1. Linking the information process with Quality Teaching Intellectual quality Quality learning environment Significance © 2007 School Libraries and Information Literacy unit. NSW Department of education and Training. Thanks to Jan Reynolds & Cath Keane. See Scan 25(4).

2. DEFINING What do I know and what do I want to find out? Skills relate task to their learning clarify the meanings of the words of the task identify & interpret key words/ ideas in task state task in own words work out parts of task. Quality Teaching Intellectual quality The task requires sustained focus on key concepts & ideas, & requires clear articulation of the relationships between & among concepts. Quality learning environment Students determine many significant aspects of the task either independently or with teacher approval. Significance Students’ background knowledge is substantially incorporated into the task, & meaningful connection to out-of-school knowledge is integral to the task. Consider: What do I want to learn?

3. LOCATING Where can I find the information I need? Skills recall relevant information & skills from previous experience recognise strengths & weaknesses of current knowledge limit investigation to manageable size identify possible sources recognise relative worth of sources select best sources to use locate sources & equipment record details of sources used. Quality Teaching Significance Students’ background knowledge is substantially incorporated into the task & meaningful connection to out-of-school knowledge is integral to the task. Consider: What do I want to learn?

4. SELECTING What information do I really need to use? Skills assess the usefulness of each source use key words to locate potentially important information skim resources for relevant information identify information that has links with task decide whether information is fact or opinion identify bias record information in some form. Quality Teaching Intellectual quality The task requires focus on key ideas. Quality learning environment The task presents some challenging work for most students. Students are able to exercise control in relation to at least one aspect of the task. Consider: Why does it matter?

5. ORGANISING How can I use this information? Skills review the purpose of the task combine the information into larger units of information combine the units of information into a structure review the structure in the light of the purpose of the task adjust the structure where necessary. Quality Teaching Intellectual quality The task requires students to present some sustained clarification of the ideas, concepts or arguments related to the substance of the topic. Quality learning environment The task presents some challenging work for most students. Students are able to exercise control in relation to at least one aspect of the task. Consider: What am I learning? How can I tell what I’m learning?

6. PRESENTING How can I present this information? Skills identify the requirements of different forms of presentation consider the nature of the audience for the presentation select a form & style of presentation appropriate to the audience, & the content of the material prepare the presentation. Quality Teaching Quality learning environment The task gives students substantial control, with negotiation possible, over significant aspects of the task. Consider: What am I learning? How can I show it?

7. ASSESSING What did I learn from this? Skills review the extent to which the end product meets the requirements of the task (rubric) assess their use of the process in completing the task examine strengths & weaknesses in specific information skills set personal goals for further development of enquiry skills. Quality Teaching Quality learning environment Clear statements are made regarding the quality of the work, & there is some elaboration of what it means to do well. The task presents some challenging work for most students. Consider: How well did I learn? © 2007 School Libraries and Information Literacy unit. NSW Department of education and Training. Thanks to Jan Reynolds & Cath Keane. See Scan 25(4).