Information Literacy skills scope and sequence Preschool Year 5:

Unpacking the PYP Transdisciplinary skill: Research

AIS Libraries. Australian International School. Singapore.

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D Develop Prep

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Preschool

Tuning in
Formulating questions Uses print and online tools for mind-mapping to 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 modelled examples eg. Where when how who what. 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 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 I I I D D I D I I M D M D D D M

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Finding out
Collecting data Identify parts of a book- front & back cover, spine, spine label, I barcode, title page, Verso/copyright page, Dedication/acknowledgement Use cover and title to indicate contents I Identify author and illustrator I 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 I Differentiate between fiction and nonfiction Use first three letters of an authors name to locate fiction 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 online and print reference sources to extract information: o o o o o o o o o Dictionaries Thesaurus Encyclopedias Mapping skills from simple to more complex Interviews/experts Newspapers Periodicals/magazines Online databases TV, podcasts, YouTube I I I D D D M I I I D D I D I D M

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O Search engines Uses several strategies for finding information in texts:

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 graphic organizers: Uses range of electronic equipment to access and share information: Participates in on-line projects to locate, contribute and gather information

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Sorting out
Recording Data Uses pictures, objects and primary sources to extract information Records relevant information (Note taking skills as age appropriate) using modelled 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 o Understands that different accounts of the same event may vary o List key words o Uses appropriate note taking tools and strategies using modelled examples e.g. o concept mapping o main idea o list making o clustering notes under sub-headings o Constructs sentences using identified key words o Summarise and paraphrasing key information o Recognizes when a statement is a generalisation o Makes brief relevant notes (including outlining strategies) I D M

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Digging deeper
Organising Data Participates in teacher led discussion to categorise information Participates in group discussion to propose solution to a problem Learns that charts, diagrams, recipes, news recounts & documentaries present information in different ways Interprets information in a variety of formats o Maps o Charts o Diagrams o Graphs o Photos o Graphics Constructs timelines Label diagrams Compile charts Categorise information according to specified criteria Selects main idea and supporting details Organizes ideas and information logically Makes simple generalizations and draws simple conclusions Makes notes using modelled techniques e.g. written, bulleted points, graphic organisers Combine information from different sources Interpreting data Aware of fact, opinion, propaganda, bias, stereotyping and points of viewof strategies to assess the value of internet sites Aware in information Makes inferences from gathered information Compares different ways information is presented in different sources. documentaries, news bulletins, encyclopedias & newspapers Explains their own interpretation of ideas, information and events Verify accuracy of information according to copyright date, authority, bias I I D I D D D M M M M

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Making connections
Presenting Research Findings Talks about what they have found from their data collection Shares knowledge and information with others within a group Uses supporting evidence to argue a personal view point Consider the nature of the audience in the selection of appropriate presentation tools Uses a variety of tools to record and present their learning Academic honesty: Demonstrates an understanding of plagiarism and bibliographic skills: Prep-1: discusses role of ownership e.g. Author, illustrator, producer. Yr 2- 4: recognizes importance of expressing information in the students own words Yr 5-6: defines plagiarism and uses full citation of information used for research tools to record bibliographic sources Uses online citation I I D D M M I I D I D

Reflecting and taking action

Express opinions Respects the rights and opinions of others 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 modelled examples to assess and review learning implementation of & weaknesses Evaluates understanding and re their strengths set task criteria e.g. learning logs, could improve theirrubrics next time using modeled examples journals, research Discuss how they reflective Discusses the appropriateness of presentation in relation to task the original task questions and issues arising from action and Identifies further decisions I I D D I M M I I I D I I I I D D D M D M D D D

Acknowledgements: 1. Kath Murdoch. http://www.kathmurdoch.com.au/ 2. Yvonne Barrett, former teacher librarian at AIS who drafted earlier versions of this work. 3. The I.B.O. PYP Programme - Transdisciplinary Skills. http://www.ibo.org/ibaem/associations/orientation/documents/PYPRichardHenry.pdf

AIS Inquiry Cycle

Based on the work of Kath Murdoch.

