GRADES+3-8

K-16 Information Literacy Skills Checklist: Third Grade  (Draft Copy) The six stages of research: || || **Information literacy skills, organized by stage:** || || || || || || || || || || || || || || || || || || || || || || || || || || || || || || || || || || || || || || || || ||  || || || || ||
 * **Identify/define a research topic** ||
 * Find Information
 * **Analyze, evaluate and select the appropriate information** ||
 * **Organize and synthesize the information**
 * **Create or present a product** ||
 * **Evaluate the research experience** ||
 * **1. Identify a research topic**
 * Discusses a given topic in response to an audio and/or visual stimulus
 * Draws on prior knowledge to brainstorm key ideas and vocabulary for a given question
 * Devises focus questions in groups using modeled examples
 * Understands purpose of a main heading
 * Organizes focus questions into headings from clustered ideas using modeled examples ||
 * Contributes to a teacher-devised search plan which includes: headings, keywords, focus questions and likely sources for information
 * Experiences cultural diversity in literature
 * ** 2. Find Information ** ||
 * Follows a search plan with assistance ||
 * Begins to independently identify primary and secondary sources of information ||
 * Uses a range of information sources: books, encyclopedias, periodicals, newspapers, videos, CD's, maps, globes. etc. ||
 * Independently finds a book related to their research topic by using the library catalog ||
 * Finds non-fiction books on the shelf using the Dewey Decimal System
 * Finds non-fiction books on the shelf using the Dewey Decimal System
 * Is aware of author/title/subject/keyword as ways to search the library catalog ||
 * Distinguishes between fiction and non-fiction ||
 * Begins to use search contents and index pages by scanning for keywords ||
 * Locates bookmarked internet sites with assistance ||
 * Opens up a browser window and navigate using backward and forward buttons
 * Identifies and use links on a webpage ||
 * Uses backward/forward navigation in browser
 * Through modeled behaviors, is aware of email communication ||
 * Is a ware of the following computer skills through modeled examples: saving files in folders, opening saved documents, using file menu to exit programs
 * Recognizes icon menus in education software packages ||
 * Locates, reads and responds to online software instructions ||
 * Interacts with online stories using mouse ||
 * Locates and borrows magazines with assistance ||
 * Opens, browses and searches an age appropriate database, ex: beginner encyclopedia ||
 * Identifies the steps of the research process ||
 * **3. Analyze, evaluate and select the appropriate information**
 * **3. Analyze, evaluate and select the appropriate information**
 * Selects books appropriate to interest and reading ability using browsing techniques
 * Gains information through discussion using pictures, objects, live specimens, etc.
 * Compares different preselected resources on a topic deciding which is appropriate
 * Makes selections by examining cover, title and illustrations of books
 * Recognizes basic elements in literature: main idea, sequence, cause and effect, character, setting.
 * Demonstrates reading comprehension of a variety of literary forms (fiction, nonfiction, poetry, drama)
 * Identifies a sequence of ideas in texts
 * Distinguishes whether statements are fact or opinion
 * Asks questions appropriately with guidance
 * Lists keywords under main ideas using modeled examples
 * Arranges ideas, events and facts in sequence from oral, pictorial and written sources
 * Writes sentences using identified key words
 * Experiences and demonstrates comprehension of a variety of literary forms
 * Draws conclusions and makes predictions and comparisons
 * Begins note taking process by....
