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... RECORDING, SORTING, ORGANIZING, INTERPRETING, SYNTHESIZING
Student Skills and Strategies
The student demonstrates these skills and strategies.
Uses visual and linear notetaking methods:
- highlighting and marginal notes
- photocopy and blackout trash (leaving "treasures")
- outline, list, timeline
- chart, matrix, four-square grid, venn diagram, data sheets, spreadsheets, graphic organizers
- learning log, notecards, journal
Notes are:
- data, evidence, information
- in own words
- quotes or paraphrases citing sources and locations
- relevant, essential
- evidence to examine, not answers to a question
- labeled, classified
- integrated from multiple sources
- recorded as data to be analyzed (spreadsheet, database)
- screened for relevance
Student Outcomes
Longitudinal competencies that can be observed in the learner.
Chooses notetaking method appropriate to learning style and the structure of the information.
Self-regulates personal timeline / original search plan.
Synthesizes:
- formulates a focus
- sees patterns and trends, clusters, inconsistencies
- develops criteria to evaluate data
- interprets information
- respects ideas of others
- displays logical thinking, inductive and deductive reasoning
- develops own concepts, models, theories, hypotheses, analogies, decisions
- develops personal perspective
- questions selective perceptions, intellectual prejudices
Curriculum and Teaching Design
The curriculum and teaching supports the process, skills and strategies to build long-term competencies.
- explicit teaching (methods, skills, modeling thinking)
- choice-making
- statistical analysis (methods and tools)
- productivity software
- group problem-solving (groupware, discussion)
- intellectual property valued