ILP

INFORMATION LITERACY PROCESS Year 1/2/3 Year 4/5 Year 6/7
YEAR 1	YEAR 2	YEAR 3
DEFINING Through planned activities the student: understands the topic talks about a given topic in response to A/V stimulus contributes to what class members know about a topic formulates simple literal questions to gather specific information and to seek clarification understands and use terminology: title, author, illustrator, spine	DEFINING Through planned activities the student: participates in group brainstorming to identify key areas and relevant vocabulary talks about a given topic in response to an audio/visual stimulus chooses a topic from a list of ideas formulates simple literal questions to gather specific information and seek clarification contributes to a teacher devised plan understands and uses terminology: title, author. Illustrator, spine, publisher, series is aware of contents and index pages	DEFINING Through planned activities the student: participates in group brainstorming to identify key ideas and relevant vocabulary discusses a given topic on response to an audio and/or visual stimulus forms focus questions to seek literal and factual information (with assistance) contributes to a teacher-devised search plan understands and uses terminology: publisher, series, contents, index, spine label
LOCATING Through planned activities the student: is aware of layout of classroom, library and specialist rooms knows the location of JF and type of books housed there is aware that JF is shelved in alphabetical order according to surname of author learns borrowing procedure for school resources differentiates between fiction and non-fiction texts and their location using thematic resources locates primary sources, eg first hand experience, people, concrete objects locates secondary sources, eg book, pictures, AV material can turn the computer on uses terminology – monitor, keyboard, mouse, disk drive, printer, CD disk, understands and uses keyboard – space bar, Enter/Return mouse and cursor, locate and click interacts with story using mouse is aware of the internet (e-mail, search modelled) as a communication tool and info source uses Bookwizard with assistance to help select and locate resources	LOCATING Through planned activities the student: is aware of layout of library and specialist rooms differentiates between F and NF sections of the library and uses the spine label to identify resources is aware that NF resources are shelved in numerical order finds resources in both school library and public libraries with assistance locates primary sources, eg first hand experience, people, concrete objects locates secondary sources, eg book, pictures, AV materials begins to use contents and index pages of non-fiction books using key words is aware of a range of resources as sources of information, eg – magazines, videos, picture is able to switch on/off computer correctly learns to uses software correctly scans own borrowed resources from the library understands the purpose of different displays uses inquiry to help select and locate resources is aware of the internet (e-mail) as a communication tool and information source	LOCATING Through planned activities the student: follows a search plan with assistance understands and locates F using spine label locates NF using Dewey Decimal Classification system locates appropriate resources in both school library and public libraries with assistance begins to use contents and index pages of non-fiction books using key words locates primary and secondary sources of information uses a range of resources as sources of information, eg – encyclopaedias, videos, CD Roms etc. is introduced to author, title or subject assess to resources through Alice Inquiry is aware of key word searches using CD-Rom and on-line technology uses simple word processing software is aware of e-mail communication participates in on-line projects to locate, contribute and gather information reads and uses software text and icon menu locates, reads and responds to software instructions interacts with story using mouse scans own borrowed resources from library is aware of the ‘hold’ and ‘reserve’ facility fir borrowing resources understands the purpose of different displays and directional signage locates and borrows magazines with assistance locates bookmarked internet sites with assistance
SELECTING Through planned activities the student: selects books appropriate to their interests and reading ability using browsing techniques uses pictures, objects, live specimens, etc to extract information orally interacts with resources through: listening observing and viewing in response to focus questions identifying the main idea and key words identifying a sequence of ideas following directions formulates questions relating to a topic	SELECTING Through planned activities the student: selects books appropriate to their interest and reading ability using guiding techniques compares different pre-selected resources n a topic deciding which is appropriate makes selections using simple scanning techniques involving cover, title and pictorial illustrations interacts with resources through listening, observing and viewing in response to fucus questions identifying the main idea and key words identifying a sequence of ideas following directions formulates questions relating to the topic identifies relevant information from resources with assistance uses primary sources of information, eg people organises oral/pictorial/written information in sequence organises information under main ideas using key words forms sentences orally containing identified key words uses simple word processing software	SELECTING Through planned activities the student: interacts with the resource through: listening, observing and viewing in response to focus questions identifying the main idea and key words identifying a sequence of ideas distinguishing between narrative and information tests listening to and retelling stories in correct sequence gains information through discussion using pictures, objects, live specimens, etc. identifies and records relevant information (with assistance) from the resource by: listing key words under main ideas with assistance, writes sentences containing identified key words arrange ideas, events and facts in sequence uses people with specialist knowledge as a resource
ORGANISING Through planned activities the student: organises oral/pictorial/written information in sequence organises information into simple categories uses File menu to exit programs will type own name in a word processing document and print it with assistance interacts with a variety of educational software	ORGANISING Through planned activities the student: assesses fulfilment of task requirements plans presentation organises information into a logical sequence uses file menu to exit program	ORGANISING Through planned activities the student: participates in teacher led group discussion to: decide if the information is appropriate and relevant plans presentation organised information into a logical sequence uses Save, Print, Edit (centering, left justification, line spacing, tabs), delete, composing text (font, size, style) uses simple database fields with assistance.
