| Writer
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Marie Stribling
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| Year level
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11
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| Suggested duration
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Ongoing teaching of Information literacy skills; guided inquiry: 16-20 hours
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| Send feedback about this resource
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| Overview
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This activity scaffolds the learning of Information Literacy skills and moves students through a guided inquiry process, modelling the way that they can use information to create new knowledge.
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| Learning area(s)
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English
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| Curriculum achievement objectives for: Level 6
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- Integrates sources of information and prior knowledge purposefully and confidently make sense of increasingly varied and complex texts
- Selects and uses appropriate processing and comprehension strategies with confidence
- Thinks critically about texts with understanding and confidence
- Monitors, self-evaluates, and describes progress, articulating learning with confidence
- Identifies particular points of view within texts and recognises that texts can position a reader
- Evaluates the reliability and usefulness of texts with confidence
- Makes meaning by understanding comprehensive ideas
- Develops and communicates comprehensive ideas, information and understandings
- Ideas show an awareness of a range of dimensions or viewpoints
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Learning Outcomes (What do my students need to learn?)
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- To frame an inquiry
- To form an hypothesis
- To formulate effective questions to test the hypothesis
- To use effective search strategies
- To evaluate sources
- To test the hypothesis through finding relevant information
- To use the strategies of scanning and skimming to identify main ideas
- To record information by making notes
- To form conclusions
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Teaching and Learning (What do I need to know and do?)
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| Professional readings
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| Teaching as Inquiry
The main focus of this activity is for students to practise and develop their information literacy skills
. To find out what students know about the inquiry process and to gain some understanding about the extent of their information literacy skills, ask students to complete the Beginning an Inquiry
activity. You can use this student voice to identify the gaps in student knowledge and to help you plan.
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| Learning Task 1
- Framing the inquiry
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| Learning Task 2
- Forming an hypothesis
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| Learning Task 3
- Formulating effective questions
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| Learning Task 4
- Using effective search strategies
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| Learning Task 5
- Evaluating sources
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| Learning Task 6
- Finding relevant information
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| Learning Task 7
- Scanning and skimming to identify main ideas
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| Learning Task 8
- Recording information
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| Learning Task 9
- Reflecting on learning
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| Learning Task 10
- Forming conclusions
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Assessment and Evaluation (What is the impact of my teaching and learning?)
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| Summative assessment task(s), including how will feedback be provided
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This assessment activity requires students to carry out an independent inquiry into a topic that is of interest to them. The topic may arise out of other class work or it may be chosen in consultation with the teacher. Prior to the students embarking on the inquiry, deliberate teaching of information literacy skills will have taken place, as well as modelling of the inquiry process. The process of guided inquiry requires that feedback will be provided in an ongoing way
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| Tools or ideas which, for example might be used to:
- evaluate progress of the class and groups within it
- evaluate student engagement
leading to :
- changes to the sequence
- addressing teacher learning needs
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Beginning an inquiry activity
. Teachers can use the results of this activity to determine the information literacy needs of the class and/or individuals within the class
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If you are not able to access the zipped files, please download the following individual files.
