Learning Outcomes
Select an area from the list below:
  • 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: 9
    By the end of Grade 9 students will be expected to:

    Interacting With Information Stage

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

  • examine others' ideas in discussion to extend their own understanding (1)
  • ask relevant questions asking for elaboration, clarification, or qualification and to respond thoughtfully to such questions (2)
  • articulate, advocate, and support points of view, presenting viewpoints in a convincing manner (3)
  • listen critically to assess the adequacy of the evidence speakers give to evaluate the integrity of information presented (4)

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

  • participate constructively in conversation, small group, and whole-group discussion, and debate, using a range of strategies that contribute to effective talk (1)
  • give and follow instructions and respond to questions and directions of increasing complexity (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)
  • demonstrate an understanding that information texts are constructed for particular purposes (3)
  • use cueing systems and a variety of strategies to construct meaning in reading and viewing increasingly complex print and media texts (4)

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

  • independently access and select specific information to meet personal and learning needs
    -- select from a wide range of sources appropriate to their purposes
    -- use the electronic network
    -- develop approaches and strategies to conduct their research (1)

  • GCO F (Reading/Viewing)
    respond personally to a range of texts

  • respond to some of the material they read or view by questioning, connecting, evaluating, and extending... move beyond initial understanding to more thoughtful interpretations (1)
  • express and support points of view about texts and about issues, themes, and situations within texts, citing appropriate evidence (2)

  • GCO G (Reading/Viewing)
    respond critically to a range of texts, applying their knowledge of language, form, and genre

  • critically evaluate information presented in print and media texts
    -- assess relevance and reliability of available information to answer their questions (1)
  • demonstrate that print and media texts are constructed for particular audiences
    -- describe how specific text and genre characteristics contribute to meaning and effect (2)
  • respond critically to texts of increasing complexity
    -- analyze and evaluate a text in terms of its form, structure, and content
    -- recognize how their own ideas and perceptions are framed by what they read and write
    -- demonstrate an awareness that personal values and points of view influence both the creation of text and the reader's/viewer's interpretation and response
    -- explore and reflect on culture and reality as portrayed in media texts
    -- identify the values inherent in a text (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

  • use a range of strategies in writing and other ways of representing
    -- to extend ideas and experiences
    -- explore and reflect on their feelings, values, and attitudes
    -- consider others' perspectives
    -- describe and evaluate their learning processes and strategies
    -- reflect on their growth as language learners and language users (1)
  • use note-making to (de-construct and) reconstruct knowledge and select effective strategies appropriate to the task (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

  • integrate information from several sources to construct and communicate meaning (5)

  • Return to the Interacting With Information Stage

    Building Information Literacy Return to Top