PRESENTING Through planned activities the student: presents information in simple oral, written and visual sequence enacts role play/puppet presentations presents information using a range of media including: picture sequence, college, mural, model and computer drawing creates a response to a task/topic which uses information selected for the purpose	PRESENTING Through planned activities the student: creates a response to a task/topic which uses information selected for the purpose presents information in oral, written and visual sequence presents information using a range of media, including picture sequence college, mural, model and computer drawing presents word processed document containing student’s name and a sentence of text, printed with assistance	PRESENTING Through planned activities the student: creates a response to a task/topic which links ideas and relates them to the main idea presents appropriate information in simple written and oral recounts and factual descriptions uses a variety of presentation techniques including: a range of illustrative methods and displays audio tapes and computer-generated drawings and text, using ‘Word’ and ‘Kid Pix’.
EVALUATION The Student shares information with other children and adults assesses how well they worked through the process	EVALUATION The Student: discusses the appropriateness of the presentation in relation to the original task assesses own performance throughout process	EVALUATION The Student: reflects on, and evaluates the effectiveness of processes used discusses the appropriateness of their presentation in relationship to the original task identifies which skills are needed to make the task easier next time shares this information with parents

YEAR 4	YEAR 5 Back to Top
DEFINING Through planned activities the student: participates in group brainstorming to identify key ideas and vocabulary for a topic clusters ideas under headings with teacher assistance understands the organising principle of main heading initiates discussion and with assistance forms focus questions to gain information uses information gained to contribute to a group search plan which lists: key words and possible search terms focus questions to be answered types of resources likely to be useful learns about the importance of safety in the set-up and use of computers learns about the importance of ergonomics – correct posture at the keyboard becomes increasingly familiar with everyday applications of computers in society	DEFINING Through planned activities the student: participates in teacher-led discussion of appropriate vocabulary for a given topic participates in brainstorming of key words and teacher directed clustering of ideas devises focus questions in groups and individually to extract inferences and opinions with assistance, organises focus questions into headings from clustered ideas uses the above information to prepare a simple search plan which lists: key words and possible search terms focus questions likely sources of information
LOCATING Through planned activities the student: follows the devised search plan with assistance locates reference materials uses specialist reference tools – atlas, telephone book, encyclopaedia, thesaurus, dictionary, reference CD-Rom uses author, title, subject access in Alice to identify the shelf label of a resource locates appropriate resources using the Dewey decimal classification system selects materials in term of purpose by scanning table of contents, assessing readability, presentation and quality of illustrations gathers data from simple interview, excursion, survey or questionnaire constructed with assistance returns and issues own resources borrows magazines with assistance uses e-mail as a form of communication and possible source of information locates bookmarked information from the internet	LOCATING Through planned activities the student: locates reference materials, magazines, non-fiction, software, bookmarked internet sites uses specialist reference books (encyclopaedia, telephone directory) to locate information uses author, title, subject, series to assess resources through Alice Inquiry locates appropriate resources using the Dewey decimal classification system gathers data from interviews, excursions, surveys, questionnaires follows a search plan adding relevant information pre-judges the relative worth of resources in term of purpose is aware of internet search engines as a source of information uses URL addresses with assistance
SELECTING Through planned activities the student: uses focus questions to provide direction by: identifying key information and ideas from a text, audio or visual source identifies and records relevant information from a resource by: listing main idea and supporting key words organising related key words into categories – could include picture sequence or grid labelling categories to form clusters of ideas writing a sentence for selected categories records source of information using author and title works with peer/younger children in computer activities – tutoring and sharing skills	SELECTING Through planned activities the student: with assistance, identifies and selects information for a specific purpose by: using the contents and index to locate key words related to the task reading, listening and viewing to identify information relevant to the focus questions recognises when focus questions require modification evaluates the information in terms of appropriate terminology and currency identifies and records relevant information from a resource including bookmarks and URLs by: organising related key words into categories, including picture sequence, grids labelling the categories to form clusters of ideas writing a sentence for selected categories makes simple comparisons between information from different formats and/or sources records source of information using author, title, date of publication
