• Grade 9

• Grade 10

• Grade 11

• Grade 12

American Association of School Libraries (AASL)
National Standards for Information Literacy

Information Literacy

Standard 1: The student who is information literate accesses information efficiently and effectively.

Standard 2: The student who is information literate evaluates information critically and competently.

Standard 3: The student who is information literate uses information accurately and creatively.

Independent Learning

Standard 4: The student who is an independent learner is information literate and pursues information related to personal interests.

Standard 5: The student who is an independent learner is information literate and appreciates literature and other creative expressions of information.

Standard 6: The student who is an independent learner is information literate and strives for excellence in information seeking and knowledge generation.

Social Responsibility

Standard 7: The student who contributes positively to the learning community and to society is information literate and recognizes the importance of information to a democratic society.

Standard 8: The student who contributes positively to the learning community and to society is information literate and practices ethical behavior in regard to information and information technology.

Standard 9: The student who contributes positively to the learning community and to society is information literate and participates effectively in groups to pursue and generate information.

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The Big6 Information Literacy

1. Defining The student formulates questions and analyzed and clarifies the requirements of the problem or task. This is the first stage in the information literacy cycle. As a result of new learnings and understandings, this stage is constantly revisited during the entire process to refine and redefine the problem or task for further clarification.

2. Locating The student identifies potential sources of information and locates and accesses a variety of resources using multiple formats.

3. Selecting/analyzing The student analyzes, selects, and rejects information from the located resources appropriate to the problem or task.

4. Organizing/synthesizing The student critically analyzes and organizes the gathered information, synthesizes new learnings incorporating prior knowledge, and develops original solutions to a problem or task.

5. Creating/presenting The student creates an original response to the problem or task and presents the solution to an appropriate audience.

6. Evaluating The student critically evaluates the effectiveness of his or her ability to complete the requirements of the task and identifies future learning needs.

Graphic Organizers, Checklists, and other useful information to help students learn Information Literacy by using the Big6 Information Literacy Model.

Organizers
There is an excellent Assignment Organizer© (1999) and Research Paper Organizer© (1999) for the Big 6©. These Organizers can be printed out or downloaded to a disk to be completed (you can type the information you need in the blanks). Using these organizers will keep student's research steps in order and on track. To help them in coming up with the questions they need to answer to prepare a great project Check out "What Kinds of Questions did you Ask Today? "and "Asking Essential Questions." There is a worksheet you can print out to help students form their questions. A Writing Process Organizer can be printed out and used to develop a successful writing project!

Style Guides
To find out how to cite a source go to the MLA Guide and/or the Help with Citing Sources (Internet) guide. The Landmark Citation Machine is also an excellent resource for all types of citations. Once the citation has been created always check it against the MLA Guide to make sure that it is correct! You can also use the Toolbox of the Gale online database and find a citing online reference works section.

Copyright Information
Always tell your students to check their information against copyright laws to make sure they are not violating any rules and are not accused plagiarism. Copyright Information 

The Big 6 Rubric
This is a rubric (guideline) to help your students understand the effort they need to put into the process of doing research. Click Here for the Big 6 Rubric.

Editing Checklist
This is a guideline for students to use to edit their paper for errors. Have them print it out to use as they proofread their paper. Click Here for checklist.

Research Project Final Evaluation Form
This is a form that either students or teachers can use to evaluate their research projects. Click Here for the Evaluation Form. for the Evaluation Form. Print it out and use it to evaluate projects.

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Information Literacy Planning Organizer

(By Grade )

Grade 9

Overview of Defining Stage

Task Definition

1. Defining (Task Definition) The student formulates questions and analyzed and clarifies the requirements of the problem or task. This is the first stage in the information literacy cycle. As a result of new learnings and understandings, this stage is constantly revisited during the entire process to refine and redefine the problem or task for further clarification.

