St. Dominic´s International School Portugal
Library
Junior School
Research & Literature Skills Overview
Preschool – Year 6
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Students will be introduced to inquiry based learning using a modeled example:
The NSW information skills process www.schools.nsw.edu.au/schoollibraries/pdf/infoskills.pdf (define, locate, select, organise, present, assess)
The Big Six www.big6.com
The Super 3 for lower elementary http://www.big6.com/kids/K-2.htm
8Ws model http://eduscapes.com/info/topic71.htm
And others: Info Literacy Models http://www.shambles.net/pages/learning/infolit/InfoLitMod/
DEFINE:
Formulating Questions
Brainstorm topics in groups – recall known information
Asks questions to seek clarification
Uses a question to expand on an idea in a discussion
Pose realistic and investigative questions
Continue to formulate and refine research questions
Identify and interpret keywords, questions & ideas in a task
Organises focus questions into headings from clustered ideas
using modeled examples
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Observing
Understands that information can be received through all the
senses
Has developed observation skills by using their senses to gather
and record information
Uses their own observations to identify simple patterns, make
predictions and discuss ideas
Discusses a given topic in response to an audio +/or visual
stimulus
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Planning
Propose & discuss search strategy
Establish goals and priorities
Establish a time line and action plan
Delegate duties, plan, set goals, organize, take action (group
work, collaborative)
Engages in reflective thinking to analyse and clarify a problem
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Preschool
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LOCATE
Collecting Data
Identify parts of a book- front & back cover, spine, spine label,
barcode, title page, Verso/copyright page,
Dedication/acknowledgement
Use cover and title to indicate contents
Identify author and illustrator
Identify structural features of a text e.g. contents page,
introduction/preface/forward, index, glossary, appendix,
bibliography, page numbers, headings and captions
Is aware of different areas of the library
Differentiate between fiction and nonfiction
Use first three letters of an authors name to locate fiction
Use subject index book
Use OPAC Inquiry to identify & locate resources – uses author,
title, subject, keyword access
Uses simple and combined terms to search internet sources e.g.
Boolean and truncation etc
Use of Dewey Decimal System:
Recognises & uses the call number to locate non fiction
Is aware of primary resources as a source of information e.g.
1st hand experience, people, concrete objects
Is aware of secondary resources as a source of information e.g.
books, pictures, AV materials
Use of specialist sources material to extract information:
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Dictionaries
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Thesaurus
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Encyclopedias
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Atlases – mapping skills – from simple to more complex
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Interviews/experts
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Newspapers
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Periodicals/magazines
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Online databases
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TV & radio broadcast
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Uses several strategies for finding information in texts:
o Selects materials by assessing readability and scanning
cover, title, illustrations and other structural features of
text (index, glossary)
o skimming and scanning techniques
Use of community resources to satisfy information needs e.g.
Government agencies, public libraries
Use of graphic organizers:
o KWL chart
o Describing wheel
o T chart
o Flow chart
o T chart
o Cluster/word web
o Brainstorming web
o Venn diagram
o fishbone
Uses range of electronic equipment to access information:
o telephone
o fax
o scanner
o digital camera
o intranet
o CD ROMS
o Internet
o Email as a communication tool and information source
Participates in on-line projects to locate, contribute and gather
information
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SELECT / ANALYSE
Recording Data
Uses pictures, objects, live specimens to extract information
Records relevant information (Note taking skills as age
appropriate) using modeled examples by:
o Arranges ideas, events & facts in sequence from oral,
pictorial & written sources
o Listens in group discussions and records key issues
(pictorial or written)
o Contributes to class summary after reading, viewing or
listening
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Understands that different accounts of the same even
may vary
List key words
Uses appropriate note taking templates & strategies using
modeled examples e.g.