ORGANISING Through planned activities the student: participates in group discussion of relevance of information to task categorises information into teacher determined strategies suited to topic consistently uses bullet point structure to organise notes; consistently presents draft material for editing. contributes to group discussion of suitable format and structure for presentation combines information into a structure with assistance understands and uses the process of saving and retrieving work stores on disk organises floppy files – saving and reading from own disk and naming files, setting up folders composes and edits text (cut, copy, paste, justification, tab, undo, spell check, page setup, select all) uses simple database with assistance participates in drill and practice activities for keyboard skills – right/left, posture, hand placement	ORGANISING Through planned activities the student: recognises and discards information not relevant to the task Net sources compares information from different sources, and in a group identifies differences combines the same information found in more than one source categorises information into different formats using strategies suited to the purpose participates in determining a suitable format and structure for presentation combines units of information into a structure with assistance uses spreadsheets with assistance consolidates word processing skill (inserts texts, headings, subheadings) uses databases for collation of information consolidates organisation of own files/disks creates and organises new folders (filing documents into folders) uses spreadsheets to organise information with assistance practises keyboard drills – hand and finger placement
PRESENTING Through planned activities the student: creates a response to a task/topic which: conveys understanding of the information obtained uses logical structures such as time sequences, grids presents appropriate information in: simple written and oral recounts and factual descriptions computer generated report using ‘Word’, ‘Publisher’, and ‘Power Point’	PRESENTING Through planned activities the student: creates a response to a task which: uses simple cause and effect uses information appropriate to the task and the audience organises ideas and information logically, eg time sequence presents appropriate information in: simple oral and written recounts and factual descriptions, using ‘Word’, ‘Publisher’, and ‘Power Point’. drawings, illustrations and graphs including computer generated (with assistance) which are labelled to summarise findings constructions such as models or displays role play
EVALUATION Through planned activities the student: respects the rights and opinions of others develops peer evaluation by giving feedback considers the quality, quantity and relevance of information assesses the student involvement with a topic or issue reflects on effectiveness of process used identifies questions and issues arising from decisions and actions	EVALUATION Through planned activities the student: respect the rights and opinions of others develops peer evaluation by giving and receiving feedback considers the quantity, quality and relevance of information assesses the student involvement with a topic or issue reflects on and evaluate effectiveness of process used evaluates personal ideas, feelings and actions and those of others identifies questions and issues arising from decisions and actions

YEAR 6	YEAR 7 Back to Top
DEFINING Through planned activities the student: selects from a range of topic areas and formulates a task under teacher direction participates in group brainstorming of key words and teacher directed clustering of ideas devises a task with assistance which requires: investigation, comparison, classifications and chronology devises focus questions in groups and individually to extract inferences opinions organises focus questions from clustered ideas into headings uses the above information to prepare a simple search plan which lists: key words and possible search terms focus questions likely sources of information	DEFINING Through planned activities the student: responds to a given task or selects from a given topic area identifies and interprets key words in the task with assistance independently brainstorms and clusters ideas devises a task which requires investigation, comparison, classification, chronology and critical examination participates in a group to determine what is required when asked to compare and contrast, discuss, profile, survey and debate develops focus questions to elicit interpretive information (debating) devises headings and subheadings with assistance and clusters focus questions into related groupings records essential information from the activities above makes predictions about likely sources of information onto search strategy sheet
LOCATING Through planned activities the student: follows a search plan adding relevant information pre-judges the relative worth of resources in term of purpose with assistance, recognises the difference in purpose and coverage of: magazines, newspaper, pamphlets, film, specialist reference materials, CD Rom, web searches E-mail identifies and locates resources using subject terms and key words to search Alice Inquiry and the Internet with assistance selecting and making appropriate judgements regarding relevant information from Alice Inquiry record and other sources of information including the Net selects resources with assistance by scanning parts of book and on-line records to locate and judge appropriateness of information (eg, contents, indexes, glossaries, bibliographies) scans packaging information and notes of AV and computer software resources uses index and knowledge of newspaper structure to select appropriate articles uses key words, volume and index across references to find information in CD Rom and print encyclopaedias uses a range of equipment to assess information, including CD-Rom loads software for information retrieval uses right click on mouse for various functions with assistance selectively prints information from Net sources under teacher supervision	LOCATING Through planned activities the student: follows a search plan using key words and related terms, modifying where necessary determines the type of resource most appropriate for the topic including electronic and print recognises where currency of information is necessary identifies and locates resources uses single and combined search terms to search Alice Inquiry and Net search engines recognises the value of fiction for specific topics, eg historical fiction uses information from the wider community is beginning to recognise the need to locate a variety of resources, representing a range of views selects resources by using skimming and scanning techniques to survey readability in electronic and print resources using contents, index and text headings for all types of resources including electronic identifies specialist reference resources, eg subject dictionaries, net searches recognises difference and coverage in purpose of different magazines, newspapers, pamphlets, net uses a range of equipment to access information eg, telephone, fax, off-line databases loads software for information retrieval selectively prints information from the net sources under teacher supervision