 * **4. Organize and synthesize the information**
 * Synthesizes material by connecting similar ideas found in various information sources
 * Participates in group discussion to propose a solution to a problem
 * Identifies patterns and relationships with guidance
 * Participates in group discussion to propose a solution to a problem
 * Understands that ideas are more readily accepted if supported by sound reasoning
 * Verifiies results of experiments using modeled examples
 * Categorizes information into lists
 * Takes notes by skimming, identifying keywords and paraphrasing sources, possibly with the aid of a note-taking template or by making bulleted points
 * Cites bibliographic information (title, author, copyright date) ||
 * Understands what plagiarism is and how to avoid it
 * 5. Create or present a product
 * 5. Create or present a product
 * Decides on an appropriate presentation format using modeled examples
 * Performs basic word processing: enter text, highlight and edit, change font, color of text, bold, italicize, underline, resize text, change text alignment, line spacing, save and print ||
 * Is aware of letters on the keyboard and hand placement ||
 * Begins to understand concept of 'audience' ||
 * Uses information appropriate to the task and the audience ||
 * Organizes information in logical sequence ||
 * Presents a solution to a problem using simple oral and written descriptions, drawings, models, dramatic presentations ||
 * Uses paint/draw software with guidance ||
 * Creates word-processed document containing student's name and text and print it out ||
 * Uses citations (title, author, copyright date) ||
 * **6. Evaluate the research experience**
 * **6. Evaluate the research experience**
 * Respects the opinions of peers
 * Reflects on how well their part of the project went
 * Identifies which skills are needed to make the task easier next time
 * Gives and receives constructive peer feedback
 * Discusses appropriateness of the project in light of the original directions

_ __ K-16 Information Literacy Skills: Fourth Grade   (Draft Copy) The six stages of research: __ || || **Information literacy skills, organized by stage:** || Draws on prior knowledge to brainstorm key ideas and keywords for a topic || Uses print or online reference tools: atlas, telephone book, encylopedia, thesaurus, dictionary || || || || || || || || || || || || Evaluates appropriateness of resources using modeled examples || || || || || || || || Synthesizes selected information connecting similar ideas || || || || || || || Understands concept of ‘audience’ || || || || || || || || || Respects the rights and opinions of peers ||
 * **Identify/define a research topic** ||
 * Find Information
 * **Analyze, evaluate and select the appropriate information** ||
 * **Organize and synthesize the information**
 * **Create or present a product** ||
 * **Evaluate the research experience** ||
 * **1. Identify a research topic**
 * Devises focus questions in groups and individually using modeled examples ||
 * Organizes focus questions into headings from clustered ideas with guidance ||
 * Contributes to a teacher devised research plan that lists: headings, keywords, focus questions and likely sources for information ||
 * ** 2. Find Information ** ||
 * ** 2. Find Information ** ||
 * Uses library catalog to find sources by author/title/subject/keyword
 * Uses parts of a book (cover, spine, title page, copyright, dedication, table of contents, glossary, index, appendix, bibliography) as information sources
 * Defines basic elements found in literature (main idea, sequence, cause and effect, character, setting)
 * Demonstrates comprehension when reading a variety of literary forms
 * Identifies primary and secondary sources of info
 * Locates sources on the shelf using the Dewey Decimal System
 * Selects material by scanning table of contents and assessing readability, presentation, and quality of illustrations
 * Using modeled examples, searches selected GALILEO databases by browsing and keyword searching
 * Gathers data from simple interviews, field trips, surveys, questionnaires
 * Uses given Internet sites with assistance
 * Through modeled behaviors, can send and receive email messages ||
 * **3. Analyze, evaluate and select the appropriate information**
 * **3. Analyze, evaluate and select the appropriate information**
 * Takes notes from resources using skimming, identifying keywords and paraphrasing, avoiding plagiarizing, possibly using bullet points or a note-taking template.
