This document provides a scope and sequence for teaching information literacy skills to students from grades 2 through 12. It outlines the key skills students should develop within six categories: task definition, information seeking strategies, location and access, use of information, analysis/synthesis/creation/action, and genres/audience. For each category and grade level, the document lists the skills students should be able to demonstrate by the end of that time period, with the expectations increasing in complexity as the grade levels rise. The scope and sequence is meant to be evaluated and improved upon during the 2010-2011 school year before being finalized.
1. Information literacy Scope and sequence
Philosophy
Our philosophy for the Information Scope and Sequence document is based on the definition of
Information Literacy from by the British Chartered Institute of Library and Information Professionals
(CILIP): !Information literacy is knowing when and why you need information, where to find it, and
how to evaluate, use and communicate it in an ethical manner." (Armstrong et al., 2005,
reproduced in Godwin and Parker, 2008).
Aim
We aim to provide our students with the skills necessary to become information literate. With the
development of the new technologies and the new information era, it has become even more
important that students become critical thinkers, analyzers, users and creators of information.
In order to achieve this, skills need to be taught explicitly to our students; preferably integrating
them with subjects and not in isolation through stand alone lessons.
Rationale
This Scope and Sequence document aims to illustrate and benchmark the skills that students should
achieve by the end of each two year time period. The information literacy skills have been broken
down into six big categories. Each category is based on the Big6 approach to information literacy,
but some of the language has been changed, as well as elements added and modified according to
BISS needs as well as the creator#s preference and understanding. Some modifications are still
needed, particularly around the debate of whether this document should include a specific part on
!Digital Fluency", as it appears on the last line of each part. Furthermore, homeroom teachers need
to see whether this is a document that corresponds to the reality of BISS students and their
programmes. The input of teachers will be invaluable for the best usage of this document.
Timeline
During the academic year 2010/2011 teachers and the teacher librarian will be using this
document, which will be under continuous evaluation in order to improve its shape and efficiency as
needed. At the end of this year, a tested version of the document will be issued to use for
planning and evaluation in the future.
Bibliography and works cited
Godwin, Peter, and Jo Parker. Information literacy meets library 2.0. London: Facet Pub.,
2008. Print.
Big6. Web. 14 September 2010. <http://www.big6.com>.
2. Task Definition: What is the project and where do I start?
2 4 6 8 10 12
At the end of grade 2 At the end of grade 4 At the end of grade 6 At the end of grade 8 At the end of grade 10 At the end of grade 12
students should be able to: students should be able to: students should be able to: students should be able to: students should be able to: students should be able to:
Define the information problem
choose a compelling and choose a compelling and choose a compelling and choose a compelling and
choose a line of inquiry inquire choose a line of inquiry relevant real world line of relevant real world line of
relevant line of inquiry relevant line of inquiry
inquiry inquiry
redefine the line of inquiry redefine the line of inquiry redefine the line of inquiry
define the information brainstorm their inquiry brainstorm their inquiry define the information
in a way that shows in a way that shows in a way that shows
problem problem
understanding understanding understanding
ask useful questions about ask questions related to their formulate questions to formulate and discuss formulate and discuss reflect and evaluate on
formulate questions to
guide their inquiry the inquiry line of inquiry guide their inquiry appropriate questions that appropriate questions that appropriate questions used
guide the inquiry guide the inquiry to guide the inquiry
develop a hypothesis / discuss their opinions related form and support their own form and support their own use reasoning to form and use reasoning form and
discuss their opinions opinions related to their opinions related to their support their own opinions support their own opinions
thesis to their own inquiry
inquiry questions related to their questions related to their questions
identify the purpose of the identify the purpose of the identify the purpose of the identify the purpose of the identify the purpose of the identify the purpose of the
define goals
inquiry inquiry inquiry inquiry inquiry inquiry
construct a timeline to construct a timeline to construct a timeline to construct a timeline to
outline a timeline with guidance, follow a with guidance, construct a answer the inquiry that answer the inquiry that answer the inquiry that answer the inquiry that
timeline timeline makes effective use of makes effective use of makes effective use of makes effective use of
resources and time resources and time resources and time resources and time
create on and off-line tools
and spaces for
collaboration strategies collaboration, reflection and
further development of the
project..
