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, 10 - 12)

    LEVEL: 11
    By the end of Grade 11 students will be expected to:

    Sharing and Presenting Information Stage

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

  • follow-up on and extend others' ideas in order to reflect upon their own interpretation of experiences (1)
  • ask perceptive/probing questions to explore ideas and gain information (2)
  • address complex issues, present points of view backed by evidence, and modify, defend, or argue for their positions in response to opposing points of view (3)
  • listen critically to evaluate others' ideas in terms of their own understanding and experiences, and identify ambiguities, and unsubstantiated statements (4)

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

  • use their awareness of the differences between formal and informal speech to interact effectively in panel discussions, formal debates, and other structures and formal situations (1)
  • use their awareness of the differences between formal and informal speech to interact effectively in panel discussions, formal debates, and other structures and formal situations (2)
  • ask and respond to questions in a range of situations, including those related to complex texts and tasks (3)
  • critically evaluate others' uses of language and use this knowledge to reflect on and improve their own uses of language (4)

  • 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 writing and other ways of representing to
    -- explore, interpret, and reflect on their experiences with a range of texts and issues
    -- monitor the language and learning processes and strategies they use
    -- record and assess their achievements as language users and learners
    -- express their feelings, and reflect on experiences that have shaped their ideas, values, and attitudes (1)
  • make informed choices of language and techniques to enhance the impact of imaginative writing and other ways of representing (3)

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

  • construct increasingly complex texts using a range of forms to serve their purposes (1)
  • create a clear and coherent structure in various forms of writing and media production
    -- make informed choices of form, style, and content to address the demands of different audiences and purposes (2)
  • use audience feedback in the process of writing and media production to improve the effectiveness of final products (3)

  • 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

  • apply a variety of writing/representation strategies to construct increasingly complex texts (1)
  • demonstrate control of the conventions of written language in final products (2)
  • make informed choices about the use of computer and media technology to serve their communication purposes (3)
  • use information from a variety of sources to construct and communicate meaning (5)

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