 * Uses focus questions to identify key information and ideas from print and online sources
 * Compares information from different sources using modeled techniques
 * Cites bibliographic information (title, author, copyright dates, page number)
 * Is aware of a variety of primary and secondary sources
 * **4. Organize and synthesize the information**
 * Participates in group discussion to propose a solution to a problem
 * Verifies results of experiments using modeled examples
 * Categorizes information according to a framework of headings, using modeled examples
 * Uses wordprocessing functions (Tab, Cut, Copy, copying text, cutting and pasting text, changing fonts
 * Begin using spreadsheets by opening a prepared spreadsheet and entering data in cells
 * 5. Create or present a product
 * 5. Create or present a product
 * Synthesizes information to create a logically organized project or presentation that demonstrates simple cause and effect reasoning
 * Produces simple oral and written reports appropriate to task and audience
 * Presentations include labeled drawings, illustrations, graphs, or models
 * Uses software to copy and resize graphics and draw using color, fill patterns, shading
 * Recognizes appropriate use of information and information technology
 * Demonstratse ethical and legal use of information
 * Uses telecommunication tools and online resources to communicate with others, gather information and express ideas
 * **6. Evaluate the research experience**
 * **6. Evaluate the research experience**
 * Acknowledges personal and group achievements ||
 * Gives and receives constructive peer feedback ||
 * Considers the quality, quantity and relevance of information ||
 * Assesses their personal involvement in the project ||
 * Identifies which skills are needed to make the task easier next time ||
 * Identifies questions and issues arising from decisions made and actions taken ||
 * Responds constructively to assessment by teachers ||
 * Uses evaluative tools such as learning logs and journals to review learning strengths and weaknesses ||

K-16 Information Literacy Skills: Fifth Grade  (Draft Copy) The six stages of research: || || **Information literacy skills, organized by stage:** || || || || || || || || || || ||
 * **Identify/define a research topic** ||
 * Find Information
 * **Analyze, evaluate and select the appropriate information** ||
 * **Organize and synthesize the information**
 * **Create or present a product** ||
 * **Evaluate the research experience** ||
 * **1. Identify a research topic**
 * Draws on prior knowledge to brainstorm and cluster ideas with teacher and peers ||
 * Analyzes and clarifies a given task using modeled techniques ||
 * Devises focus questions in groups and individually using modeled examples ||
 * Organizes focus questions into headings from clustered ideas with guidance ||
 * Prepares a group search plan which includes: headings, keyword search terms, focus questions, likely sources for information ||
 * 2. Find Information
 * 2. Find Information
 * Follows a search plan provided by the teacher ||
 * Independently locates and uses reference books (dictionaries, encyclopedias, etc) to answer information questions ||
 * Uses cross references in multiple types of sources ||
 * Locates a book in the online catalog, ( author, title, keyword, subject and Boolean searches) and finds it on the shelf, using the Dewey Decimal System. ||
 * Uses all parts of a book as an information source: cover, spine, title page, copyright, dedication, table of contents, glossary, index, appendix, bibliography. ||
 * Independently locates bookmarked internet sites ||
 * Uses maps and globes to explain geographical settings of historical and current events ||
 * Uses internet sources, newspapers and periodicals to answer information questions ||
 * Uses GALILEO databases for basic information searches ||
 * Uses email to read, compose, send, forward, and reply ||
 * Performs basic word processing skills: copy/paste, 'save' and 'save as' using appropriate folders, opening and closing documents, minimizing and maximizing screens ||
 * Identifies primary and secondary sources of information ||
 * Gathers data from simple interviews, field trips, surveys, questionnaires ||
 * Makes preliminary evaluation of the relative worth of a resource for the purpose required ||
 * Is aware of periodical indexes ||
 * **3. Analyze, evaluate and select the appropriate information**
 * **3. Analyze, evaluate and select the appropriate information**
 * Selects resources using modeled techniques by scanning contents, index, text headings.
 * Evaluates appropriatenesss of resources using modeled examples ||
 * Modifies focus questions using modeled techniques ||
 * Takes notes from resources using strategies like concept mapping, outlines, list making or clustering notes under subheadings
 * Compares information from different types of sources using modeled techniques ||
 * Analyzes consequences of group decisions, using modeled examples ||
 * Recognizes when a statement is a generalization ||
 * Creates bibliographic citations using author, title, publisher, date, URL, date of download, using modeled examples ||
 * Uses a variety of primary and secondary sources, based on modeled examples ||
 * **4. Organize and synthesize the information**
 * Synthesizes information, connecting similar ideas ||
 * Is aware of the possibility of alternative solutions to a problem ||
 * Uses information from various sources to support an argument ||
 * Proposes logically organized solutions to given problems, based on group discussions ||
 * Makes simple generalizations and draws simple conclusions ||
 * Verifies results of experiments using modeled examples ||
 * T akes notes by hand or on computer, using skimming, identifying keywords and paraphrasing, avoiding plagiarizing, possibly using bullet points or a note-taking template.
