a critically identify the main    critically identify the main
                         recognise keywords and      recognise keywords and main a piece of                                                          points in a piece of           points in a piece of
Take notes                                                                                                            piece of writing/audio/video
                         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 adding         their own words adding
                                                                                   their own words                    their own words
                                                                                                                                                     clarification as needed        clarification as needed
Record location in       record location of                                            record detailed locations of   record detailed locations of record detailed locations of     record detailed locations of
preparation for citing                                record location of information
                         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
                         diverse sources by                                            misconceptions, main and       misconceptions, main and       supporting ides, conflicting   supporting ides, conflicting
opinion                                               main and supporting ideas,
                         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 chosen tools of                                       hypothesis.                    hypothesis.
Organization                                                                           information organization to
                                                                                       engage/interact and
                                                                                       analyze with the info.
Analysis / Synthesis/ Creation/ Action: What am I creating with the information used?
                                      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
                         start reconginsing patterns   with guidance, recognise        recognise patterns,          recognise patterns,             recognise and critique        recognise and critique
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
                         determine the significance,   engage with information using
Evaluate                                                                             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
                                                      at a simple level                                             format and start using in-      format and master using in- format and master using in-
                         level                                                       format
                                                                                                                    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 practices   understand ethical practices    understand ethical          understand ethical
                                                                                                                                                    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
Evaluating/Reflecting: How did I do?
                          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, adhering to complete a task in a
                                                                                                                   complete a task in a           complete a task in a         complete a task in a
                          complete a task using                                   thorough manner, adhering        thorough manner, adhering      thorough manner, adhering thorough manner, adhering
Format / Completeness                                standardized criteria for
                          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
                          with guidance, analyze the analyze the content of the analyze the content of the
                                                                                                                   analyze the content of the     analyze the content of the analyze the content of the
Quality                   content of the product for product for information used product for the appropraite      product for the appropriate    product for the appropraite product for the appropraite
                          information used           and reasoning                depth, including information     depth, including information   depth, including information depth, including information
                                                                                  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
                                                                                    made changes and adapted made changes and adapted             they made changes and          they made changes and
                         learned                     they 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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Information Literacy Scope and Sequence

  • 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. Task Definition: What is the project and where do I start? 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 redefine the line of inquiry redefine the line of inquiry redefine the line of inquiry define the information brainstorm their inquiry brainstorm their inquiry define the information in a way that shows in a way that shows in a way that shows problem problem understanding understanding understanding ask useful questions about ask questions related to their formulate questions to formulate and discuss formulate and discuss reflect and evaluate on formulate questions to guide their inquiry the inquiry line of inquiry guide their inquiry appropriate questions that appropriate questions that appropriate questions used guide the inquiry guide the inquiry to guide the inquiry develop a hypothesis / discuss their opinions related form and support their own form and support their own use reasoning to form and use reasoning form and discuss their opinions 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 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 define goals 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 time resources and time resources and time resources and time create on and off-line tools and spaces for collaboration strategies collaboration, reflection and further development of the project..
  • 3. Information Seeking Strategies: What information do I need to complete the task? 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 with guidance, determine the determine the strategies for determine the strategies for reflect and evaluate the reflect and evaluate the Primary: electronic, determine the strategies for accessing original, unedited accessing original, unedited strategies for accessing strategies for accessing strategies for accessing 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 Range use various sources understand the need for a decide upon a balanced decide upon a balanced decide upon a balanced decide upon a balanced 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 Identify, select and implement the chosen ways Tools to gather and to gather and organize organize information information, individually and collaboratively.
  • 4. Location and Access: How am I going to access the information needed? 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 understand the location of use the library use the library the location of resources of resources in the library and understand the library as a understand the library as a independently whilst independently whilst Library 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 electronic media printed and electronic media printed and electronic printed and electronic within sources media media media investigate different search with guidance, use the use the appropriate search use the appropriate search fluently use the fluently use the appropriate search appropriate search Search strategies strategies to locate approriate search strategies strategies to locate strategies to locate information to locate information information information strategies to locate strategies to locate 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 Locate and use appropriate resources and technology Use of resources avaliable through the library, throughout and beyond the school
  • 5. Use of Information: How do I analyse and organize the 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 critically skim and scan critically skim and scan Read - Skimming and explore paragraphs for explore paragraphs for skim and scan texts finding skim and scan texts finding texts finding relevant texts finding relevant Scanning keywords keywords and main ideas relevant information relevant information information information explore information using a engage with information using interact with information interact with information fluently interact with fluently interact with Hands-on / interact hands-on approach a hands-on approach using a hands-on approach using a hands-on approach information using a hands- information using a hands- on approach on approach identify the main points in identify the main points in a critically identify the main critically identify the main recognise keywords and recognise keywords and main a piece of points in a piece of points in a piece of Take notes piece of writing/audio/video 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 adding their own words adding their own words their own words clarification as needed clarification as needed Record location in record location of record detailed locations of record detailed locations of record detailed locations of record detailed locations of preparation for citing record location of information 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 diverse sources by misconceptions, main and misconceptions, main and supporting ides, conflicting supporting ides, conflicting opinion main and supporting ideas, 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 chosen tools of hypothesis. hypothesis. Organization information organization to engage/interact and analyze with the info.
  • 6. Analysis / Synthesis/ Creation/ Action: What am I creating with the information used? 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 start reconginsing patterns with guidance, recognise recognise patterns, recognise patterns, recognise and critique recognise and critique 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 determine the significance, engage with information using Evaluate 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 at a simple level format and start using in- format and master using in- format and master using in- level format 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 practices understand ethical practices understand ethical understand ethical 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. Evaluating/Reflecting: How did I do? 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, adhering to complete a task in a complete a task in a complete a task in a complete a task in a complete a task using thorough manner, adhering thorough manner, adhering thorough manner, adhering thorough manner, adhering Format / Completeness standardized criteria for 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 with guidance, analyze the analyze the content of the analyze the content of the analyze the content of the analyze the content of the analyze the content of the Quality content of the product for product for information used product for the appropraite product for the appropriate product for the appropraite product for the appropraite information used and reasoning depth, including information depth, including information depth, including information depth, including information 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 made changes and adapted made changes and adapted they made changes and they made changes and learned they 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