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INFORMATION SKILLS PROCESS
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RATIONALE Overwhelming volume of information available
Information is changing in some areas There are Various means of delivery available.
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What does it mean for us now?
We need to achieve learning outcomes within the curriculum. We need to increase student independence with their learning
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What does it mean for the future?
Develop critical thinkers. We want to create life-long learners.
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In the Classroom Information literacy is……
“…..the acquiring of skills that allow a student to define a task, locate an appropriate range of resources, critically analyze and synthesize the information into an original response.” (DSE)
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Skills need to be taught explicitly and systematically.
It is a process that is gradual. It is a process that needs practice.
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The Process… that we need to assist our students to engage with…
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1. DEFINING TASKS/GOALS
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DEFINING METHODS What is the task about What do I need to find out?
Keywords and terms needed What do I already know? What do I need to know? Questions I need to ask?
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“Defining Tool” Use Mind Maps Cluster related Ideas
Mind maps help you plan an assignment. Key words give shape to the assignment.
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Mind Map of a Garden
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USING QUESTIONS WHERE? WHO? WHAT? WHEN? WHY? HOW? WHICH?
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2. LOCATING What sort of information do I want?
(facts, figures, evidence, opinion)
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Locating from where? Maybe from school, or the library?
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Or maybe from People in the community?
Businesses or organizations. The telephone book can be a great help.
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Where else can I go? Other print sources: Magazines Newspapers Maps
Books
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Other Sources CD-Roms Videos Computer Databases The Internet
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3. EVALUATING Are the sources suitable? Is there enough detail?
Is the information at the right level? Are they up to date? MAPPING, KEYWORDING, QUESTIONING, SCAN & SKIM READ, COMPARE & CONTRAST, ANALYSE INFER INTERPRET What are the copyright provisions?
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FOCUS…FOCUS! Keep looking at your Questions
You need to keep focused on what is needed for the task! To help do this use: Your Mind Map Use your keywording! Keep looking at your Questions
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4. SELECTING The selecting process involves asking yourself several questions………… What information do I really need to use? What can I leave out? How relevant is the information? How will I record it? What style of note taking suits the task?
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5. DEVELOPING “Original Thought”
In any assignment it is good to show you understand the work. To do this it is good to: Analyze information Compare and Contrast Make inferences Interpret and comment
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6. ORGANISING
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To organize your assignment ask yourself these four questions.
How can I best use this information? Have I got enough information? Do I need to use all the information I have? How can I combine the information from different sources?
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Have I properly recorded where I got my information?
BIBLIOGRAPHY Have I properly recorded where I got my information? Have I used a range of sources? Have I acknowledged ideas and their sources in my writing?
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Before submitting assignment:-
MAKE SURE THE ASSIGNMENT IS EDITED AND THAT ALL SECTIONS HAVE BEEN COMPLETED! SELF-INTERROGATING…
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7. PRESENTING How should I present my information?
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Who is my Audience?
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Is there a proper structure to my presentation?
Assignments sometimes have specific “text types” to follow.
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Types of structure
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8. EVALUATING/REFLECTING
What have I learned? Did I fulfill my purpose? How did I go presenting the information? Where do I go from here?
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8. Where do I go from here? AUTONOMOUS LEARNERS LIFELONG LEARNERS
INDEPENDENT LEARNERS SELF-DIRECTED LEARNERS I TAKE THE RESPONSIBILITY OF MY OWN LEARNING ... ARE YOU READY TO DO THAT… ARE YOU READY TO ASSIST YOUR STUDENTS TO BECOME ONES?
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