 * Uses more advanced word processing functions ( spell checker, columns, changing page orientation, changing size view of page, inserting graphics, resizing graphics) ||
 * Searches selected GALILEO databases by browsing and keyword searching, using modeled examples
 * Recognizes gaps in information ||
 * Demonstrates sound reasoning when challenged ||
 * Decides on appropriate presentation format using modeled examples ||
 * 5. Create or present a product
 * 5. Create or present a product
 * Understands the concept of 'audience' ||
 * Creates presentations that use appropriate information, display logical organization and show simple cause and effect. ||
 * Includes presentation elements such as: lableled drawings, illustrations, graphs, dramatic performance, audio/video, models or displays ||
 * Demonstrates ethical and legal use of technology and information ||
 * **6. Evaluate the research experience**
 * **6. Evaluate the research experience**
 * Respects the rights and opinions of others ||
 * Considers the quantity, quality and relevance of information ||
 * Assesses their own participation in the project ||
 * Reflects and evalutes the effectiveness of the research process ||
 * Evaluates personal ideas feelings and actions and those of others ||
 * Identifies questions and issues arising from decisions and actions ||
 * Responds constructively to teachers comments ||
 * Gives and receives constructive peer feedback ||
 * Uses a variety of evaluation tools (learning logs, reflective journals) ||
 * Acknowledges personal and group achievements ||

K-16 Information Literacy Skills: Sixth Grade  (Draft Copy) The six stages of research: || || **Information literacy skills, organized by stage:** || || ||
 * **Identify/define a research topic** ||
 * Find Information
 * **Analyze, evaluate and select the appropriate information** ||
 * **Organize and synthesize the information**
 * **Create or present a product** ||
 * **Evaluate the research experience** ||
 * 1. Identify a research topic ||
 * Uses appropriate questioning techniques to understand a given task, through modeling ||  ||
 * Analyzes and clarifies a given task with guidance ||
 * Selects from a range of topics using modeled techniques ||
 * Draws on prior knowledge to brainstorm and cluster ideas with guidance ||
 * Identifies and interprets keywords in task using modeled techniques ||
 * Prepares a simple search plan, including: headings and subheadings, keywords, focus questions, likely sources for information ||
 * 2. Find Information ||
 * Follows a search plan using keywords and related terms, modifying if necessary ||
 * Determines they type of resource most appropriate for the topic ||
 * Identifies and locates a book using the library catalog ||
 * Becoming familiar with the variety of GALILEO databases ||
 * Uses boolean 'and' 'or' when searching online databases ||
 * Chooses broader or narrower terms to refine online search results ||
 * Searches for online information using a given URL ||
 * Identifies appropriate sources by skimming and scanning table of contents, index, headings, etc..... ||
 * Recognizes the different purposes and coverage of: magazines, newspapers, pamphlets, film, reference books, internet and email ||
 * Recognizes when currency of information is important ||
 * Recognizes the need to locate a variety of resources representing a range of views ||
 * Comfortable with email activities: composing, sending, opening, forwarding and replying ||
 * Uses email to discusss topics and facilitate group activities, using modeled examples ||
 * Aware of Internet search engines as a source of information ||
 * Aware of web page structure/navigation ||
 * Identifies and locates information from both primary and secondary sources, using modeled techniques ||
 * Uses index and knowledge of newspaper structure to select appropriate articles ||
 * Uses keywords, volume, index and cross-references to find information in print and online encyclopedias ||
 * Able to load software for information retrieval ||
 * Expands word processing skills to include deleting, copying and moving files ||
 * Uses a range of equipment to access information: telephone, fax, computer, scanner, digital camera, using modeled techniques ||
 * **3. Analyze, evaluate and select the appropriate information** ||
 * Selects material within chosen resources by skimming contents, index, text headings, keywords and key phrases ||
 * Evaluates appropriateness of resources using modeled examples ||
 * Modifies focus questions using modeled techniques ||
 * Devises appropriate note-taking templates using modeled examples ||
 * Uses note taking strategies to record information, i.e. concept mapping, outline, list making, clustering notes under subheadings ||
 * Understands that different accounts of the same event may vary ||
 * Makes simple comparisons between the purpose of different writing styles using modeled examples ||