Through planned learning activities the student:

• Consolidates appropriate questioning techniques with guidance to clarify requirements of task
• Selects from a range of topics with guidance
• Draws on prior knowledge to brainstorm and cluster ideas
• Identifies and interprets key words in task with guidance
• Develops focus questions with guidance
• Devises a time-management strategy with guidance to meet given deadlines
• Selects an appropriate strategy with guidance to record heading and subheadings
• Makes predictions with guidance about likely sources of information onto search strategy sheet
• Clarifies and refines research questions with guidance
• Uses reference sources to clarify the meaning of a research task
• Re-defines problem with guidance when alternative solutions are exhausted
• Formulates a basic hypothesis

Overview of Locating Stage

Information Seeking Strategies

2. Locating (Information Seeking Strategies) The student identifies potential sources of information and locates and accesses a variety of resources using multiple formats.

Through planned learning activities the student:

• Identifies and locates text and non text resources including:

• Understanding organization or resources in school and local libraries
• Recognizing the value of fiction for specific topics, e.g. historical fiction

• Accessing periodical indexes with guidance
• Extends the use of internet/e-mail by:

• Becoming familiar with limited number of appropriate search engines with guidance
• Using e-mail with guidance to discuss topics and to facilitate cooperative activities
• Using e-mail to access experts in the field
• Searching for information using given URLs and managing bookmarks

• Extends the use of databases with guidance by:

• Using simple and Boolean terms to search catalog, Net and CD-ROM sources
• Choosing broader or narrower terms to refine search results
• Using Help function to locate information and refine searches

• Extends use of computer systems skills with guidance by:

• Deleting, copying and moving files
• Selectively printing information from electronic sources

• Accesses community and government information sources
• Recognizes where currency of information is necessary
• Recognizes the need to locate a variety of resources representing a range of views
• Identifies and locates information from both primary and secondary sources with guidance
• Uses special print and not-print reference resources with guidance
• Recognizes difference in purpose of magazines, newspapers,
  pamphlets with guidance
• Uses range of equipment to access information, e.g., telephone, fax, computer, scanner, digital camera

Overview of Selecting/Analyzing Stage

Location and Access

3. Selecting/analyzing (Location and Access) The student analyzes, selects, and rejects information from the located resources appropriate to the problem or task.

Through planned learning activities the student:

• Selects resources with guidance by:

• Skimming and scanning
• Using contents, index and text headings

• Analyzes appropriate information using modeled techniques from a variety of sources, including exhibitions, excursions, audio and visual recordings and interviews by:

• Using text/content clues such as text headings and subheadings
• Identifying main and subordinate ideas
• Re-reading, re-listening and re-viewing

• Evaluates appropriateness of resources, discarding if necessary
• Modifies focus questions with guidance
• Devises appropriate note-taking templates with guidance
• Records information with guidance by:

• Devising note-making strategies to ensure information is
  collected consistently and accurately
• Modifying note-making formats as appropriate to the task and information source
• Clustering notes under subheadings
• Selecting appropriate graphic organizer

• Makes comparisons with guidance between different text types, e.g., information Report, Persuasive Essay, etc.
• Compares information from different sources for opposing viewpoints and accuracy with guidance
• Records bibliographic sources of information using author, title, publisher, date, http, date of download with guidance
• Understands and complies with copyright requirements with guidance
• Observes netiquette conventions with guidance
• Considers a range of viewpoints by:

• Recognizing when the information is fact or opinion
• Identifying authority, purpose and intended audience of source
• Identifying bias and omission in information sources

• Uses a variety of primary and secondary sources with guidance
• Understands strategies that may be used to slant information in subtle ways sing modeled techniques
• Using prior knowledge proposes problem-solving strategies for real-life situations

Overview of Organizing/Synthesizing Stage

Use of Information

4. Organizing/synthesizing (Use of Information) The student critically analyzes and organizes the gathered information, synthesizes new learnings incorporating prior knowledge, and develops original solutions to a problem or task.