TUNING IN
Artefacts/mystery object Provocations, pictures, stimulus photos Wonder wall, bundling Defining the key issue/problem/Central Idea Guest speakers, author/artist visits, concert attendance Concept games Data, charts, KWL, Visual/Graphic organisers Keywords, feelings, images, experiences Labelling and organising Predications and hypotheses Questions/statements Quizzes Simulations Books, songs, stories, artworks , what does it remind you of? Videos/film clips/slides/frames, you tube Think, pair, share, role play Prior knowledge chart (added to at the end) Jig saw (slowly revealed), word splash, flash cards Posing scenarios/problems

FINDING OUT
Books, slides, maps, charts, graphs, tallies Key words, search engines, skimming, scanning, l Locating new ideas, retrieving Case studies, computer games, CD roms Excursions, exhibitions Unpacking lines of Inquiry Guest speakers, story tellers, real life experiences, experts Incursions, observation walks, treasure hunt, puppet shows, Interviews, surveys Questioning, detecting bias, points of view Looking for patterns, commonalities, related themes, movements, mediums etc Experimenting, discovering, investigating, hands on/heads on Simulation games, activities Identifying resources needed, viewing media, videos etc Treasure hunt Group sharing, thinkpairshare

SORTING OUT
Analyse, review, planning Utilise graphic organisers, flow charts, data charts, graphs, timelines, classifying, sequencing Refocus on central idea, lines of inquiry Note taking, note making, editing, keeperschuckers Blogs, Wikis De Bonos 6 thinking hats/PMIs Discussions, debates Labelling, classifying, listing, ranking Class displays, interviews, story maps, SWOT Written reports, arguments, recount, persuasive texts, explanations, reflections, information narratives, poetry Identify Skills, techniques Construction, collage, murals, model making, painting, drawing, mobiles Multimedia visual representation Sorting, explaining and labelling photos/photo montage (ICT) Performing structured/unstructured roleplay/plays/mimes

DIGGING DEEPER
Contracts Questions and feedback Summarising Representing information in a variety of ways Revisiting Central idea, key concepts, lines of inquiry Compare and contrast Interest groups/Expert groups Experiments Further data gathering, alternate sources, guest presenters Secondary sources Verifying relevance Designing questionnaires Independent investigations Surveys, interviews, asking experts Consider target audience So what? Looking/considering other perspectives Multiple intelligences Make changes, modify, refine, elaborate, individualise, link

MAKING CONNECTIONS
Synthesise Identifying attributes of the Learner profile/Attitudes Cartoons and comic strips, Song or rap Fascinating facts, testing ideas, theories, Did you know? Sharing with an audience, presenting Exhibition, expos Graphic organisers eg futures wheel Concepts mapping, mind mapping Images from different perspectives Motto, slogan, logo Ranking exercises, Sentence starter sheets Similes, metaphors True or false activities Written and physical continuums Looking across other subjects Thinking hats Comparing/contrasting, connections to own interests Linking new knowledge to old knowledge, constructivism Building the big picture Transferences skills, theories

REFLECTING and TAKING ACTION

Planning for action, setting goals, making decisions Expo, advertising, designing, games, carnivals Performing Verbal sharing, Buddy sharing Future gazing Individual goal setting, action plans, contracts, letter writing (to inform), raising awareness Pamphlets, posters, displays, magazines, letters Video conferencing, video performances and reviewing Brainstorming actions Petitions, lobbying Putting you in the picture Safety lists, instructions manual, tips Special days, webpage, DVD, Wiki, blog KWL what I have learned Revisiting Central Idea Consolidating authentic real world relevance Hall of Fame noting each others successes Art symbols, images Taking a tour of learning Self assessment/peer assessment Have I been successful? Learning logs, journals Change in behaviour and practices

Source AISS Primary staff 2009, Kath Murdoch, Jenni Wilson/Learning links