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



    Sharing and Presenting Information Stage (by the end of Grade 3)

    Students should experience a variety of opportunities to share what they have discovered and created. Emergent and early writers will enjoy group sharing or discussion about their products, whether these are created through collaborative or individual efforts. Examples may include:

    • reading an original story or poem
    • sharing information in pictures, simple graphics, and charts
    • presenting information orally
    • sharing their new information through e-mail messages, with assistance from others
    • explaining how a student-created model works or a game is played
    • publishing to the WorldWideWeb, with assistance from others

    As students become more independent, they will be able to share in more complex ways. For example, they might publish reports with a cover, title page, table of contents, and glossary. They will also develop skills for constructing visual aids such as drawings, models, and posters to enhance their presentations, and with assistance, use technology such as photographs, taped music, or videotape. Having students share in small groups with another class is also an effective way to share information products.

    Students need help to develop criteria for sharing products, such as speaking clearly and audibly when reading or dramatizing. They also need to be prepared for active audience participation (e.g. listening purposively, asking appropriate questions, offering positive, helpful comments.)

    It is important to involve students in reflecting on the process, skills, and strategies they are using throughout the (resource-based learning) activity. They can begin to assess their learning process by contributing to whole-class or small-group discussion. For example, the class can be asked to reflect on what they learned about gathering information, or to evaluate critically what they learned about gathering information, or to evaluate critically the resources they used (e.g. to reflect on which resources were most valuable. Students can be encouraged to reflect (in discussion) or in learning logs (e.g. the teacher or teacher-librarian might ask:

    Was the World Wide Web site the best source of information about the animal? Did other sources, such as a nonfiction book or a video contain better/different/ easier to read and use... information?

    Students may also make use of e-mail discussions in Internet projects (using software such as Zebu) for responding, commenting, or suggesting revisions to other students' work.

    When a grade three class in Newfoundland sent their E-mail questions about "living on an island" to students in P.E.I., the resulting discussion focused on comparisons about life in the respective Canadian "island provinces:"

    "We know that islands are surrounded by water... that some islands are very small and some are very big. We know some islands are made from volcanoes. How was your island formed? Please write back soon. Your friends,"
    (Grade three students, St. John's Newfoundland, from an e-mail message sent December, 1998.)

    "Thank you for the hard question... here is my answer: About 5,000 years ago, (P.E.I.) was connected to New Brunswick and Nova Scotia by a low plain. Then huge sheets of ice called glaciers moved over the plain. The glaciers were so thick and heavy that they pushed down the land. When the glaciers melted, they filled the ocean until water completed covered the plain, forming our Island. Your friend,"
    (Grade five student, Charlottetown, Prince Edward Island, from an e-mail message reply, December, 1998.)

    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 Assessment and Evaluation Stage

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