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  • BUILDING INFORMATION LITERACY  
    Introduction Information Literacy Information Process Learning Outcomes Building Site What's New

     

    Using the Web for Research

    • Grade Eleven
    • Computer Science (Computers 521)
    • Geography
    • Physics
    • English Language Arts
    • Biology
    • Economics
    Charlottetown Rural High School
    100 Burns Crescent, Charlottetown, PE C1E 1K6
    Telephone: (902) 368-6905
    Fax: (902) 894-7029
    Website: http://www.edu.pe.ca/chtownrural

    Teachers:
    Kim McBurney, Computer Teacher (mcburnek@chtownrural.edu.pe.ca)
    Leona Dalton, Teacher-Librarian


    Project Outline

    Accompanying Documents
    (Adobe Acrobat [.pdf] Format)

  • Research Paper Contract

    Introduction
    (Curriculum Context - Background Information)

    Kim McBurney, a former information technology consultant at the P.E.I. Department of Education, decided to include a major research paper in the grade eleven computer science course she is teaching at Charlottetown Rural High School. She was concerned that this project should have real interest and appeal for the students. As well, she wanted to structure the process to ensure they didn't just spend their time "surfing and pasting" a product that might not reflect their own learning. Recognizing that analysis and evaluation are essential for any meaningful understanding, Kim decided to structure this activity to ensure her students had to provide evidence of using their information literacy skills to determine whether their sources contained appropriate data and information, and to combine these into an "original" synthesis or product.

    Ms. McBurney also considered the "workload" of her students and tried to provide connections with various subjects/courses and their teachers. Having a contract signed by these teachers allowed the students to discuss their choice of topic in some depth. They gained a better understanding of the expectations their subject teachers (as well as the computer teacher and teacher-librarian) would have for their work.


    General Goals
    (Why are we doing this?)

    The main goal for this unit is to have grade eleven students demonstrate their achievement of learning outcomes for both technological competence and information literacy. They were also expected to adhere to the stages/phases in the Information Process (with some local adaptations) and to create and share written products that were "original" in that they were a true synthesis of the students' use of credible sources and their own questions and interpretation of what they located and used. They were also expected to adhere to standards for citing the work of others and to indicate that they had actually learned, in depth, something about their topic of choice.


    Student Learning Outcomes
    (Knowledge, Skills, Strategies and Attitudes from the Atlantic [APEF] Curriculum)

    Planning Stage

    GRADE LEVEL: 11
    GCO A (Speaking/Listening)
    speak and listen to explore, extend, clarify and reflect on their thoughts, ideas, feelings, and experiences

  • ask perceptive/probing questions to explore ideas and gain information (2)

  • GRADE LEVEL: 11
    GCO B (Speaking/Listening)
    communicate information and ideas effectively and clearly, and to respond personally and critically

  • ask and respond to questions in a range of situations, including those related to complex texts and tasks (3)

  • GRADE LEVEL: 11
    GCO D (Reading/Viewing)
    select, read, and view with understanding a range of literature, information, media, and visual texts

  • assess ideas, information, and language, synthesizing and applying meaning from diverse and differing perspectives (3)

  • GRADE LEVEL: 11
    GCO E (Reading/Viewing)
    interpret, select, and combine information using a variety of strategies, resources, and technologies

  • acquire information from a variety of sources, recognizing the relationships, concepts, and ideas that can be utilized to generate student text
    -- select appropriate information from a variety of sources, making meaningful selections for their own purposes
    -- recognize and reflect upon the appropriateness of information for the purpose of making meaningful student text (3)

  • GRADE LEVEL: 11
    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)

  • GRADE LEVEL: 11
    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

  • make informed choices about the use of computer and media technology to serve their communication purposes (3)
  • demonstrate a commitment to crafting a range of writing and other representations (4)
  • Gathering Information Stage

    GRADE LEVEL: 11
    GCO D (Reading/Viewing)
    select, read, and view with understanding a range of literature, information, media, and visual texts

  • read a variety of print texts recognizing elements of those texts that are relevant to their own lives and community (1)
  • read a wide variety of media and visual texts, comparing and analysing the structure, genre, style, and cultural diversity of the different texts (2)
  • assess ideas, information, and language, synthesizing and applying meaning from diverse and differing perspectives (3)
  • demonstrate an understanding of and apply the strategies required to gain information from complex print texts and multimedia texts (4)

