ENGAGING

  DEFINING

  INITIATING

  LOCATING

  EXAMINING, SELECTING, COMPREHENDING, ASSESSING

  RECORDING, SORTING, ORGANIZING, INTERPRETING

  COMMUNICATING, SYNTHESIZING

  EVALUATING

Information Literacy

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

The process of...    EXAMINING, SELECTING, COMPREHENDING, ASSESSING

Advocacy or Education?

Examples

Student Skills and Strategies

The student demonstrates these skills and strategies.

Applies reading, listening, and viewing strategies:

• uses layout and typography
• uses visual and auditory cues
• skims or scans for keywords
• varies reading speed
• summarizes
• synthesizes

Applies questioning skills:

• modifies questions based on medium (text, e-mail, visuals)
• asks for help (people, online help screens, search tips)

Assesses information:

• recognizes the iterative process involving a series of judgment calls based on one’s own culture and background, prior experience and knowledge, and information needs
• defines credibility flexibly: believable, expert, objective, relevant, reliable, trustworthy, truthful
• differentiates between: primary and secondary sources
• evaluates data quality and methodology
• distinguishes between evidence and claims
• differentiates between cause and effect
• recognizes errors in logic
• identifies purpose and audience
• investigates authority; digital authority
• determines currency and link rot impact
• recognizes objectivity, opinion, point of view/bias, propaganda
• corroborates information using different types of sources
• identifies omissions and assumptions
• classifies and compares sets of information
• creates mental models and analogies to facilitate reasoning, make predictions, understand causes

Student Outcomes

Longitudinal competencies that can be observed in the learner.

Demonstrates flexible and complex thinking and behaviors:

• makes connections between ideas and among different media
• seeks alternative views
• open to unusual ideas
• tolerates ambiguity
• manages confusion and frustration
• exhibits critical thinking
• makes subtle distinctions and sensitive interpretations
• demonstrates knowledge and insight
• demonstrates focused inquiry, intelligent persistence
• continues recursive problem-solving process
• uses metacognition (thinking about one's thinking processes)

Curriculum and Teaching Design

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

• adjustable deadlines
• open access to the library and technology
• inquiry coaching
• Socratic teaching
• collaborative groups
• block schedules
• extended work periods