The Information Process
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  • The Heart of Resource-Based Learning
  • A Description of the Information Process
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    Introduction Information Literacy Learning Outcomes Building Plans Building Site What's New



    Interacting With Information Stage (by the end of Grade 3)

    During this stage of the information process, students use a variety of language skills and strategies as they attempt to answer their inquiry questions. These may include:

    • evaluating information to determine if it is useful in answering their questions
    • using text features such as key words, bold headings, captions, menus, and icons
    • questioning, skimming, and reading (SQR)
    • interpreting simple charts, graphs, maps, pictures
    • listening and viewing for relevant information
    • recording their information in simple, point-form notes or through pictures or numerical data

    Students need demonstrations that make explicit the skills and strategies necessary to interact with information effectively (e.g., how to read, evaluate, and record information.) It is helpful to provide students at all grades, and especially at the primary level, with cognitive organizers or formats such as matrix sheets or webs for recording their information. These... may be adapted for individual or group purposes, and are often included in learning centre/station booklets for students' use. Students need demonstrations for note-making skills and strategies, as well as opportunities to practise. For example, students need to learn that their notes have to make sense for future use, even though they are recorded in point form.

    Most learning centres/stations activities focus on this stage of the process. Students are usually required to read/view/listen/discuss information from more than one preselected resource, and then to write notes or represent this combined information in some way. Directions need to be clearly written and easy to follow.

    The practice and protocols of acknowledging sources should be introduced to primary students to overcome plagiarism by reviewing and developing these regularly and to create respect for the work and ideas of others. Students may keep track of resources they use by making use of a simple bibliographic organizer/format (e.g., Sources I Used) for titles and authors' names. Names of resource persons and dates of interviews or presentations should also be included.

    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 Learning Strategies For This Stage: [1] [2]

    Show Me The Organizing Information Stage

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