The Information Skills Process provides a structure to support students in the location, selection and use of information to complete a research task. The process requires students to think critically about the information they encounter and make judgments about its value, relevance and suitability.
In brief the Information skills process is a step of six skills that move students from defining a task/topic and through to assessing their performance and overall presentation. Through-out the process students are provided with skills and strategies to more efficiently and effectively research.
http://www.curriculumsupport.education.nsw.gov.au/schoollibraries/teachingideas/isp/
Over my years of applying the process within library lessons I have found the opportunity for students to build a background knowledge of the topic to be limited. The quality teaching framework requires that for student to be fully engaged their past experiences and cultural knowledge must be acknowledged and accommodated.
The Guided Inquiry model of information skills promoted by Carol Kuhlthua and Ross Todd provides opportunities for students to be exposed to a range of general infomation before commencing a research task. This step ensures students have a grasp of the metalanguage they will encounter during the course of their research,as well as a general understanding of the topic. The inclusion of this step to the process also ensures students are better able to reach a deep understanding of the content as required by the Quality Teaching Framework.
http://www.schoollibrarymonthly.com/articles/kuhlthau&maniotes2010-v26n5p18.html
I have then modified the Information Skills Process to include a preparation step. In this way students have the opportunity to explore the topic, become familiar with the language of the content and connect their existing knowledge with the requirements of the task.
To further engage and activate students in the research process I have presented the information skills in the framework of a train journey. Students connect to the process through the narrative of the train journey where they can board the different carriages/ steps a different various stages of the research task. This is in fact the true nature of the information process. One where students move forwards and backwards around the process depending on their research need. The role of the teacher is to provide support where requires. This is representative of the constructivist model of learning promoted by Lev Vygotsky.
The dialogue of the process between students and teacher then focuses on where students are at in their research journey. The teacher is also able to provided scaffold support or explicit strategies at specific steps of the journey. For example lessons on summarizing, skim and scan or improving project presentation.
A powerpoint of the process can e viewed throug the
In brief the Information skills process is a step of six skills that move students from defining a task/topic and through to assessing their performance and overall presentation. Through-out the process students are provided with skills and strategies to more efficiently and effectively research.
http://www.curriculumsupport.education.nsw.gov.au/schoollibraries/teachingideas/isp/
Over my years of applying the process within library lessons I have found the opportunity for students to build a background knowledge of the topic to be limited. The quality teaching framework requires that for student to be fully engaged their past experiences and cultural knowledge must be acknowledged and accommodated.
The Guided Inquiry model of information skills promoted by Carol Kuhlthua and Ross Todd provides opportunities for students to be exposed to a range of general infomation before commencing a research task. This step ensures students have a grasp of the metalanguage they will encounter during the course of their research,as well as a general understanding of the topic. The inclusion of this step to the process also ensures students are better able to reach a deep understanding of the content as required by the Quality Teaching Framework.
http://www.schoollibrarymonthly.com/articles/kuhlthau&maniotes2010-v26n5p18.html
I have then modified the Information Skills Process to include a preparation step. In this way students have the opportunity to explore the topic, become familiar with the language of the content and connect their existing knowledge with the requirements of the task.
To further engage and activate students in the research process I have presented the information skills in the framework of a train journey. Students connect to the process through the narrative of the train journey where they can board the different carriages/ steps a different various stages of the research task. This is in fact the true nature of the information process. One where students move forwards and backwards around the process depending on their research need. The role of the teacher is to provide support where requires. This is representative of the constructivist model of learning promoted by Lev Vygotsky.
The dialogue of the process between students and teacher then focuses on where students are at in their research journey. The teacher is also able to provided scaffold support or explicit strategies at specific steps of the journey. For example lessons on summarizing, skim and scan or improving project presentation.
A powerpoint of the process can e viewed throug the
infomation_skills_train_julie_grazotis.pptx |