Through planned learning activities the student:

• Combines selected information connecting similar ideas
• Draws inferences from evidence with guidance
• Synthesizes information to predict consequences and to construct generalizations with guidance
• Proposes a solution to a set problem based on prior knowledge and new information which:

• Organize ideas and information logically
• Make simple generalizations and draw simple conclusions

• Verifies results of experiments with guidance
• Categorizes information according to a framework of headings, subheadings or database fields with guidance
• Consolidates the use of word processing skills by:

• Selectively cutting and pasting information from an electronic source with guidance
• Making notes using word processor or other software to quote a source or make notes
• Making notes directly from screen
• Using Spelling, Grammar Check, Undo, Select all, Page Setup
• Using list/bullets
• Creating and inserting simple tables
• Wrapping test around graphics
• Formatting text appropriate to writing styles

• Creates computer-generated organizational strategies with guidance, e.g., flow charts, time lines
• Makes notes with guidance, e.g., written bulleted points, note-taking template, clipboards, etc.
• Extends the use of databases with guidance by:

• Browsing, editing and adding records in a database
• Sorting and deleting records
• Using Find function to search for specific criteria

• Consolidates the use of spreadsheets by:

• Changing column width, row height and alignment
• Using simple formulas for basic operations – add, multiply, subtract and divide

• Responds appropriately to the given writing styles, e.g., argument, report, etc.
• Identifies positive and negative influences in information sources with guidance
• Recognizes information deficiencies and locates additional information

Overview of Creating/Presenting Stage

Syntheses

Through planned learning activities the student:

• Understands the concept of “audience”
• Presents a solution to a problem through modeled examples which:

• Support an issue (argue for or against, or perhaps both)
• Present ideas and information logically and are able to explain, profile, discuss and debate
• Make simple generalizations and draw simple conclusions
• Use some subject-specific words and phrases

• Creates written and oral reports, graphic, pictorial and dramatic presentations of similar complexity with guidance
• Consolidates desktop publishing skills (graphics – borders, WordArt, clip art)
• Constructs multimedia presentations with guidance
• Uses e-mail to transfer and share information with guidance
• Uses special software appropriate to the task with guidance
• Examines Web page construction
• Creates spreadsheets and databases using modeled examples
• Generates electronic charts, tables and graphs using modeled examples
• Presents information using a given format, e.g., oral reports and graphic, pictorial and dramatic presentation with guidance

Overview of Evaluating Stage

Evaluation

6. Evaluating (Evaluation) The student critically evaluates the effectiveness of his or her ability to complete the requirements of the task and identifies future learning needs.

Through analysis of outcomes-based criteria the student:

• Identifies skills with guidance that require practice and refinement
• Responds to assessment by teachers
• Accepts feedback from peers, caregivers, teachers and appropriate others
• Analyzes audience response to presentation with guidance
• Uses a variety of evaluative strategies with guidance to assess and review learning strengths and weaknesses, e.g., learning logs, reflective journals
• Evaluates understanding and implementation of the set task criteria with guidance
• Acknowledges personal and group achievements

From: Ryan, Jenny and Capra, Steph. Information Literacy Toolkit: grades 7 and up.
American Library Association. Chicago. 2001

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Information Literacy Planning Organizer

Grade 10

(Bold are new skills or incrementally harder skills for grade level)

Overview of Defining Stage

Task Definition

1. Defining (Task Definition) The student formulates questions and analyzed and clarifies the requirements of the problem or task. This is the first stage in the information literacy cycle. As a result of new learnings and understandings, this stage is constantly revisited during the entire process to refine and redefine the problem or task for further clarification.

Through planned learning activities the student:

• Refines appropriate questioning techniques with guidance to clarify requirements of task
• Selects from a range of topics
• Draws on prior knowledge to brainstorm and cluster ideas
• Identifies and interprets key words in task
• Develops focus questions with guidance
• Devises a time-management strategy to meet given deadlines
• Selects an appropriate strategy to record heading and subheadings
• Makes predictions with guidance about likely sources of information onto search strategy sheet
• Clarifies and refines research questions with guidance
• Uses reference sources to clarify the meaning of a research task
• Re-defines problem with assistance when alternative solutions are exhausted
• Negotiates and justifies alternative tasks as appropriate
• Formulates a hypothesis with guidance

Overview of Locating Stage

Information Seeking Strategies

2. Locating (Information Seeking Strategies) The student identifies potential sources of information and locates and accesses a variety of resources using multiple formats.

