ASSESS

PRESENT

ORGANISE

SELECT

LOCATE

DEFINE

Information process

Linking the information process

with Quality Teaching

Intellectual quality Quality learning environment Significance

© 2007 School Libraries and Information Literacy unit. NSW Department of Education and Training.Thanks to Jan Reynolds & Cath Keane. See Scan 25(4).

DEFININGWhat do I know and what do I want to find out?

Skills• relate task to their learning• clarify the meanings of the

words of the task• identify & interpret key words/

ideas in task• state task in own words• work out parts of task.

Quality TeachingIntellectual quality• The task requires sustained focus

on key concepts & ideas, & requires clear articulation of the relationships between & among concepts.

Quality learning environment• Students determine many

significant aspects of the task either independently or with teacher approval.

Significance• Students’ background knowledge

is substantially incorporated into the task, & meaningful connection to out-of-school knowledge is integral to the task.

Consider: What do I want to learn?

LOCATINGWhere can I find the information I need?

Skills• recall relevant information &

skills from previous experience

• recognise strengths & weaknesses of current knowledge

• limit investigation to manageable size

• identify possible sources• recognise relative worth of

sources• select best sources to use• locate sources & equipment• record details of sources

used.

Quality TeachingSignificance• Students’ background

knowledge is substantially incorporated into the task & meaningful connection to out-of-school knowledge is integral to the task.

Consider: What do I want to learn?

SELECTINGWhat information do I really need to use?

Skills• assess the usefulness of each

source• use key words to locate

potentially important information

• skim resources for relevant information

• identify information that has links with task

• decide whether information is fact or opinion

• identify bias• record information in some

form.

Quality TeachingIntellectual quality• The task requires focus on

key ideas.

Quality learning environment• The task presents some

challenging work for most students.

• Students are able to exercise control in relation to at least one aspect of the task.

Consider: Why does it matter?

ORGANISINGHow can I use this information?

Skills• review the purpose of the task• combine the information into

larger units of information• combine the units of

information into a structure • review the structure in the

light of the purpose of the task

• adjust the structure where necessary.

Quality TeachingIntellectual quality• The task requires students to

present some sustained clarification of the ideas, concepts or arguments related to the substance of the topic.

Quality learning environment• The task presents some

challenging work for most students.

• Students are able to exercise control in relation to at least one aspect of the task.

Consider: What am I learning? How can I tell what I’m learning?

PRESENTINGHow can I present this information?

Skills• identify the requirements of

different forms of presentation

• consider the nature of the audience for the presentation

• select a form & style of presentation appropriate to the audience, & the content of the material

• prepare the presentation.

Quality TeachingQuality learning environment• The task gives students

substantial control, with negotiation possible, over significant aspects of the task.

Consider: What am I learning? How can I show it?

ASSESSINGWhat did I learn from this?

Skills• review the extent to which the

end product meets the requirements of the task (rubric)

• assess their use of the process in completing the task

• examine strengths & weaknesses in specific information skills

• set personal goals for further development of enquiry skills.

Quality TeachingQuality learning environment• Clear statements are made

regarding the quality of the work, & there is some elaboration of what it means to do well.

• The task presents some challenging work for most students.

Consider: How well did I learn?© 2007 School Libraries and Information Literacy unit. NSW Department of education and Training.

Thanks to Jan Reynolds & Cath Keane. See Scan 25(4).