Information

Information Literacy – Questioning, defining, selecting, analyzing, evaluating, applying, and creating information using digital tools.

1. Identify and define authentic inquiry topics using valid information within new and evolving learning spaces.

2. Generate appropriate questions for investigation. Be aware that questions can and should develop and change throughout the investigation.

3. Begin to identify purpose research, create hypothesis, collect, analyse information, draw conclusions, and present conclusions.

4. Explore key search terms and how they can assist with locating information in a variety of sources.

5. Explore a variety of specific strategies to guide inquiry in new and evolving learning spaces.

6. Explore a range of sources and resources to locate relevant information.

7. Develop a range of reading, listening and viewing skills to locate information in a range of sources and resources.

8. Select or reject information based on relevance, timeliness, and reliability. Seek divergent perspectives.

9. Use a variety of methods to record, store, organise, and back-up information.

10. Evaluate and reflect on own strengths and weaknesses in using the research process during the investigation.

11. Acknowledge the source of information used within the context of the Inquiry. Begin to use a prescribed citation format to create a bibliography.

12. Explain how messages work and how they produce meanings.

13. Use one form of media to link to another to provide different purpose or depth.

14. Understand and appreciate that design choices are influenced by characteristics of the intended audiences.

15. Create presentations that communicate new learning and are intended for the school community.

16. Use information to take action.

17. Identify the methods and reasons content creators use to select and present information. Explore the possible effects these decisions have on the audience.

1. Recognise and define the information needed for a general topic and create a research question.

2. Take a general topic and develop key questions and key search terms to access information about that topic. Actively develop questions throughout the investigation as the inquiry expands or contracts.

3. Develop the ability to identify purpose research, create hypothesis, collect, analyse information, draw conclusions, and present conclusions.

4. Expand and contract key search terms according to effectiveness in a search string. Use advanced search on a variety of search engines and databases.

5. Select specific strategies appropriate to the task to guide inquiry and evaluate effectiveness.

6. Use appropriate, validated sources and resources to locate relevant information. Seek a range of resources that offer differing perspectives.

7. Use a range of reading, listening and viewing skills to locate information in a range of sources and resources.

8. Select or reject information based on relevance, timeliness, and reliability. Seek divergent perspectives. Scrutinize information to discern possible bias.

9. Select appropriate methods to record, store, organise, and back-up information.

10. Evaluate and reflect on own strengths and weaknesses in using the research process during the investigation.

11. Acknowledge all sources of information used within the context of the research. Use a recognised prescribed format to create a bibliography and begin to use in text citations.

12. Recognize that each messages type has a unique syntax and is able to demonstrate effective use in new creations.

13. Recognize the interdependence of different media types and be able to use one form of media to link to another to provide different purpose or depth.

14. Evaluate design choices on their effectiveness for communicating the intended message.

15. Create complex presentations that communicate new learning and are intended for audiences outside of the immediate community.

16. Demonstrate the knowledge that information has limitations, creates opportunities and can be used to take action.

17. Identify the methods and reasons content creators use to select and present information. Evaluate the effects these decisions have on the audience. (With regard to manipulation of audience by content creators)

2. Take a general topic and generate significant questions for investigation. Craft and revise questions, hypotheses and topic focus throughout the investigation as the inquiry expands and contracts.

3. Demonstrate the ability to identify purpose, research, create hypothesis, collect, analyse information, draw conclusions, and present conclusions.

4. Expand and contract key search terms according to effectiveness in a search string. Use advanced search on a variety of search engines and databases with emphasis on peer-reviewed journals and data-mining.

5. Create specific strategies appropriate to the task to guide inquiry and evaluate effectiveness.

6. Use appropriate, validated, triangulated sources and resources to locate relevant information. Seek a range of resources that offer a range of differing perspectives.

7. Use the sophisticated reading, listening and viewing skills to locate information in a range of sources and resources.

8. Select or reject information based on relevance, timeliness, authorship, and reliability. Seek divergent perspectives. Be critically aware of the bias.

9. Select appropriate methods to record, store, organise, archive, delete, and back-up through transfer of format information.

10. Develop meta-cognitive awareness to evaluate strengths and weaknesses in using the research process during the investigation.

11. Acknowledge all sources of information used within the context of the research. Use a prescribed citation format to create a bibliography and use in text citations.

12. Recognize that each message type has a unique syntax and is able to demonstrate effective use in new creations.

13. Leverage the interdependence of different media types and be able to use one form of media to link to another to provide different purpose or depth.

14. Evaluate the success of design choices on their effectiveness for communicating the intended message.

15. Create complex, multi-layered presentations that communicate new learning and are intended for audiences outside of the immediate community.

16. Demonstrate understanding of that information has limitations, creates opportunities and can be used to influence situations.

17. Identify the methods and reasons content creators use to select and present information. Evaluate the effects these decisions have on the audience. (With regard to manipulation of audience by content creators)