3. Information Seeking Strategies: What information do I need to complete the task?
2 4 6 8 10 12
At the end of grade 2 At the end of grade 4 At the end of grade 6 At the end of grade 8 At the end of grade 10 At the end of grade 12
students should be able to: students should be able to: students should be able to: students should be able to: students should be able to: students should be able to:
Identify information needed to complete the task
with guidance, start to with guidance, determine the determine the strategies for determine the strategies for reflect and evaluate the reflect and evaluate the
Primary: electronic, determine the strategies for
accessing original, unedited accessing original, unedited strategies for accessing
strategies for accessing
strategies for accessing
printed and community accessing original, unedited original, unedited original, unedited
original, unedited information information information
information information information
with guidance, start to with guidance determine the determine the strategies for determine the strategies for reflect and evaluate the reflect and evaluate the
Secondary: electronic and determine the strategies for
strategies for accessing accessing secondary accessing secondary strategies for accessing strategies for accessing
printed and community accessing secondary
secondary materials materials materials secondary materials secondary materials
materials
Range use various sources understand the need for a decide upon a balanced decide upon a balanced decide upon a balanced decide upon a balanced
balanced range of sources range of sources range of sources range of sources range of sources
with guidance, understand understand the importance understand the importance understand the importance understand the importance
with guidance, understand the
the importance of importance of questioning the of questioning the value of of questioning the value of of questioning the value of of questioning the value of
questioning the value of sources of information and sources of information and sources of information and sources of information and
Evaluate Appropriateness value of sources of
sources of information and information and choosing be able to choose when be able to choose when and be able to choose when be able to choose when
choosing resources to use resources to use carefully and how to use the how to use the different and how to use the and how to use the
carefully different resouces resouces different resouces critically different resouces critically
Identify, select and
implement the chosen ways
Tools to gather and to gather and organize
organize information
information, individually and
collaboratively.
4. Location and Access: How am I going to access the information needed?
2 4 6 8 10 12
At the end of grade 2 At the end of grade 4 At the end of grade 6 At the end of grade 8 At the end of grade 10 At the end of grade 12
students should be able to: students should be able to: students should be able to: students should be able to: students should be able to: students should be able to:
Locate Sources / Find information within sources
with guidance, understand understand the location of use the library use the library
the location of resources of resources in the library and understand the library as a understand the library as a independently whilst independently whilst
Library
the library and how to resource system resource system maximizing the use of the maximizing the use of the
how to search for them
search for them available resources available resources
Structure of resources with guidance, understand the understand the structure of fluently access information fluently access information
explore the structure of understand the structure of using the structure of using the structure of
and search of information structure of printed and printed and electronic
printed and electronic media electronic media printed and electronic media printed and electronic printed and electronic
within sources media
media media
investigate different search with guidance, use the use the appropriate search use the appropriate search fluently use the fluently use the
appropriate search appropriate search
Search strategies strategies to locate approriate search strategies strategies to locate strategies to locate
information to locate information information information strategies to locate strategies to locate
information information
Tools to collect data, explore a variety of tools to with guidance, use a variety use a variety of tools to use a variety of tools to competently use a variety competently use a variety
of tools to collect primary of tools to collect primary of tools to collect primary
both digital and nondigital collect primary data collect primary data collect primary data