Through planned learning activities the student:

• Identifies and locates text and non text resources including:

• Understanding organization of resources in school, local and state libraries
• Recognizing the significance of cross-references and subtopics in an index

• Extends the use of internet/e-mail by:

• Becoming familiar with a variety of appropriate search engines
• Using e-mail to discuss topics and to facilitate cooperative activities
• Using e-mail to access experts in the field
• Searching for information using given URLs and managing bookmarks

• Views, downloads and decompresses files from Internet sites with guidance
• Observes netiquette conventions
• Extends the use of databases by:

• Using simple and Boolean terms to search catalog, Net and CD-ROM sources
• Choosing broader or narrower terms to refine search results
• Using Help function to locate information and refine searches

• Uses electronic indexes using modeled examples to locate current information
• Extends the use of computer systems skills by:

• Deleting, copying, and moving files
• Selectively printing information from electronic sources

• Accesses community and government information sources
• Recognizes where currency of information is necessary
• Recognizes the need to locate a variety of resources representing a range of views
• Identifies and locates information from both primary and secondary sources
• Recognizes difference in purpose of magazines, newspapers, pamphlets
• Uses special print and non-print reference resources
• Recognizes the “positioning” of the reader by the author
• Uses range of equipment to access information, e.g., telephone, fax, computer, scanner, digital camera

Overview of Selecting/Analyzing Stage

Location and Access

3. Selecting/analyzing (Location and Access) The student analyzes, selects, and rejects information from the located resources appropriate to the problem or task.

Through planned learning activities the student:

• Analyzes appropriate information from a variety of sources, including exhibitions, excursions, audio and visual recordings and interviews by:

• Using text/content clues such as text headings and subheadings
• Identifying main and subordinate ideas
• Re-reading, re-listening and re-viewing
• Evaluates appropriateness of resources, discarding if necessary

• Modifies focus questions
• Devises appropriate note-taking templates
• Records information by:

• Devising note-making strategies to ensure information is collected consistently and accurately
• Modifying note-making formats as appropriate to the task and information source
• Clustering notes under subheadings
• Selecting appropriate graphic organizer

• Makes comparisons between different text types, e.g., information Report, Persuasive Essay, etc.
• Compares information from different sources for opposing viewpoints and accuracy
• Analyses information deficiencies and locates additional information
• Records bibliographic sources of information using author, title, publisher, date, http, date of download
• Understands and complies with copyright requirements
• Views, downloads and decompresses files from Internet sites with guidance
• Observes netiquette conventions
• Considers a range of viewpoints by:

• Recognizing when the information is fact or opinion
• Identifying authority, purpose and intended audience of source

• Analyzes statistical data using modeled techniques

• Uses a variety of primary and secondary sources
• Identifies strategies used to slant information in subtle ways
• Using prior knowledge proposes problem-solving strategies for real-life situations

Overview of Organizing/Synthesizing Stage

Use of Information

Through planned learning activities the student:

• Combines selected information connecting similar ideas
• Draws inferences from evidence
• Synthesizes information to predict consequences and to construct generalizations with guidance
• Proposes a solution to a set problem based on prior knowledge and new information which:

• Organize ideas and information logically
• Make simple generalizations and draw simple conclusions

• Verifies results of experiments with guidance
• Categorizes information according to a framework of headings, subheadings or database fields
• Consolidates the use of word processing skills by:

• Creating computer-generated organizational strategies with guidance, e.g., flow charts, time lines
• Making notes, e.g., written bulleted points, note-taking template, clipboards, etc.

• Extends the use of databases with guidance by:

• Browsing, editing and adding records in a database
• Sorting and deleting records
• Using Find function to search for specific criteria

• Consolidates the use of spreadsheets by:

• Changing column width, row height and alignment
• Using simple formulas for basic operations – add, multiply, subtract and divide

• Responds appropriately to the given text type, e.g., Information Report, Persuasive Essay
• Identifies positive and negative influences in information sources
• Recognizes information deficiencies and locates additional information

Overview of Creating/Presenting Stage

Syntheses

Through planned learning activities the student:

• Understands the concept of “audience”
• Presents a solution to a problem or task with guidance which:

• Support an issue (argue for or against, or perhaps both)
• Present ideas and information logically and are able to explain, profile, discuss and debate
• Make simple generalizations and draw simple conclusions
• Use some subject-specific words and phrases

