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



    Organizing Information Stage (by the end of Grade 12)

    This stage of the Information Process requires students to organize the information they have gathered, evaluated, and recorded, to answer the questions generated during the planning stage. There should be an emphasis on students determining whether they have "enough" or "appropriate" information, and on analyzing and combining their data, notes, and ideas in order to construct new ideas and understanding.

    Students need to use a variety of strategies to organize the information they have collected during the previous stages in the process, including:

    • numbering or letter coding notes according to their questions/sub-topics
    • highlighting or colour coding notes according to their questions/sub-topics
    • sequencing notes to construct meaning
    • numbering or ordering index cards (putting notes into "order" according to their questions/sub-topics)
    • sorting data in a database (by fields, records, etc.)
    • creating directories for files (containing information) using their questions or sub-topics for directory names/headings
    • using a flow chart to show trends or relationships in their date/findings
    • creating a file of annotated links to relevant Internet resources
    • developing a more formal/traditional outline (using numbers, letters, to order their notes for a written and/or other type of product or presentation)

    Again, The Blue Book (available from the P.E.I. Department of Education) is recommended; this includes a section on "Making An Outline."

    Students should review the information they have gathered and organized to determine a need for additional information, or further clarification, before the final product is created. Sometimes students need to "reframe" their assignments in light of new information they encounter at this stage in the process... a good example of the non-linear aspect of the Information Process. Their interpretation and synthesis of increasingly complex information is essential to formulate or construct the "new ideas" needed to address their topics, problems, and questions.

    Conferencing (with teachers, peers) will provide support at this critical stage. Students at the senior high school level still need to determine whether they have "enough" (and appropriate) information in order to create a required product and/or synthesize their own thoughts into an informed presentation or action. A "check-point" is recommended at this point to ensure that students are ready to proceed beyond this stage in the Information Process.

    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 Creating New Information Stage

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