Australian International School SingaporeResearch Skills Scope and Sequence

I introduce P practice Apply

Preschool Prep One Two Three Four Five Six

DEFINE: based on the NSW information skills process. It is assumed that students will be introduced to inquiry based learning using a modeled example such as the NSW information skills process, the Big Six (or Big 3 for lower elementary) or similar.Formulating QuestionsBrainstorm topics in groups – recall known information I I P P P A A AAsks questions to seek clarification I I P A A A AUses a question to expand on an idea in a discussion I I P P APose realistic and investigative questions I I P P A A AContinue to formulate and refine research questions I P P AIdentify and interpret keywords, questions & ideas in a task I I P P AOrganises focus questions into headings from clustered ideas using modeled examples

I I P P A

Observing

Understands that information can be received through all the senses

I I P P A A A A

Has developed observation skills by using their senses to gather and record information

I I P P A A R A

Uses their own observations to identify simple patterns, make predictions and discuss ideas

I I P P A A A A

Discusses a given topic in response to an audio +/or visual stimulus

I I P P A A A A

PlanningPropose & discuss search strategy I I P P AEstablish goals and priorities I IEstablish a time line and action plan I I P PDelegate duties, plan, set goals, organize, take action (group work, collaborative)

I I P P A A

Engages in reflective thinking to analyse and clarify a problem I I P P

Preschool Prep One Two Three Four Five Six

LOCATECollecting DataIdentify parts of a book- front & back cover, spine, title page I I P A A A A AUse cover and title to indicate contents I I P P A A A AIdentify author and illustrator I I P A A A A AIdentify structural features of a text e.g. contents page, index, glossary, appendix, bibliography, page numbers, headings and captions

I I P P A A A

Is aware of different areas of the library I I I P P A A ADifferentiate between fiction and nonfiction I P P A A A AUse first three letters of an authors name to locate fiction I P P A A A AUse subject index book I P P A AUse OPAC Inquiry to identify & locate resources – uses author, title, subject, keyword access

I P P A A A

Uses simple and combined terms to search internet sources e.g. Boolean etc

I P P P A

Use of Dewey Decimal System:Recognises & uses the call number to locate non fiction

I I P P A

Is aware of primary resources as a source of information e.g.1st hand experience, people, concrete objects

I I P P A A

Is aware of secondary resources as a source of information e.g. books, pictures, AV materials

I I P P A A

Use of specialist sources material to extract information:

o Dictionaries I I P A A A

o Thesaurus I P A

o Encyclopedias I P P A A

o Atlases – mapping skills – from simple to more complex I I P P P A A

o Interviews/experts I I P P P A A

o Newspapers I P P

o Periodicals/magazines I I

o Online databases I P P A

o TV & radio broadcast

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)

I I P P A A

o skimming and scanning techniques I P P A

Use of community resources to satisfy information needs e.g. Government agencies, public libraries

I P P A

Use of graphic organizers: I P P A A A Ao KWL charto Describing wheelo T charto Flow charto T charto Cluster/word webo Brainstorming webo Venn diagramo fishbone

Uses range of equipment to access information:o telephone I Io fax I Io scanner I P P Ao digital camera I P P Po intranet I P P Ao CD ROMS I P A Ao Internet I P P A Ao Email as a communication tool and information source I P P A A

Participates in on-line projects to locate, contribute and gather information

I P P A A

Preschool Prep One Two Three Four Five Six

SELECT / ANALYSERecording DataUses pictures, objects, live specimens to extract information I I P P A A A ARecords relevant information (Note taking skills as age appropriate) using modeled examples by:

o Arranges ideas, events & facts in sequence from oral, pictorial & written sources

I I I P P P A A

o Listens in group discussions and records key issues (pictorial or written)

I P P P P

o Contributes to class summary after reading, viewing or listening

I I P P A A A

o Understands that different accounts of the same even may vary

I P P A A

o List key words I P P P Ao Uses appropriate note taking templates & strategies using I I P P A A A

modeled examples e.g.o concept mappingo main ideao list makingo clustering notes under sub-headings

o Constructs sentences using identified key words I I P P A Ao Summarises key information (paraphrasing) I I P Po Recognizes when a statement is a generalisation I Po Makes brief relevant notes (including outlining strategies) I I P P A A