 * If working in groups, analyzes the consequences of a group decision ||
 * Compares information from different sources using modeled techniques ||
 * Recognizes the need for adequate data before drawing conclusions ||
 * Records bibliographic information: author, title, publisher, date, URL, date of download, using modeled examples ||
 * Understands and complies with copyright requirements using modeled examples ||
 * Observes netiquette conventions when communicating online using modeled techniques ||
 * Understands there may be various interpretations of data ||
 * Uses a variety of primary and secondary sources, using modeled examples ||
 * Understands there may be various interpretations of data ||
 * Uses a variety of primary and secondary sources, using modeled examples ||
 * **4. Organize and synthesize the information** ||
 * Begins to discriminate between fact and opinion, using modeled examples ||
 * Synthesizes selected information connecting similar ideas and begins to predict possible outcomes ||
 * Is aware that there may be alternative solutions to a problem ||
 * Uses information from various sources to support an argument ||
 * Understands that comparisons must be based on similar characteristics
 * Recognizes that there may be various interpretations of data ||
 * Engages in reflective thinking to analyze and clarify a problem ||
 * Engages in group discussion to analyze and clarify a problem ||
 * Organizes ideas and information logically ||
 * Makes simple generalizations and draws conclusions ||
 * Verifies results of experiments using modeled examples ||
 * Categorizes information according to a framework of headings and subheadings, using modeled examples ||
 * Makes notes using modeled techniques: written bulleted points, note-taking template, etc. ||
 * Recognizes information deficiencies and locates addtional information using modeled examples ||
 * Understands the need for sound reasoning when challenged ||
 * Develops confidence in making informed opinions and judgments ||
 * Organizes ideas and information logically in correct chronological order and showing simple cause/effect ||
 * Uses word processing skills: cut/paste, spelling, grammar check, undo, select all, page set up, bullets, creating and inserting simple tables, wrapping text around graphics, formatting text. ||
 * Able to maniuplate a class-created database: browse, find, edit, add, sort and delete records ||
 * Able to edit data in a spreadsheet and apply simple formula ||
 * Able to create a new spreadsheet composed of columns, rows, cells ||
 * 5. Create or present a product
 * 5. Create or present a product
 * Understands the concept of 'audience' ||
 * Presents ideas and information logically, in chronological order, and showing simple cause and effect ||
 * Makes simple generalizations and draws simple conclusions ||
 * Uses information appropriate to the task and audience ||
 * Creates written and oral reports that use titles and subtitles appropriately, contain graphic, pictorial or dramatic representations or use models, displays diagrams, posters ||
 * Improves skill with Paint/Draw software: selecting, flipping, inverting and rotating objects; creating text boxes and frames; layering objects ||
 * Creates simple multimedia presentations, including, sound, video and graphics ||
 * Develops skills in desktop publishing, using graphics, borders, clip art. ||
 * **6. Evaluate the research experience** ||
 * Respects the rights and opinions of others ||
 * Considers the quantity, quality and relevance of information ||
 * Assesses their own involvement in the project ||
 * Reflects on and evaluates the effectiveness of the research process used ||
 * Evaluates personal ideas, feelings and actions and those of others ||
 * Identifies questions and issues arising from decisions and actions ||
 * Responds constructively to assessment by teachers ||
 * Gives and receives constructive peer feedback ||
 * Uses a variety of evaluative strategies, using modeled examples, e.g. learning logs, reflective journals ||
 * Acknowledges personal and group achievements ||
 * Acknowledges personal and group achievements ||

K-16 Information Literacy Skills: Seventh Grade  (Draft Copy) The six stages of research: || || **Information literacy skills, organized by stage:** || || || || || || || || || || || || || || || || || || || || || || || || || || || || || || || || || || || || || || || || || || ||
 * **Identify/define a research topic** ||
 * Find Information
 * **Analyze, evaluate and select the appropriate information** ||
 * **Organize and synthesize the information**
 * **Create or present a product** ||
 * **Evaluate the research experience** ||
 * 1. Identify a research topic ||
 * || Develops appropriate questioning techniques through extensive modeling to clarify requirements of task ||  ||
 * D raws on prior knowledge to brainstorm and cluster ideas
 * D raws on prior knowledge to brainstorm and cluster ideas