data data data
Locate and use appropriate
resources and technology
Use of resources avaliable through the
library, throughout and
beyond the school
5. Use of Information: How do I analyse and organize the information?
2 4 6 8 10 12
At the end of grade 2 At the end of grade 4 At the end of grade 6 At the end of grade 8 At the end of grade 10 At the end of grade 12
students should be able to: students should be able to: students should be able to: students should be able to: students should be able to: students should be able to:
Engage / Extract relevant information
engage with information engage with information fluently immerse use the library
Read / View / Hear explore information engage with information themselves in information
(e.g. textual, visual, presented in any format to presented in any format in presented in any format in presented in any format in independently whilst
presented in any format in
order to make inferences order to make inferences maximizing the use of the
media, digital) gather meaning order to gather meaning order to make inferences
and gather meaning and gather meaning available resources
and gather meaning
critically skim and scan critically skim and scan
Read - Skimming and explore paragraphs for explore paragraphs for skim and scan texts finding skim and scan texts finding
texts finding relevant texts finding relevant
Scanning keywords keywords and main ideas relevant information relevant information
information information
explore information using a engage with information using interact with information interact with information fluently interact with fluently interact with
Hands-on / interact
hands-on approach a hands-on approach using a hands-on approach using a hands-on approach information using a hands- information using a hands-
on approach on approach
identify the main points in identify the main points in a critically identify the main critically identify the main
recognise keywords and recognise keywords and main a piece of points in a piece of points in a piece of
Take notes piece of writing/audio/video
record them points record them writing/audio/video using using basic note taking skills writing/audio/video using writing/audio/video using
basic note taking skills basic note taking skills basic note taking skills
clearly summarize and clearly summarize and clearly summarize and clearly summarize and
explain what they have clearly summarize and paraphrase notes and paraphrase notes and paraphrase notes and paraphrase notes and
Summarize / paraphrase located information into located information into
recorded paraphrase notes located information into located information into
their own words adding their own words adding
their own words their own words
clarification as needed clarification as needed
Record location in record location of record detailed locations of record detailed locations of record detailed locations of record detailed locations of
preparation for citing record location of information
information information information information information
sources
visually sort recorded visually sort recorded visually sort recorded visually sort recorded visually sort recorded visually sort recorded
Graphic organiser information into looking for information into looking for information into looking for information into looking for information into looking for information into looking for
connections connections connections connections connections of information
make sense connections of information
make sense
make sense of information make sense of information gathered from diverse gathered from diverse
start making sense of
start making sense of information gathered from gathered from diverse gathered from diverse sources by identifying sources by identifying
information gathered from sources by identifying sources by identifying misconceptions, main and misconceptions, main and
Distinguish fact from diverse sources by identifying
diverse sources by misconceptions, main and misconceptions, main and supporting ides, conflicting supporting ides, conflicting
opinion main and supporting ideas,
identifying main and conflicting information, and supporting ides, conflicting supporting ides, conflicting information, and point of information, and point of
supporting ideas. information, and point of information, and point of view and bias. Critically view and bias. Critically
point of view
view and bias view and bias form own opinions and form own opinions and
use the chosen tools of hypothesis. hypothesis.
Organization information organization to
engage/interact and
analyze with the info.
6. Analysis / Synthesis/ Creation/ Action: What am I creating with the information used?
2 4 6 8 10 12
At the end of grade 2 At the end of grade 4 At the end of grade 6 At the end of grade 8 At the end of grade 10 At the end of grade 12
students should be able to: students should be able to: students should be able to: students should be able to: students should be able to: students should be able to:
Create the product
start reconginsing patterns with guidance, recognise recognise patterns, recognise patterns, recognise and critique recognise and critique
Analysing the gathered patterns, relationships and relationships and unique relationships and unique patterns, relationships and patterns, relationships and
and relationships within
information unique characteristics within characteristics within their characteristics within their unique characteristics unique characteristics
their research
their research research research within their research within their research
with guidance, match their with guidance, match their match their research to match their research to match their research to match their research to
research to their
Relevance research to their information their information problem their information problem their information problem their information problem
information problem and
problem and lines of inquiry and lines of inquiry and lines of inquiry and lines of inquiry and lines of inquiry
lines of inquiry
with guidance, judge or judge or determine the judge or determine the judge or determine the judge or determine the
determine the significance, engage with information using
Evaluate significance, worth or significance, worth or significance, worth or significance, worth or
worth or quality of their a hands-on approach quality of their research quality of their research quality of their research quality of their research
research
produce a reasoned produce a reasoned
with guidance, produce a produce a reasoned produce a reasoned argument in relation to the argument in relation to the
Conclusion attempt to answer their reasoned argument in relation argument in relation to the argument in relation to the
information problem information problem with information problem with
to the information problem information problem information problem deliberation on further deliberation on further
inquiry inquiry
Recognise the genres and Recognise the genres and Recognise the genres and Recognise the genres and
Genres / audience Recognise some of the main Recognise some of the main select the appropriate one select the appropriate one effectivey use the effectivey use the
genres genres depending on the intended depending on the intended appropriate one depending appropriate one depending
audience audience on the intended audience on the intended audience
with guidance, select the select the appropriate select the appropriate select the appropriate select the appropriate
Product format use different formats to
present findings appropriate format to present format to present their format to present their format to present their format to present their
their findings findings findings findings findings
cite sources in a cite sources in a cite sources in a cite sources in a cite sources in a
cite sources in a bibliography bibliography using MLA bibliography using MLA bibliography using MLA
Cite sources bibliography at a simple bibliography using MLA
at a simple level format and start using in- format and master using in- format and master using in-
level format
text citations text citations text citations
The writing process Start using the writing use the writing process use the writing process use the writing process master the writing process master the writing process
process carefully
understand ethical practices understand ethical practices understand ethical understand ethical
practices in relation to practices in relation to
Ethical conduct understand ethical practices understand ethical practices in relation to plagiarism and in relation to plagiarism and