o concept mapping
o main idea
o list making
o clustering notes under sub-headings
Constructs sentences using identified key words
Summarise and paraphrasing key information
Recognizes when a statement is a generalisation
Makes brief relevant notes (including outlining strategies)
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ORGANISE / SYNTHESISING
Organising Data
Participates in teacher led discussion to categorise information
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Participates in group discussion to propose solution to a problem
Learns that charts, diagrams, recipes, news recounts &
documentaries present information in different ways
Interprets maps, charts, diagrams, graphs, photos, graphics
Constructs timelines
Label diagrams
Compile charts
Categorise information according to specified criteria
Selects main idea and supporting details
Organizes ideas and information logically
Categorizes information according to a framework of heading and
subheadings using modeled examples
Categorise information according to specified criteria
Makes simple generalizations and draws simple conclusions
Makes notes using modeled techniques e.g. written, bulleted
points, graphic organisers
Combine information from different sources
Translates information from one form to another
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Makes simple generalizations and draws simple conclusions
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Use of word processing and typing skills:
o To draft and edit writing
Extends the use of Word Processing Skills (as age
appropriate)by:
o Move pointer with mouse
o Click, hold and drag mouse
o Can select quit/close from the file menu
o Use the delete key
o Can shut down the computer
o Can save document
o Create, open, close, Save & Save as
o Entering and editing text
o Justifying text
o Changing text – font/colour/bold/italic/underline
o Resizing text
o Changing text alignment
o Highlighting text
o Using tab function & indent
o Understand difference between cut and copy
o Copying selected text
o Cuts and pastes text
o Making notes directly from screen
o Basic keyboarding (use of letters)
o Practicing keyboard drills e.g. hand and finger placement
o Using spell checker & synonyms
o Using columns
o Changing page orientation (Landscape/portrait)
o Changing size of page, e.g. 75% view
o Inserting graphics
o Manipulating graphics e.g. resizing
o Insert borders, word art, shading, background
o Using lists/bullets
o Wrapping text around graphics
o Formatting text appropriate to text type
o Insert tables and grids
o Use drawing toolbars to create graphic organisers
o Create computer generated organisational strategies, e.g.
Low charts, time lines using modeled examples
o Use print preview to check work document
o Print preview & Print & Print two to one page
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Manipulate software e.g. Kidpix, Jellybean hunt, My Friend
Use multimedia program
o KidPix or Paint
o Powerpoint – slide show
o Microworlds
Spreadsheet skills
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Interpreting Data
Understands limitations of reference books e.g. old atlases,
encyclopedias, bias, international publications
Aware of fact, opinion, propaganda, bias, stereotyping and points
of view in information
Aware of strategies to assess the value of internet sites
Makes inferences from gathered information
Compares different ways information is presented in e.g. TV
documentaries, news bulletins, encyclopedias & newspapers
Verifies results of experiments using modeled examples
Explains their own interpretation of ideas, information and events
Verify accuracy of information according to copyright date,
authority, bias
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PRESENT
Presenting Research Findings
Talks about what they have found from their data collection
Shares knowledge and information with others within a group
Oral reports
Uses supporting evidence to argue a personal view point
Examine & report on findings ( May use notes as prompts when speaking)
Gives sustained reports on generalized, researched topics
Uses ICT technology and extends desktop publishing skills to
record data and present research findings
Consider the nature of the audience in the selection of
appropriate presentation
Selects the most appropriate method/media to present
information
Is aware of Web page structure (years 6 – 7)
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Academic honesty:
Demonstrates an understanding of plagiarism:
Prep-1: discusses role of ownership e.g. Author, illustrator,
producer.
Yr 2- 4: recognizes importance of expressing information in the
student’s own words
Yr 5-6: defines plagiarism and uses full citation of information
used for research
Bibliographic skills, simple to more complex e.g. book,
encyclopedia, magazine, internet, using modeled examples
Understands and complies with copyright requirements using
modeled examples
Uses online citation tools to record bibliographic sources
Shows appropriate ethical conduct when accessing Internet
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ASSESS
Assessing
Express opinions
Respects the rights and opinions of others & acknowledges their
contributions
Identify alternative strategies & sources to use for future research
Develops the concept of peer evaluation by giving and receiving
feedback
Analyse and evaluate various viewpoints
Uses a variety of evaluative strategies using modeled examples
to assess and review learning re their strengths & weaknesses
e.g. learning logs, reflective journals, rubrics
Evaluates understanding and implementation of set task criteria
using modeled examples
Discuss how they could improve their research next time
Discusses the appropriateness of the presentation in relation to
the original task
Identifies further questions and issues arising from action and
decisions
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Lifelong Reading Skills: Otsego Northern Catskills BOCES School
Preschool
Prep
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Library System (2006) Information literacy scope and sequence [online]
Available http://encompass.cerfinfo.com/TOC.htm
Accessed 10 November 2006.