  • GRADE LEVEL: 11
    GCO E (Reading/Viewing)
    interpret, select, and combine information using a variety of strategies, resources, and technologies

  • acquire information from a variety of sources, recognizing the relationships, concepts, and ideas that can be utilized to generate student text
    -- select appropriate information from a variety of sources, making meaningful selections for their own purposes
    -- recognize and reflect upon the appropriateness of information for the purpose of making meaningful student text
    -- synthesize information from a range of sources, including the electronic network, to address a variety of topics and issues (3)

  • GRADE LEVEL: 11
    GCO F (Reading/Viewing)
    respond personally to a range of texts

  • make connections between the ideas and information presented in literary and media texts and their own experiences (2)

  • GRADE LEVEL: 11
    GCO G (Reading/Viewing)
    respond critically to a range of texts, applying their knowledge of language, form, and genre

  • recognize the commonalities and differences in form, structure, and ideas of various texts (1)
  • examine the relationships among language, topic, purpose, context, and audience (3)
  • examine the relationship of specific elements within and among texts (4)
  • analyse the merits of the language, ideas, and other significant characteristics of a variety of texts and genres (5)
  • Interacting With Information Stage

    GRADE LEVEL: 11
    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)

  • GRADE LEVEL: 11
    GCO B (Speaking/Listening)
    communicate information and ideas effectively and clearly, and to respond personally and critically

  • ask and respond to questions in a range of situations, including those related to complex texts and tasks (3)

  • GRADE LEVEL: 11
    GCO D (Reading/Viewing)
    select, read, and view with understanding a range of literature, information, media, and visual texts

  • read a variety of print texts recognizing elements of those texts that are relevant to their own lives and community (1)
  • read a wide variety of media and visual texts, comparing and analysing the structure, genre, style, and cultural diversity of the different texts (2)
  • assess ideas, information, and language, synthesizing and applying meaning from diverse and differing perspectives (3)
  • demonstrate an understanding of and apply the strategies required to gain information from complex print texts and multimedia texts (4)
  • articulate their understanding of the purpose of the author in relation to the impact of literary devices and media techniques on the reader or viewer (5)

  • GRADE LEVEL: 11
    GCO E (Reading/Viewing)
    interpret, select, and combine information using a variety of strategies, resources, and technologies

  • acquire information from a variety of sources, recognizing the relationships, concepts, and ideas that can be utilized to generate student text
    -- select appropriate information from a variety of sources, making meaningful selections for their own purposes
    -- recognize and reflect upon the appropriateness of information for the purpose of making meaningful student text
    -- synthesize information from a range of sources, including the electronic network, to address a variety of topics and issues (3)

  • GRADE LEVEL: 11
    GCO F (Reading/Viewing)
    respond personally to a range of texts

  • recognize and articulate the elements of information from a variety of sources that trigger personal response (1)
  • make connections between the ideas and information presented in literary and media texts and their own experiences (2)
  • make connections among the themes, issues, and ideas expressed in various texts (3)
  • demonstrate a willingness to explore multiple perspectives on text (4)
  • justify points of view on various print and media texts (5)
  • recognize and articulate feelings about ambiguities in complex texts, interpreting details and subtleties to clarify their understanding (6)

  • GRADE LEVEL: 11
    GCO G (Reading/Viewing)
    respond critically to a range of texts, applying their knowledge of language, form, and genre

  • recognize the commonalities and differences in form, structure, and ideas of various texts (1)
  • recognize how the artful use of language and the structures of genre and text can influence or manipulate the reader/viewer (2)
  • examine the relationships among language, topic, purpose, context, and audience (3)
  • examine the relationship of specific elements within and among texts (4)
  • analyse the merits of the language, ideas, and other significant characteristics of a variety of texts and genres (5)
  • respond critically to complex print and media texts (6)
  • explore the diverse ways in which texts reveal and produce ideologies, identities, and positions (7)
  • reflect on their responses to print and media texts, considering their own and others' social and cultural contexts (8)