• Creates written and oral reports, graphic, pictorial and dramatic presentations of similar complexity with guidance
• Refines desktop publishing skills (graphics – borders, WordArt, clip art)
• Constructs multimedia presentations with guidance
• Uses e-mail to transfer and share information
• Uses special software appropriate to the task with guidance
• Designs Web pages using modeled techniques
• Creates spreadsheets and databases with guidance
• Generates electronic charts, tables and graphs with guidance
• Presents information using a given format, e.g., oral reports and graphic, pictorial and dramatic presentation

Overview of Evaluating Stage

Evaluation

Through analysis of outcomes-based criteria the student:

• Identifies skills with guidance that require practice and refinement
• Responds to assessment by teachers
• Accepts feedback from peers, caregivers, teachers and appropriate others
• Analyzes audience response to presentation
• Uses a variety of evaluative strategies with guidance to assess and determine future learning pathways, e.g., learning logs, reflective journals
• Evaluates understanding and implementation of the set task criteria with guidance
• Acknowledges personal and group achievements

From: Ryan, Jenny and Capra, Steph. Information Literacy Toolkit: grades 7 and up.
American Library Association. Chicago. 2001

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Information Literacy Planning Organizer

Grade 11

(Bold are new skills or incrementally harder skills for grade level)

Overview of Defining Stage

Task Definition

1. Defining (Task Definition) The student formulates questions and analyzed and clarifies the requirements of the problem or task. This is the first stage in the information literacy cycle. As a result of new learnings and understandings, this stage is constantly revisited during the entire process to refine and redefine the problem or task for further clarification.

Through planned learning activities the student:

• Refines appropriate questioning techniques to clarify requirements of task
• Selects from a range of topics
• Draws on prior knowledge to brainstorm and cluster ideas
• Identifies and interprets key words in task
• Develops questions and responds to task with guidance which may require: identification of trends, analysis, critical evaluation, survey, cause and effect
• Devises a time-management strategy to meet given deadlines
• Selects an appropriate strategy to record heading and subheading
• Makes predictions about likely sources of information onto search strategy sheet
• Clarifies and refines research questions
• Uses reference sources to explore a topic and identify issues and subtopics with guidance
• Re-defines problem when alternative solutions are exhausted
• Negotiates and justifies alternative tasks as appropriate
• Formulates a hypotheses

Overview of Locating Stage

Information Seeking Strategies

2. Locating (Information Seeking Strategies) The student identifies potential sources of information and locates and accesses a variety of resources using multiple formats.

Through planned learning activities the student:

• Accesses all types of text and information technologies, including:

• Understanding organization of resources in school, local and state libraries
• Surveying all aspects of a resource and recognizing the
  significance of cross-references and subtopics
• Searching appropriate databases within the school and wider community
• Using advanced search techniques to refine search results
• Using e-mail to access experts in the field

• Uses e-mail to discuss topics and to facilitate cooperative activities
• Selectively prints information from electronic sources
• Uses electronic indexes with guidance to locate current information
• Accesses community and government information sources
• Recognizes where currency of information is necessary
• Recognizes the need to locate a variety of resources representing a range of views
• Identifies and locates information from both primary and secondary sources
• Recognizes difference in purpose of magazines, newspapers, pamphlets
• Uses knowledge of coverage and purpose of resources to refine the scope of the search
• Recognizes the ”positioning” of the reader by the author
• Uses special print and non-print reference resources
• Uses range of equipment to access information, e.g., telephone, fax, computer, scanner, digital camera

Overview of Selecting/Analyzing Stage

Location and Access

3. Selecting/analyzing (Location and Access) The student analyzes, selects, and rejects information from the located resources appropriate to the problem or task.

