The Information Process
Select an area from the list below:
  • The Heart of Resource-Based Learning
  • A Description of the Information Process
  • A Closer Look at the Information Process
  • BUILDING INFORMATION LITERACY  
    Introduction Information Literacy Learning Outcomes Building Plans Building Site What's New

     

    STAGES WITHIN THE INFORMATION PROCESS

    Planning Stage (by the end of Grade 12)

    Students will recognize a need for information during this introductory stage of the Information Process and may be engaged in developing the following skills and strategies:

    • identifying problems, questions or topics
    • determining prior knowledge, attitudes
    • developing, refining problems, questions or topics
    • clarifying the purpose and task(s) required
    • identifying search strategies
    • developing key words/terms for searching
    • locating available sources of information
    • evaluating sources to determine appropriateness for their purposes
    • acquiring background information
    • refining, revising, narrowing, focusing, defining, broadening problems, questions, topics as necessary
    • generating ideas for further searching (for more, relevant information)
    • consideration of various methods for recording information, data or notes

    Topics for inquiry and information problem-solving activities generally, need to interest and stimulate learners. Instead of simply assigning a "research topic" such as, "Find out about racism and discrimination," students may be asked to complete a project based on some of the themes presented in the novel, To Kill A Mockingbird. These might include:

    • writing and presenting a "mock trial" in which an accused is victim to discriminative acts;
    • developing and presenting a computer-generated slide show depicting various acts of discrimination and/or racism, along with ideas about how these acts can be prevented or reduced;
    • learning about the history of slavery and writing a short story or series of poems set during those times (to be presented as a dramatic reading);
    • preparing and hosting a panel discussion about equal rights as they pertain to the students' own community;
    • writing and performing a song with a clear message about anti-racism;
    • writing and publishing a pamphlet/leaflet promoting an anti-racist, anti-discrimination message (using desktop publishing, graphics).

    To prepare the students to address any one of these options with information and enthusiasm, learning stations may be implemented prior to (or during) the class's reading of the novel, To Kill A Mockingbird. These shorter resource-based learning activities would focus on accessing and evaluating information appropriate for the topics of racism and discrimination; they will also alert students to a multitude of good information sources as they begin to plan and then use information to develop their individual or group projects.

    This resource-based learning approach was developed by a grade ten teachers and teacher-librarian at Kinkora High School in P.E.I. Through these various learning activities students will achieve a number of language arts learning outcomes (including those emphasizing the development of information literacy.) To read more about this comprehensive and exciting resource-based learning project, go to Part 4 of this document.

    To view samples of learning strategies/cognitive organizers for students, click on Learning Strategies. You may wish to download/print these strategies, and adapt them for your students!

    Show Me The Student Learning Outcomes For This Stage

    Show Me The Gathering Information Stage

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