Listening, Viewing, and Reading for Comprehension and
Enjoyment
o Develops personal interests and forms lifetime
recreational and informational reading habits
o Demonstrates reading, listening and viewing skills
o Recognizes cultural diversity in literature
o Recognizes various literary forms:
o ABC books
o Autobiography
o Biography
o Drama
o Fables
o Fairy tales
o Folk tales/folk lore
o Legends & Mythology
o Non-fiction
o Novel
o Nursery rhymes
o Picture book
o Poetry
o Short story
o Wordless picture book
o Recognises genres of fiction:
o Adventure
o Fantasy
o Historical fiction
o Mystery
o Realistic fiction
o Science fiction
o Recognises components of fiction:
o Beginning/Middle/End
o Cause & effect
o Character
o Climax
o Details
o Plot/sequence
o Point of view
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o Setting
o Style
o Theme/main idea
Differentiates between an author & other contributors to a
work: illustrators, editors, publishers, webmasters, etc.
Chooses fiction and non-fiction materials at appropriate
interest and reading levels
Recognizes the value and guidance provided by
appropriate literary awards and reviews such as:
o Caldecott Award for illustrators
o Newbery Award for authors
o Australian Children’s Book of the Year
o Newspaper and magazine book review columns
Recognizes and appreciates the artistic components of a
work and their contribution to:
o Usefulness and appeal
o Illustrative styles
o Type face
o Page or screen layout
Listening, Viewing and Reading for Media Literacy
o Recognizes various media forms (media literacy)
o Advertisements – commercials, billboards, posters,
print, online
o Audio recordings
o Cartoons – print, animated
o Internet communication
o Magazine – print, online
o Movies/Documentaries
o Newspapers – print, online
o Radio
o Television
o Web pages
o Compares and contrasts print and non-print versions of
an information source
o Compares and contrasts print and non-print versions of a
piece of literature
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Bibliography / References:
Board of Studies NSW (2006). English Syllabus: K.6 [online] http://k6.boardofstudies.nsw.edu.au/english/#english-syllabus. Accessed 12 October 2006.
Borgmeyer, Val. Resource based learning at Parndana Area School, South Australia. Information literacy skills continuum. [online] Available Edna online:
http://www.edna.edu.au/edna/page2521.html
Bundy, Alan (ed). (2004). Australia and New Zealand Information Literacy Framework – principles, standards and practices. Australian & New ZealandInstitute
for Information Literacy: Adelaide. [online]. Available Edna online: http://www.caul.edu.au/info-literacy/InfoLiteracyFramework.pdf
Evans, S & Kirby-Barrett, Y. (1995) Information skills, the library and the curriculum. [unpublished research document].
Houghton Mifflin Education Place, Graphic organizers [online]. Available: http://www.eduplace.com/graphicorganizer/. Accessed 11 October 2006.
Kansas State Board of Education (May 2001). Kansas Curricular standards for library media [online]. Available: http://www3.ksde.org/outcomes/library.html.
Accessed 12 October 2006.
Leslie, Suzanne (200?). Scope and sequence of information skills for the students of Lindfield Primary School [online]. Available:
http://www.lindfield.nsw.edu.au/library/libss.html . Accessed: 11/07/2006.
Library curriculum guidelines; scope and sequence (2005) [online] Available as PDF:
www.arlingtondiocese.org/offices/schools/form/Library%20Spreadsheet%202005%20Curriculum.pdf
Otsego Northern Catskills BOCES School Library System (2006) Information literacy scope and sequence [online] Available http://encompass.cerfinfo.com/TOC.htm
Accessed 10 November 2006.
Rochester (NY) Regional library Council (2006) Core Library & research skills grade 9-14+ [online]. Available: http://rric.org
Ryan, Jenny & Capra, Steph. (2000) ILPO Information literacy planning overview P/K-7 for primary school revised edition. CRA, Australia.
Skirrow, Ingrid (2006). The IBO learner profile as a model of lifelong learning and for information literacy in the library [online]. Available: Online Curriculum
Centre, IBO Library Resources. http://occ.ibo.org/ibis/occ/guest/home.cfm Accessed June 2006.
Acknowledgement:
Although various resources were used &/or referred to in the creation of this document, acknowledgement and thanks are especially noted to: Ryan, Jenny & Capra,
Steph. (2000) ILPO Information literacy planning overview P/K-7 for primary school revised edition. CRA, Australia.
Developed by: Yvonne Barrett, Teacher Librarian Primary. Australian International School Singapore 2006.
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