Through planned learning activities the student:

• Interprets, compares and selects information with guidance after:

• Evaluating information for accuracy, bias and omission
• Evaluating and argument for logic
• Examining reasons for value judgments
• Examining reasons for contradictions or seeming contradictions in evidence

• Devises appropriate note-taking templates
• Records information by:Devising note-making strategies to ensure information is collected consistently and accurately

• Modifying note-making formats as appropriate to the task and information source

• Understands and complies with copyright requirements
• Views, downloads and decompresses files from Internet sites
• Observes netiquette conventions
• Analyzes statistical data with guidance
• Uses a variety of primary and secondary sources
• Using prior knowledge proposes problem-solving strategies for real-life situations
• Records bibliographic source using a recognized system of notation

Overview of Organizing/Synthesizing Stage

Use of Information

Through planned learning activities the student:

• Tests hypotheses statistically using modeled examples
• Combines selected information connecting similar ideas
• Synthesizes information, makes generalizations, builds arguments and applies problem-solving strategies
• Makes inferences and deductions and critiques solutions
• Verifies results of experiments
• Categorizes information according to a framework of headings, subheadings or database fields
• Refines use of appropriate writing styles
• Evaluates different perspectives and formulates own opinion
• Applies ethical principles to the use of electronic note-taking
• Uses appropriate note-taking strategies, e.g. written bulleted points, computer-generated note-taking, clipboards, etc.
• Gathers specific additional information to support a hypothesis or problem-solving task
• Refines word processing, spreadsheet and database skills to organize information and create new ideas
• Consolidates use of computer-generated organizational strategies

Overview of Creating/Presenting Stage

Syntheses

Through planned learning activities the student:

• Creates an original response to a problem or task which:

• Is analytical and persuasive, elaborating and justifying ideas where appropriate
• Demonstrates objectivity and consideration of more than one viewpoint
• Sustains subject-specific vocabulary throughout the task

• Creates written and oral reports, graphic, pictorial and dramatic presentations
• Refines desktop publishing skills
• Creates multimedia presentations
• Uses e-mail to transfer and share information
• Uses special software appropriate to the task
• Designs Web pages with guidance
• Creates original spreadsheets, databases
• Generates electronic charts, tables and graphs
• Presents information, selecting a form and organizing framework which demonstrate control over a variety of text structures

Overview of Evaluating Stage

Evaluation

6. Evaluating (Evaluation) The student critically evaluates the effectiveness of his or her ability to complete the requirements of the task and identifies future learning needs.

Through analysis of outcomes-based criteria the student:

• Identifies skills with guidance that require practice and refinement and reflect on new learnings
• Responds to assessment by teachers
• Accepts feedback from peers, caregivers, teachers and appropriate others
• Analyzes audience response to presentation
• Uses a variety of evaluative strategies with guidance to assess and determine future learning pathways, e.g., learning logs, reflective journals
• Evaluates understanding and implementation of the set task criteria with guidance
• Acknowledges personal and group achievements
• Analyzes response to a problem accurately in terms of resources, constraints and objectives
• Analyzes the effectiveness of problem-solving strategies

From: Ryan, Jenny and Capra, Steph. Information Literacy Toolkit: grades 7 and up.
American Library Association. Chicago. 2001

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Information Literacy Planning Organizer

Grade 12

(Bold are new skills or incrementally harder skills for grade level)

Overview of Defining Stage

Task Definition

1. Defining (Task Definition) The student formulates questions and analyzed and clarifies the requirements of the problem or task. This is the first stage in the information literacy cycle. As a result of new learnings and understandings, this stage is constantly revisited during the entire process to refine and redefine the problem or task for further clarification.

Through planned learning activities the student:

• Refines appropriate questioning techniques to clarify requirements of task
• Selects from a range of topics
• Draws on prior knowledge to brainstorm and cluster ideas
• Identifies and interprets key words in task
• Develops focus questions and responds to a task which may require identification of trends, analysis, critical evaluation, survey, cause and effect
• Devises a time-management strategy to meet given deadlines
• Selects an appropriate strategy to record heading and subheadings
• Makes predictions about likely sources of information onto search strategy sheet
• Clarifies and refines research questions
• Uses reference sources to explore a topic and identify issues and subtopics
• Re-defines problem when alternative solutions are exhausted
• Negotiates and justifies alternative tasks as appropriate
• Formulates a hypotheses

Overview of Locating Stage

Information Seeking Strategies

2. Locating (Information Seeking Strategies) The student identifies potential sources of information and locates and accesses a variety of resources using multiple formats.