 * Identifies and interprets key words using modeled techniques ||
 * Develops focus questions using modeled techniques ||
 * Selects from a range of topics using modeled techniques ||
 * Devises a time-management strategy to meet given deadlines using modeled techniques ||
 * Selects an appropriate strategy using modeled examples to record headings and subheadings ||
 * Makes predictions using models provided about likely sources of information and records them on a search strategy sheet ||
 * Clarifies and refines research questions using modeled techniques ||
 * Redefines problem with guidance when alternative solutions are exhausted ||
 * Formulates a basic hypothesis using modeled techniques ||
 * 2. Find Information ||
 * Determines the type of resource most appropriate for the topic ||
 * Identifies and locates print and non-print resources in the media center and local library ||
 * Increases familiarity with specific GALILEO databases using modeled techniques ||
 * Uses simple and Boolean 'and' 'or' operators in research databases ||
 * Chooses broader or narrower terms to refine search results ||
 * S earches for information using given Internet addresses and bookmarks ||
 * Follows a search plan using key words and related terms, modifying where necessary ||
 * Identifies appropriate resources by skimming and scanning material, using contents, index and text headings for all types of resources ||
 * R ecognizes when currency of information is necessary ||
 * Recognizes the need to locate a variety of resources representing a range of views ||
 * Working in a group, uses email to discuss topics and strategize on project using modeled examples ||
 * Uses email to: compose, send, open, read, reply, and forward messages ||
 * Is aware of Internet search engines as a source of information ||
 * Understands the structure of a webpage ||
 * Uses word processing to delete, copy, move and print files ||
 * I dentifies and locates information from both primary and secondary sources using modeled techniques ||
 * U ses special print and non-print reference resources using modeled examples ||
 * Uses a range of equipment to access information, e.g., telephone, fax, computer, scanner, digital camera using modeled techniques ||
 * Recognizes difference in purpose of magazines, newspapers, pamphlets using modeled techniques ||
 * **3. Analyze, evaluate and select the appropriate information** ||
 * Selects resources by skimming and scanning material, using contents, index and text headings for all types of resources, using modeled techniques ||
 * E valuates appropriateness of resources, discarding if necessary
 * Selects resources by skimming and scanning material, using contents, index and text headings for all types of resources, using modeled techniques ||
 * E valuates appropriateness of resources, discarding if necessary
 * M odifies focus questions using modeled techniques
 * D evises appropriate note-taking templates using modeled examples
 * R ecords information using an appropriate note-taking strategy like concept mapping, outlines, clustering notes under subheadings, using a graphic organizer
 * M akes comparisons between the purpose of different writing styles using modeled examples: research report, persuasive essay, opinion paper, etc.
 * C ompares information from different sources for opposing viewpoints and accuracy using modeled techniques
 * Recognizes the need for adequate data before drawing conclusions ||
 * Understands there may be various interpretations of data ||
 * D ownloads text files from Internet sites using modeled techniques
 * R ecords bibliographic sources of information using author, title, publisher, date, http, date of download using modeled examples
 * U nderstands and complies with copyright requirements using modeled examples
 * O bserves netiquette conventions when communicating electronically using modeled techniques
 * U ses a variety of primary and secondary sources using modeled examples
 * **4. Organize and synthesize the information** ||
 * Synthesizes selected information connecting similar ideas and begins to predict possible outcomes ||
 * E ngages in reflective thinking to analyze and clarify a problem
 * I s aware there may be alternative solutions to a problem
 * P roposes a solution to a given problem that organizes ideas and information logically, makes simple generalizations and draws simple conclusions
 * V erifies results of experiments using modeled examples
 * C ategorizes information according to a framework of headings and subheadings using modeled examples
 * Uses word processing skills: cutting/pasting, spell/grammar check, undo, select all, page setup, list/bullets, creating and inserting simple tables, wrapping text around graphics ||
 * C reates computer-generated organizational strategies, e.g., flow charts, time lines using modeled examples
 * M akes notes using modeled techniques, e.g., written bulleted points, note-taking template, clipboards, etc.
