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What
is it?
Session
Outline
What
does the Teacher Librarian have to offer?
How can
I incorporate ICT's into my day to day program ?
How
do I report on Information Literacy and ICT's?
Home
Contact
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The Information
Process :
Defining
- What do I really
want to find out?
- What is my purpose?
- Why do I need
to find this out?
- What are the
key words and ideas of the task?
- What do I need
to do?
Defining
- Steps
1. What am I being
asked to do?
- try to pick
a topic which is not too broad or too narrow
- if you have
a choice - will you be able to find information
to answer your questions? If not - change your question
early on.
- if you have
a set topic, think carefully about the meaning of
it and the aims of the task. Are you expected to
cover all aspects or can you select one or two aspects
to cover in depth? How long is your report / presentation
expected to be?
2. What do I know?
- this will
help focus your research and prevent wasted time
in reading and note-taking
3. What do I need
to find out?
- formulate
questions which will focus your research and help
you to organise your reading and final presentation
4. Re-evaluate
your topic
- What time
are you allowing yourself to complete the task?
(Adapted from Project
Parent 'Primary': Assignments - Control or Chaos, 1991)
Learning
Outcomes:
| Level
One |
1. Identifies the main
idea of a discussion
2. Participates in
discussions on a given topic in response to an audio and/
or visual stimulus.
3. Uses prior knowledge
and experiences to brainstorm ideas and vocabulary to answer
questions and contribute to a group list about what is already
known.
4. Asks simple questions
relevant to topic.
5. Expresses ideas
about why things are so and gives reasons.
6. Is keen to explore
and discover.
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| Level
Two |
1. Identifies the main
idea of a discussion, and makes relevant contributions.
2. Uses key ideas to
formulate focus questions for particular investigations
using teacher-modelled examples
3. Formulates questions
beginning with where, when, what, why, which, who and how
and organises these as a concept map or other graphic format.
3. Poses questions
to get information and clarification from other children
and adults.
3. Sorts similar questions
and statements into groups.
4. Listens to explanations
and revises own.
6. Chooses a topic
from a list of ideas.
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| Level Three |
1. Uses knowledge and
experience and needs to initiate and plan investigations.
2. Clarifies own knowledge
and identifies information and issues to be considered and
how these might be investigated.
3. Generates keywords
and poses focus questions to plan research and observations
and clarify ideas
4. Uses graphic organiser
to identify what is known and what needs further investigation.
5. Understands different
types of questions may be needed to elicit required information.
6. Sorts ideas and
organises focus questions into general headings
7. Analyses core task
and has clear understanding of what is expected
8. Uses a model to
devise a time-management strategy to meet given deadlines
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| Level Four |
1. Negotiates an independent
research task or hypothesis for investigation.
2. Demonstrates clear
understanding of the task and its required search strategies.
3. Reviews existing
literature to determine current thinking and perspectives
about an issue,
4. Identifies key elements
in task by designing questions to clarify the issues involved
such as trends, causes, effects, opinions, predictions,
advantages and disadvantages.
5. Poses questions
that bring out strengths and weaknesses of different positions
on an issue.
6. Understands different
types of questions may be needed to elicit required information.
7. Re-defines problem
if necessary.
8. Devises a time-management
strategy to meet given deadlines which incorporates other
commitments.
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These outcomes can be found
in their original
form here. They have been adapted and presented in this format
for the purposes of this workshop.
Defining
the task - setting the task to make it an engaging learning experience
Research plan and checklist
can be used as an ongoing checklist and final student
self assessment tool .
Setting
the parameters with rubrics: Rubrics are a tool for assessment
that set the criteria for appropriate learning targets for students.
See the Concept
to Classroom Workshops on Assessment, Evaluation, and Curriculum
Redesign. A more extensive description and guides for practical
application of rubrics are presented in that workshop.
Formulating
Questions
Sample activities to develop defining
skills:
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to What is it?
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