Preschool Prep One Two Three Four Five Six

ORGANISE / SYNTHESISINGOrganising DataParticipates in teacher led discussion to categorise information I I P P P A A AParticipates in group discussion to propose solution to a problem I P P P A A ALearns that charts, diagrams, recipes, news recounts & documentaries present information in different ways

I I P P A A

Interprets maps, charts, diagrams, graphs, photos, graphics I P P A AConstructs timelines I P P A ALabel diagrams I P P A A A ACompile charts I P P A ACategorises information according to specified criteria I I P A A ASelects main idea and supporting details I P P AOrganizes ideas and information logically I P PCategorizes information according to a framework of heading and subheadings using modeled examples

I P P A

Categorises information according to specified criteria I I P A A AMakes simple generalizations and draws simple conclusions I I P P A AMakes notes using modeled techniques e.g. written, bulleted points, graphic organisers

I I P P A A

Combine information from different sources I P PTranslates information from one form to another I I P P A A A AMakes simple generalizations and draws simple conclusions I I P P A A

Use of word processing and typing skills:o To draft and edit writing I I P P P A

Extends the use of Word Processing Skills (as age appropriate)by:

o Entering and editing texto Justifying texto Changing text – font/colour/bold/italic/underline

o Resizing texto Changing text alignmento Highlighting texto Using tab function & indent o Understand difference between cut and copyo Copying selected texto Cuts and pastes texto Making notes directly from screeno Practicing keyboard drills e.g. hand and finger placemento Using spell checker & synonymso Using columnso Changing page orientation (Landscape/portrait)o Changing size of page, e.g. 75% viewo Inserting graphicso Insert borders, word art, shading, backgroundo Manipulating graphics e.g. resizingo Using lists/bullets

Wrapping text around graphicso Formatting text appropriate to text typeo Insert tableso Use drawing toolbars to create graphic organiserso Create computer generated organisational strategies, e.g.

Low charts, time lines using modeled exampleso Use print preview to check work documento Printo Save & Save as

Interpreting DataUnderstands limitations of reference books e.g. old atlases, encyclopedias, bias, international publications

I P A

Aware of fact, opinion, propaganda, bias, stereotyping and points of view in information

I I I

Aware of strategies to assess the value of internet sites I P PMakes inferences from gathered information I P P ACompares different ways information is presented in e.g. TV documentaries, news bulletins, encyclopedias & newspapers

I P

Verifies results of experiments using modeled examples I P PExplains their own interpretation of ideas, information and events I P P P A A AVerify accuracy of information according to copyright date, authority, bias

I I P P

Preschool Prep One Two Three Four Five Six

PRESENTPresenting Research FindingsTalks about what they have found from their data collection I I P P A A A AShares knowledge and information with others within a group I I P P P A A AOral reports I P P P AUses supporting evidence to argue a personal view point I PExamine & report on findings ( May use notes as prompts when speaking) I I P PGives sustained reports on generalized, researched topics I P P AUses ICT technology and extends desktop publishing skills to record data and present research findings

I I P P

Consider the nature of the audience in the selection of appropriate presentation

I P P

Selects the most appropriate method/media to present information

I P P

Is aware of Web page structure (years 6 – 7) I

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 wordsYr 5-6: defines plagiarism and uses full citation of information used for research

I I P P P P P

Bibliographic skills, simple to more complex e.g. book, encyclopedia, magazine, internet, using modeled examples

I I P P P P

Understands and complies with copyright requirements using modeled examples

I P P

Uses online citation tools to record bibliographic sources I I

Preschool Prep One Two Three Four Five Six

ASSESSAssessing Express opinions I P P A A A A ARespects the rights and opinions of others & acknowledges their contributions

I I P P A A A A

Identify alternative strategies & sources to use for future research I P P ADevelops the concept of peer evaluation by giving and receiving feedback

I P P P

Analyse and evaluate various viewpoints I P PUses a variety of evaluative strategies using modeled examples to assess and review learning re their strengths & weaknesses e.g. learning logs, reflective journals, rubrics

I I P P P A A

Evaluates understanding and implementation of set task criteria using modeled examples

I P P A A

Discuss how they could improve their research next time I P P A A ADiscusses the appropriateness of the presentation in relation to the original task

I I P P P

Identifies further questions and issues arising from action and decisions

I I P P P

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%20 Curriculum .pdf

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.