 * Uses a class-created database to: browse, edit, add, sort, delete and find records ||
 * Uses online spreadsheets to: change column width, row height, alignment, create simple formulas involving multiplication, division and subtraction ||
 * D evelops confidence in forming own judgments and opinions
 * R ecognizes information deficiencies and locates additional information
 * 5. Create or present a product
 * 5. Create or present a product
 * Understands the concept of “audience” ||
 * P resents ideas and information logically in order to explain, profile, discuss or debate an issue
 * M ake simple generalizations and draw simple conclusions
 * C reates written and oral reports, graphic, pictorial and dramatic presentations using modeled examples
 * C reates presentations exhibiting synthesis of information
 * E xtends desktop publishing skills: graphics, borders, WordArt, clip art
 * B egins to construct multimedia presentations using modeled examples
 * U ses e-mail to transfer and share information using modeled examples
 * I s aware of Web page structure
 * **6. Evaluate the research experience** ||
 * R espects the rights and opinions of others
 * R espects the rights and opinions of others
 * C onsiders the quantity, quality and relevance of information
 * A ssesses their own involvement with the topic or problem
 * R eflects on and evaluates effectiveness of process used
 * E valuates personal ideas, feelings and actions and those of others
 * I dentifies questions and issues arising from decisions and actions
 * R esponds constructively to assessment by teachers
 * D evelops concept of peer evaluation by giving and receiving feedback
 * A nalyzes audience response to presentation using modeled examples
 * U ses a variety of evaluative strategies to assess and review learning strengths and weaknesses, e.g., learning logs, reflective journals
 * E valuates understanding and implementation of the set task criteria using modeled examples
 * A cknowledges personal and group achievements

__

K-16 Information Literacy Skills: Eighth Grade  (Draft Copy) The six stages of research: || || **Information literacy skills, organized by stage:** || || || || || || || || || || || || || || || || || || || || || || || || || || || Analyzes audience response to presentation using modeled examples || ||
 * **Identify/define a research topic** ||
 * Find Information
 * **Analyze, evaluate and select the appropriate information** ||
 * **Organize and synthesize the information**
 * **Create or present a product** ||
 * **Evaluate the research experience** ||
 * 1. Identify a research topic ||
 * D evelops appropriate questioning techniques to clarify requirements of task
 * A nalyzes and clarifies a given task using modeled technique
 * S elects from a range of topics using modeled techniques
 * D raws on prior knowledge to brainstorm and cluster ideas with teachers and peers
 * I dentifies and interprets key words in task using modeled techniques
 * D evelops focus questions using modeled techniques
 * Devises a time-management strategy to meet given deadlines using modeled techniques ||
 * S elects an appropriate strategy using modeled examples to record headings and subheadings
 * M akes predictions about likely sources of information and records them onto a search strategy sheet
 * C larifies and refines research questions using modeled technique
 * R edefines problem with guidance when alternative solutions are exhausted
 * F ormulates a basic hypothesis using modeled techniques
 * 2. Find Information ||
 * I dentifies and locates text and nontext resources in media center and local library ||
 * F amiliar with limited number of appropriate GALILEO databases
 * F amiliar with limited number of appropriate GALILEO databases
 * Extends email skills, including: composing, sending, accessing, reading, replying and forwarding ||
 * Us es email to discuss topics and to strategize group projects
 * Searches for information using given URL's and bookmarks ||  ||
 * Extends database search skills with simple and Boolean 'and' 'or' searching, and broadening or narrowing searches ||
 * R ecognizes where currency of information is necessary
 * R ecognizes the need to locate a variety of resources representing a range of views
 * I dentifies and locates information from both primary and secondary sources
 * U ses specialized print and online reference resources using modeled examples
 * R ecognizes difference in purpose of magazines, newspapers, pamphlets using modeled techniques ||