  • GRADE LEVEL: 11
    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)
  • use note-making strategies to document experience, ... (deconstruct and) reconstruct knowledge by
    -- paraphrasing
    -- summarizing
    -- using note cards, note-taking sheets, research grids...
    -- video or audio techniques (2)

  • GRADE LEVEL: 11
    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

  • 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)
  • Organizing Information Stage

    GRADE LEVEL: 11
    GCO G (Reading/Viewing)
    respond critically to a range of texts, applying their knowledge of language, form, and genre

  • recognize the commonalities and differences in form, structure, and ideas of various texts (1)
  • recognize how the artful use of language and the structures of genre and text can influence or manipulate the reader/viewer (2)

  • GRADE LEVEL: 11
    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 note-making strategies to document experience and reconstruct knowledge by
    -- paraphrasing
    -- summarizing
    -- using note cards, note-taking sheets, research grids...
    -- video or audio techniques (2)

  • GRADE LEVEL: 11
    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

  • use information from a variety of sources to construct and communicate meaning (5)
  • Creating New Information Stage

    GRADE LEVEL: 11
    GCO A (Speaking/Listening)
    speak and listen to explore, extend, clarify and reflect on their thoughts, ideas, feelings, and experiences

  • 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)

  • GRADE LEVEL: 11
    GCO D (Reading/Viewing)
    select, read, and view with understanding a range of literature, information, media, and visual texts

  • articulate their understanding of ways in which information texts are constructed for particular purposes (3)

  • GRADE LEVEL: 11
    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

  • make informed choices of language and techniques to enhance the impact of imaginative writing and other ways of representing (3)

  • GRADE LEVEL: 11
    GCO I (Writing/Other Ways of Representing)
    create texts collaboratively and independently, using a variety of forms for a range of audiences and purposes

  • 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)

  • GRADE LEVEL: 11
    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)
  • demonstrate a commitment to crafting a range of writing and other representations (4)
  • use information from a variety of sources to construct and communicate meaning (5)
  • Sharing and Presenting Information Stage

    GRADE LEVEL: 11
    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)

  • GRADE LEVEL: 11
    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)

  • GRADE LEVEL: 11
    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)
  • Assessment and Evaluation Stage

    GRADE LEVEL: 11
    GCO D (Reading/Viewing)
    select, read, and view with understanding a range of literature, information, media, and visual texts

  • articulate their understanding of the purpose of the author in relation to the impact of literary devices and media techniques on the reader or viewer (5)

  • GRADE LEVEL: 11
    GCO E (Reading/Viewing)
    interpret, select, and combine information using a variety of strategies, resources, and technologies

  • acquire information from a variety of sources, recognizing the relationships, concepts, and ideas that can be utilized to generate student text
    -- select appropriate information from a variety of sources, making meaningful selections for their own purposes
    -- recognize and reflect upon the appropriateness of information for the purpose of making meaningful student text
    -- synthesize information from a range of sources, including the electronic network, to address a variety of topics and issues (3)

  • GRADE LEVEL: 11
    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 (1)

  • GRADE LEVEL: 11
    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)

  • GRADE LEVEL: 11
    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)
  • demonstrate a commitment to crafting a range of writing and other representations (4)


  • Learning Resources Required
    (Print, non-print, audio-visual, electronic, community)

    Students were encouraged to access resources through the school library and through their subject teachers' collections, as well as the Web sources required for this project. At this level (grade eleven) there is a strong emphasis on accessing (searching for) and evaluating sources (in all formats), with emphasis on appropriate use of Internet (World Wide Web) sites.

    Students used a number of search engines to access Internet sites. Please see the P.E.I. Department of Education's Search Engines (Comparison Chart) by Peter Griesbauer, located in Part Two (Information Process: the Heart of Resource-Based Learning) within this BIL site.

    Students were also encouraged to use other sources, including reference materials (in both print and CD-ROM formats) available in their school library. The school library at Charlottetown Rural High School offers, in addition to the Internet, a number of periodical and encyclopedia/reference databases as well as an excellent collection of non-fiction materials. A listing of reference materials recommended for this activity is available by contacting Leona Dalton, Teacher-librarian at the school... and will be added here later.

    Although nonprint (video etc.) and human/community resources are often recommended for this type of individual research, this particular unit makes greater use of the types of resources (print, electronic) suggested above. This could change as the unit is revised for use in the future.

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