Through planned learning activities the student:

• Accesses all types of text and information technologies,including:

• Understanding organization of resources in school, local and state libraries
• Surveying all aspects of a resource and recognizing the significance of cross-references and subtopics
• Surveying all aspects of a resource and recognizing the significance of cross-references and subtopics
• Searching appropriate databases within the school and wider community
• Using advanced search techniques to refine search results
• Using e-mail to access experts in the field

• Uses e-mail to discuss topics and to facilitate cooperative activities
• Selectively prints information from electronic sources
• Uses electronic indexes to locate current information
• Accesses community and government information sources
• Recognizes where currency of information is necessary
• Recognizes when resources represent different perspectives
• Identities and locates information from both primary and secondary sources
• Recognizes difference in purpose of magazines, newspapers, pamphlets
• Uses knowledge of coverage and purpose of resources to refine the scope of the search
• Recognizes the “positioning” of the reader by the author
• Uses special print and non-print reference resources
• Uses range of equipment to access information, e.g., telephone, fax, computer, scanner, digital camera

Overview of Selecting/Analyzing Stage

Location and Access

3. Selecting/analyzing (Location and Access) The student analyzes, selects, and rejects information from the located resources appropriate to the problem or task.

Through planned learning activities the student:

• Interprets, compares and selects information after:

• Evaluating information for accuracy, bias and omission
• Evaluating and argument for logic
• Examining reasons for value judgments
• Examining reasons for contradictions or seeming contradictions in evidence

• Records information by:

• Devising note-making strategies to ensure information is collected consistently and accurately
• Modifying note-making formats as appropriate to the task and information source

• Understands and complies with copyright requirements
• Views, downloads and decompresses files from Internet sites
• Observes netiquette conventions
• Analyzes statistical data
• Uses a variety of primary and secondary sources
• Using prior knowledge proposes problem-solving strategies for real-life situations
• Records bibliographic source
• Correctly uses footnotes or endnotes

Overview of Organizing/Synthesizing Stage

Use of Information

Through planned learning activities the student:

• Tests hypotheses statistically
• Combines selected information connecting similar ideas
• Synthesizes information, makes generalizations, builds arguments and applies problem-solving strategies
• Makes inferences and deductions and critiques solutions
• Verifies results of experiments
• Categorizes information appropriately
• Refines use of appropriate writing styles
• Evaluates different perspectives and formulates own opinion
• Applies ethical principles to the use of electronic note-taking
• Uses appropriate note-taking strategies, e.g. written bulleted points, computer-generated note-taking, clipboards, etc.
• Gathers specific additional information to support a hypothesis or
  problem-solving task
• Refines word processing, spreadsheet and database skills to organize information and create new ideas
• Consolidates use of computer-generated organizational strategies

Overview of Creating/Presenting Stage

Syntheses

Through planned learning activities the student:

• Creates an original response to a problem or task which:

• Is analytical and persuasive, elaborating and justifying ideas where appropriate
• Demonstrates objectivity and consideration of more than one viewpoint
• Sustains subject-specific vocabulary throughout the task

• Creates oral reports, graphic, pictorial and dramatic presentations
• Refines desktop publishing skills
• Creates multimedia presentations
• Uses e-mail to transfer and share information
• Uses special software appropriate to the task
• Designs Web pages
• Creates original spreadsheets, databases
• Generates electronic charts, tables and graphs ion, selecting a form and organizing framework which demonstrate control over a text structures

Overview of Evaluating Stage

Evaluation

6. Evaluating (Evaluation) The student critically evaluates the effectiveness of his or her ability to complete the requirements of the task and identifies future learning needs.

Through analysis of outcomes-based criteria the student:

• Identifies skills with guidance that require practice and refinement and reflect on new learnings
• Responds to assessment by teachers
• Accepts feedback from peers, caregivers, teachers and appropriate others
• Analyzes audience response to presentation
• Uses a variety of evaluative strategies with guidance to assess and determine future learning pathways, e.g., learning logs, reflective journals
• Evaluates understanding and implementation of the set task criteria
• Acknowledges personal and group achievements
• Analyzes response to a problem accurately in terms of resources, constraints and objectives
• Analyzes the effectiveness of problem-solving strategies

From: Ryan, Jenny and Capra, Steph. Information Literacy Toolkit: grades 7 and up.
American Library Association. Chicago. 2001

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