 * U ses range of equipment to access information, e.g., telephone, fax, computer, scanner, digital camera using modeled techniques ||
 * Extends word processing skills by: deleting, copying, moving and printing files ||  ||
 * **3. Analyze, evaluate and select the appropriate information** ||
 * Selects resources by skimming contents, index and text headings, using modeled techniques ||
 * Evaluates appropriateness of resources, discarding if necessary ||
 * Modifies focus questions using modeled techniques ||
 * Devises appropriate note-taking strategy using modeled examples ||
 * Records information using modeled examples, using an appropriate note-taking strategy such as: concept mapping, or outline, culstering notes under subheadings, graphic organizer ||
 * Makes comparisons between different text types using modeled examples, e.g., Research Report, Persuasive Essay, etc. ||
 * Compares information from different sources for opposing viewpoints and accuracy using modeled techniques ||
 * Records bibliographic sources of information using author, title, publisher, date, http, date of download using modeled examples ||
 * Understands and complies with copyright requirements using modeled examples ||
 * Downloads text files from Internet sites using modeled techniques ||
 * Observes netiquette conventions when communicating electronically using modeled techniques ||
 * Understands there may be various interpretations of data ||
 * Uses a variety of primary and secondary sources using modeled examples ||
 * Uses a variety of primary and secondary sources using modeled examples ||
 * **4. Organize and synthesize the information** ||
 * Synthesizes information from a variety of sources using modeled examples ||
 * Combines selected information connecting similar ideas and begins to predict possible outcomes ||
 * Is aware there may be alternative solutions to a problem ||
 * P roposes a solution to a given problem that organizes ideas and information logically, makes simple generalizations and draws simple conclusions
 * Verifies results of experiments through modeled examples ||
 * Categorizes information according to a framework of headings and subheadings using modeled examples ||
 * Uses word processing skills: cutting/pasting, spell/grammar check, undo, select all, page setup, list/bullets, creating and inserting simple tables, wrapping text around graphics ||
 * Creates online flow charts, time lines to organize project using modeled examples ||
 * M akes notes using modeled techniques, e.g., written bulleted points, note-taking template, clipboards, etc.
 * Uses a class-created database to: browse, edit, add, sort, delete and find records ||
 * Uses online spreadsheets to: change column width, row height, alignment, create simple formulas involving multiplication, division and subtraction ||
 * D evelops confidence in own judgments and opinions
 * R ecognizes information deficiencies and locates additional information
 * 5. Create or present a product
 * 5. Create or present a product
 * Understands the concept of “audience” ||
 * P resents ideas and information logically in order to explain, profile, discuss or debate an issue
 * Makes simple generalizations and draw simple conclusions ||
 * C reates written and oral reports, graphic, pictorial and dramatic presentations using modeled examples
 * Consolidates desktop publishing skills: graphics, borders, WordArt, clip art
 * Constructs multimedia presentations using modeled examples ||
 * U ses e-mail to transfer and share information using modeled examples
 * Uses special software appropriate to the task through modeled examples ||
 * Examines Web page construction ||
 * **6. Evaluate the research experience** ||
 * Identifies skills that require practice and refinement using modeled techniques ||
 * Responds constructively to assessment by teachers ||
 * Accepts feedback from peers, teachers and appropriate others ||
 * Accepts feedback from peers, teachers and appropriate others ||
 * U ses a variety of evaluative strategies to assess and review learning strengths and weaknesses, e.g., learning logs, reflective journals, using modeled examples
 * E valuates understanding and implementation of the set task criteria using modeled examples ||
 * Acknowledges personal and group achievements ||  ||

Adapted From: Ryan, J & Capra, S. (2001). //Information Literacy Toolkit: Grades Kindergarten-6.// Chicago: American Library Association.

Adapted from : Ryan, J & Capra, S. (2001). //Information Literacy Toolkit: Grades 7 and Up.// Chicago: American Library Association.