plagiarism and intellectual plagiarism and intellectual
intellectual property intellectual property
property property
7. Evaluating/Reflecting: How did I do?
2 4 6 8 10 12
At the end of grade 2 At the end of grade 4 At the end of grade 6 At the end of grade 8 At the end of grade 10 At the end of grade 12
students should be able to: students should be able to: students should be able to: students should be able to: students should be able to: students should be able to:
Product
complete a task, adhering to complete a task in a
complete a task in a complete a task in a complete a task in a
complete a task using thorough manner, adhering thorough manner, adhering thorough manner, adhering thorough manner, adhering
Format / Completeness standardized criteria for
different formats to standardized criteria for to standardized criteria for to standardized criteria for to standardized criteria for
specific formats
specific formats specific formats specific formats specific formats
with guidance, analyze the analyze the content of the analyze the content of the
analyze the content of the analyze the content of the analyze the content of the
Quality content of the product for product for information used product for the appropraite product for the appropriate product for the appropraite product for the appropraite
information used and reasoning depth, including information depth, including information depth, including information depth, including information
used and reasoning used and reasoning used and reasoning used and reasoning
Understanding the assess their work against assess their work against assess their work against assess their work against assess their work against assess their work against
evaluating criteria predetermined criteria predetermined criteria predetermined criteria predetermined criteria predetermined criteria predetermined criteria
Proccess
be guided on how to effectively manage their effectively manage their effectively manage their effectively manage their
Timeline/deadlines effectively manage their with guidance manage their time throughout the time throughout the time throughout the time throughout the
time and meet deadlines process and meet process and meet
time and meet deadlines process and meet deadlines process and meet deadlines
deadlines deadlines
use mainly preselected use available resources to make effective use of the make effective use of the make effective use of the make effective use of the
Use of resources resources to maximise available resources to available resources to available resources to available resources to
maximise potential
potential maximise potential maximise potential maximise potential maximise potential
with guidance, evaluate their evaluate their product and evaluate their product and critically evaluate their critically evaluate their
discuss what they did well product and process using process using the process using the product and process using product and process using
Strengths & Weaknesses
and need to improve the information literacy scope information literacy scope information literacy scope the information literacy the information literacy
and sequence and sequence and sequence scope and sequence scope and sequence
reflect on their progress as reflect on their progress as reflect on their progress as reflect on their progress as
be guided on how to reflect they learned, looking if they they learned, looking if they they learned, looking if they learned, looking if
Metacognition on their progress as they reflect on their progress as
made changes and adapted made changes and adapted they made changes and they made changes and
learned they learned
their strategies to benefit their strategies to benefit adapted their strategies to adapted their strategies to
their own learning their own learning benefit their own learning benefit their own learning
with guidance, make make recommendations to make recommendations to make recommendations to make recommendations to
discuss how they can
Recommendations/Reflecti improve their information recommendations to help help them develop more help them develop more help them develop more help them develop more
them develop more efficient efficient information literacy efficient information literacy
on efficient information efficient information
literacy and inquiry skills information literacy and and inquiry skills and inquiry skills literacy and inquiry skills literacy and inquiry skills
inquiry skills