Learning Outcomes
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  • Outcomes for Grades 1 - 3
  • Outcomes for Grades 4 - 6
  • Outcomes for Grades 7 - 9
  • Outcomes for Grades 10 - 12
  • BUILDING INFORMATION LITERACY  
    Introduction Information Literacy Information Process Building Plans Building Site What's New

     

    STUDENT LEARNING OUTCOMES FOR INFORMATION LITERACY
    (from The Atlantic Canada English Language Arts Curriculum, 7 - 9)

    LEVEL: 8
    By the end of Grade 8 students will be expected to:

    Planning Stage

    GCO A (Speaking/Listening)
    speak and listen to explore, extend, clarify and reflect on their thoughts, ideas, feelings, and experiences

  • consider and reflect on the contributions of others' ideas during discussions (1)
  • ask questions that probe for accuracy, relevancy, and validity; respond thoughtfully and appropriately to such questions (2)

  • GCO B (Speaking/Listening)
    communicate information and ideas effectively and clearly, and to respond personally and critically

  • contribute to small-group conversation and whole-group discussion, choosing appropriate strategies that contribute to effective talk (1)
  • give instructions and respond appropriately to instructions, directions, and questions (3)

  • GCO D (Reading/Viewing)
    select, read, and view with understanding a range of literature, information, media, and visual texts

  • select texts that address their learning needs and range of special interests (1)
  • explain, with some regularity, how authors use pictorial, typographical, and other organizational devices like tables and graphs to achieve certain purposes in their writing, and rely on those devices to construct meaning and enhance understanding (3)
  • regularly identify the processes and strategies readers and viewers apply when constructing meaning; develop an understanding of the personal processes and strategies applied when reading and viewing; reflect on personal growth as readers and viewers of texts and use this awareness of personal development to push reading and viewing abilities even further (5)

  • GCO E (Reading/Viewing)
    interpret, select, and combine information using a variety of strategies, resources, and technologies

  • access appropriate print and non-print sources with increasing independence and select information to meet specific needs with increasing speed, accuracy, and confidence (1)
  • experiment with and rely upon a range of print and non-print (e-mail, CD-ROMs, online databases...) sources for accessing and selecting information (2)
  • employ various relevant research strategies like generating questions, drafting an outline, or interviewing peers to determine what questions they would like "answered" (or examined) by their research (3)

  • GCO H (Writing/Other Ways of Representing)
    use writing and other forms of representation to explore, clarify, and reflect on their thoughts, feelings, experiences, and learnings; and to use their imagination

  • demonstrate competence in the frequent use of writing and representing strategies to extend learning; to explore their own thoughts and consider others' ideas, to reflect on their feelings, values, and attitudes; and to identify problems and describe logical solutions (1)
  • identify and reflect upon strategies that are effective in helping them learn; to describe their personal growth as language learners and language users (2)

  • GCO I (Writing/Other Ways of Representing)
    create texts collaboratively and independently, using a variety of forms for a range of audiences and purposes

  • consider and choose writing forms that match both the writing purpose (to define, report, persuade, compare) and the reader for whom the text is intended (understand why language choice, organization, and voice used in an essay differs from that used in a media advertisement) (2)

  • GCO J (Writing/Other Ways of Representing)
    use a range of strategies to develop effective writing and media products to enhance their clarity, precision, and effectiveness

  • attempt to use various technologies for communicating to a variety of audiences for a range of purposes (3)
  • demonstrate a commitment to crafting pieces of writing and other representations (4)

  • Return to Outcomes for Student Learning

    Building Information Literacy Return to Top