ENGAGING

  DEFINING

  INITIATING

  LOCATING

  EXAMINING, SELECTING, COMPREHENDING, ASSESSING

  RECORDING, SORTING, ORGANIZING, INTERPRETING

  COMMUNICATING, SYNTHESIZING

  EVALUATING

See also: Research on a Complex Topic

Information Literacy

Steps in the inquiry process of problem-solving for an information need.

The process of...    DEFINING

ETE modules

Student Skills and Strategies

The student demonstrates these skills and strategies.

• self-questions
• activates prior knowledge

Student Outcomes

Longitudinal competencies that can be observed in the learner.

• identifies an information need
• recognizes that a problem exists
• distinguishes between recreation and research
• defines an information problem

Curriculum and Teaching Design

The curriculum and teaching supports the process, skills and strategies to build long-term competencies.

• open-ended, ill-structured real-world problem not solvable by routine methods
• project-based learning
• case study, simulation, scenario
• collaborative learning situations
• generative topics that are central to a subject matter, accessible/inviting, and rich
• recognition of significance and complexity of project
• flexible library and technology access
• writing to learn (KWL, quickwrite, computer-brainstorming software)
• technology-facilitated discussion and conferencing (e-mail, listservs, bulletin boards, newsgroups, groupware)
• time for reflection