Information Literacy Outcomes Level 1

specific learning outcomes

Level 1 (5-8 years)

	*The student begins to identify information needs and how these might be satisfied.* The student is keen to explore and discover the world around them and make connections between what is known and what is yet to be discovered. identifies the main idea of class or group discussions about familiar topics listens to, understands and participates in class or group discussions on a given topic in response to an audio and/or visual stimulus participates in class or group discussions with relevant and appropriate contributions based on personal experiences and prior knowledge using appropriate and relevant vocabulary including some topic-specific words and phrases voice levels articulation body language and gestures eye contact uses prior knowledge and experiences to brainstorm ideas and vocabulary to contribute to a group list of what is already known. understands that while we may know some things, there is always more to learn. understands that some of the things we believe to be true may need further investigation. clearly expresses their need for information and seeks appropriate assistance to fulfil this. understands the difference between a question and a statement. understands that asking questions is a natural and effective way of eliciting information and has the confidence to ask these. asks and answers simple questions relevant to topic being discussed or examined. can pose questions that will lead to further investigation of people, places, objects and events can sort questions into categories to make investigations more focused uses modeled examples, and existing and new knowledge to generate questions to provide a focus for further investigation of a topic. expresses own ideas about why things are so and gives reasons which explain this understanding. can work with peers to suggest an appropriate solution to a problem.
	*The student begins to locate a variety of primary and secondary sources which meet their information needs, using their knowledge of the purpose of texts and the library’s organisational system* The student understands that information can come from a variety of sources, each has a particular purpose and can suggest appropriate sources that might meet a particular need. uses own experiences and other people as information sources observes, listens and uses other senses to gin information understands that print, visual and digital texts can all provide information knows the difference between fiction and non-fiction – that fiction is for the imagination and non-fiction for information understands the relationship between text and illustrations in both fiction and non fiction resources identifies keywords in focus questions and uses these to contribute to a teacher-led search plan to locate appropriate resources. recognises environmental print such as signs, labels and instructions understands and uses the terms title, author, illustrator, subject, spine, spine label, blurb knows the layout of the library, especially those sections relevant to their needs and can locate required resources with assistance. uses the cover, title, and illustrations to select appropriate resources. can browse and select resources that meet interests, needs and abilities. understands fiction resources are shelved in a alphabetical order according to the surname of the author. understands non-fiction resources are shelved in numerical order according to their subject. understands that certain texts (digital or print), such as encyclopedias, atlases and dictionaries each have a specific purpose and layout. knows how to borrow and return resources demonstrates responsibility for borrowed resources identifies and uses Library Inquiry icon on computer desktop to undertake a simple search and returns computer screen to default position understands basic information provided by Library Inquiry search results locates identified resources with assistance uses mouse to open software programs or pre-selected websites, select appropriate navigation options, follow instructions, make choices and close program recognises and uses common icons used in software packages and pre-selected Internet sites. follows instructions to locate resources. constructs and sends simple email to a known person to elicit information.
	*The student begins to select and record the appropriate information which meets their information needs.* The student listens, observes and views to gain information in response to focus questions. extracts information from objects and pictures and can talk about what has been discovered distinguishes between informative text and advertisements and other eye-candy, particularly on websites uses developing reading skills and strategies to extract information from simple texts about familiar subjects. understands the purpose of the contents, page numbers, headings and index of a resource and can use these to locate and select specific information. follows instructions to select specific information in pre-selected print or digital resources. selects and records the main idea and key words from a text or audio and/or visual source using a template or other example. interprets simple diagrams, including maps and graphs, which support key information. constructs an oral or written sentence about a topic using selected keywords justifies selection or rejection of information. understands that fiction can also provide information suggests simple cause and effect relationships by examining objects and pictures attributes the source of the information using title/ author format.
	The student begins to understand that texts have different purposes The student understands the difference between fiction and non fiction understands the difference between fact and opinion and make-believe begins to form their own point of view by drawing conclusions based on information at hand begins to identify the author’s purpose for writing – to persuade, inform, entertain or reflect begins to understand that the role a person has in an event influences their perception and retelling of it differentiates between first and third-person recounts
	*The student begins to understand the need for information to be organised so that it can be easily retrieved, manipulated and used.* The student participates in teacher-directed groups to consider the appropriateness, organisation and presentation of the information gathered. organises oral, pictorial and written information in sequence retells experiences, stories or procedures in sequence follows and/or gives simple instructions in sequence. sorts objects, pictures and ideas into specific categories using given or self-generated criteria and explains reasoning underpinning the groups. suggests simple headings for groups of related ideas or objects. understands the purpose of labels and signs compares and contrasts objects and pictures and recognises similarities and differences begins to identify patterns and relationships between ideas with assistance understands concepts of main heading and keywords. constructs a concept map, sequence or list to show the relationship of the ideas to each other and the focus question with assistance. constructs a table in MS Word (or similar) and assigns a bold heading to each cell. uses MS Paint (or similar) to create a story map to support a retelling. can highlight selected information and drag and drop or cut–and-paste it into the appropriate cell of a table. understands the purpose of graphs and contributes to a class or group pictograph which illustrates findings
	*The student presents an appropriate oral, written, pictorial or role-play response to a task or question.*** The student is willing to share information with other children and adults and has the confidence to do so. is aware that responses can be in a variety of formats and some are more appropriate than others at times understands the different purposes of writing and drawing creates a response to a task/ topic which meets the needs of the task and uses information selected for the purpose. dictates, traces, copies or writes captions to accompany presentations presents a response to the task in a simple oral, visual, or written sequence which demonstrates learning and understanding. presents a response to the task which demonstrates that the selected information has been synthesised and used to create a new product. demonstrates and describes how their response meets the needs of the task and how it was constructed. uses appropriate, relevant and effective conventions of speech such as staying on topic, intonation and volume, when responding to questions participates in a class construction of a rubric which describes the required elements of a particular presentation format. incorporates specific design elements or criteria required by the task. is willing to work with others and contributes appropriately to a range of group presentations including role-plays, constructions, stories and illustrations participates in group and class presentations with confidence and competence and observes conventions such as taking turns, waiting quietly and so on uses appropriate software and apps to write captions, draw pictures, and create presentation to share uses a digital camera with supervision to illustrate a presentation presents information in own language as well as English if appropriate begins to understand the concept of ‘audience’ and the need to meet their needs
	*The student assesses the completed task to determine whether the original problem was solved and evaluates the effectiveness of their research.* The student** demonstrates pride in the finished product is prepared to accept external praise and criticism of their work discusses work giving simple reasons for choices made completes tasks in a reasonable time persists to complete tasks to required standard or higher understands that there is always room for improvement and is prepared to work towards this understands the concept of a simple rubric and uses this to ensure that all parts of a task were completed to the best of their ability identifies those elements which were done well. identifies those elements which need support in the future and uses positive language to describe them develops concept of peer evaluation by giving and receiving feedback. accepts proportionate responsibility for group presentations. respects the efforts and contributions of others. acknowledges and celebrates personal and group achievements. shares feedback with parents
	*The student reflects on their learning and how their knowledge, understandings and values have changed.* The student demonstrates and discusses what has been learned. transfers new knowledge, understandings and skills to different situations. uses what has been learned as a springboard for further learning. values what has been learned as an integral part of their making sense of the world. contributes to a class reflections session about what has been learned. reflects on their learning and records these reflections in a personal journal, print or digital.