SELECTING Through planned activities the student: identifies and selects information by: locating key words and key phrases related to the task from: contents, index, headings, blurbs on a variety of sources including: magazines, newspapers, pamphlets, reference materials CD-Rom and Net reading, listening and viewing to identify information relevant to the focus questions skimming and scanning recognises when focus questions require modification records relevant information from a variety of resources by selecting notetaking strategy with assistance including clipboard makes simple comparisons between information from different formats and/or sources including electronic sources records sources of information using author, title, publisher, date of publication, URL addresses	SELECTING Through planned activities the student: identifies and selects information by locating key words, key phrases related to the task from: contents, index, headings, blurbs on variety of sources identifies different text structures of sources with assistance identifies and selects information by skimming and scanning modifies focus questions if appropriate records information by: selecting a notemaking strategy appropriate to source and task recognises when a notemaking format requires modification makes comparisons between different text structures and view points of information with assistance records sources of book and non-book information using author, title, publisher and date
ORGANISING Through planned activities the student: recognises and discards information not relevant to the task including electronic sources compares information and with assistance discriminates between fact and opinion combines similar information from different sources into larger units categories information according to predetermined headings, and with assistance, reclassifies into sub-headings with assistance, decides on a presentation format and framework suited to the purpose with assistance, links categorised information to a planning framework identifies information deficiencies and locates additional information with guidance consolidates wordprocessing skills, (spell check, thesaurus, dictionary, headings, subheadings short cut key strokes, keyboard skills) consolidates file management of own disk uses desktop window resizing and moving functions with assistance can delete files can use help functions with assistance (index search) retrieves information from databases inputs and uses spreadsheets with assistance	ORGANISING Through planned activities the student: independently decides on the value of the information to the task and discard if irrelevant compares information from different sources for opposing viewpoints and accuracy synthesises selects information connecting similar ideas and begin to make generalisations with assistance categorises information according to pre-determined framework of headings, subheadings decides on the format and the information form most appropriate to the task and audience prepares a plan using a standard framework and match information to the framework recognises information deficiencies and locates additional informational consolidates the use of databases to organise information extends the use of spreadsheets to most KLA’s consolidates the use of wordprocessing including keyboard drills consolidates window management skills (file management, file delete, desktop functions)
PRESENTING Through planned activities the student: creates a response to a research task which demonstrates understanding and simple interpretations of information use information appropriate to the task and the audience organises ideas and information logically, eg time order, simple cause and effect presents information using appropriate organisational framework with assistance, eg written and word processed reports , recounts, procedures and lists using titles and sub-titles appropriately oral reports, descriptions and comparisons supported by graphic and pictorial information constructs such as models and displays, diagrams and posters plays, role play desktop publishing (borders, wordart, clipart), in ‘Word, and HyperStudio’. Multi media presentations using scanner, digital camera, video images and sound	PRESENTING Through planned activities the student: Creates a response to a task which demonstrates understanding and simple interpretations of the information supports as issue presents ideas and information logically and is able to trace, profile, compare and contrast, discuss and debate makes simple generalisations and draws simple conclusions presents information using a form selected with assistance to suit the purpose and audience presents information using a variety of frameworks including multimedia, written reports, recounts, procedures and lists using titles and sub-titles appropriately consolidates desktop publishing skills (borders, WordArt, clipart), in ‘Word’ and ‘Hyperstudio’ uses oral reports, graphic, pictorial and dramatic presentations of similar complexity to the written presentation uses constructions requiring synthesis of information
EVALUATION Through planned activities the student: And teachers assess how well they worked through the process And teachers assess how satisfied they are with the presentation And teachers identify what skills they need to learn to make the task easier next time And teachers share this information with parents	EVALUATION Through planned activities the student and the teachers: assess how well they worked through the process assess how satisfied they were with the presentation identifies what skills they need to learn to make the task easier next time share this information with parents Back to Top