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Investigate

Page history last edited by PBworks 6 years, 3 months ago

Inquiry Phase: Investigate

At the beginning of the Investigate Phase, a student may ask:

  • What are all of the sources that might be used?
  • Which sources will be most useful and valuable?
  • How do I locate these sources?
  • How do I find the information within each source?
  • How do I evaluate the information that I find?

INDICATORS

  • Understands the organization of a library.
  • Plans research and follows a timeline.
  • Uses successful information and technology strategies for locating sources of
    information.
  • Seeks information from diverse genres, formats, and points of view.
  • Examines sources to determine their usefulness.
  • Understands the organization of information within a resource.
  • Uses information strategies to locate information within a source.
  • Uses reading and thinking strategies to comprehend and make meaning from
    information and monitor own understanding.
  • Uses visual literacy strategies to derive meaning from information presented visually.
  • Evaluates information to determine value and relevance for answering questions.
  • Evaluates information for fact, opinion, point of view, and bias.
  • Identifies inaccurate and misleading information.
  • Selects and records appropriate information in reflective and interactive process.
  • Puts information into own words.
  • Identifies gaps in information.

Before moving to the Construct Phase, a student may ask:

  • Have I located sources with diverse perspectives?
  • Have I found enough accurate information to answer all my questions?
  • Have I discovered information gaps and filled them with more research?
  • Have I begun to identify relationships and patterns and thoughtfully reacted to the information I
    found?

 

 

AASL Standards for the 21st Century Learner

STANDARD 1: Learners use skills, resources, & tools to inquire, think critically, and gain knowledge.
Skills
  • 1.1.4 Find, evaluate, and select appropriate sources to answer questions.
  • 1.1.5 Evaluate information found in selected sources on the basis of accuracy, validity, and appropriateness for needs, importance, and social and cultural context.
  • 1.1.6 Read, view, and listen for information presented in any format (e.g., textual, visual, media, digital) in order to make inferences and gather meaning.
Dispositions in Action
  • 1.2.1 Display initiative and engagement by posing questions and investigating answers beyond the collection of superficial facts.
  • 1.2.2 Demonstrate confidence and self-direction by making independent choices in the selection of resources and information.
  • 1.2.3 Demonstrate creativity by using multiple resources.
  • 1.2.4 Maintain a critical stance by questioning the validity and accuracy of all information
  • 1.2.5 Demonstrate adaptability by changing the inquiry focus, questions, resources, or strategies when necessary to achieve success.
  • 1.2.6 Display emotional resilience by persisting in information searching despite challenges.
  • 1.2.7 Display persistence by continuing to pursue information to gain a broad perspective.
Responsibilities
  • 1.3.2 Seek divergent perspectives during information gathering and assessment.
Self-Assessment Strategies
  • 1.4.1 Monitor own information-seeking processes for effectiveness and progress, and adapt as necessary.
  • 1.4.3 Monitor gathered information, aand assess for gaps and weaknesses.
  • 1.4.4 Seek appropriate help when it is needed.
STANDARD 2: Learners use skills, resources, & tools to draw conclusions, make informed decisions, apply knowledge to new situations and create new knowledge.
Skills
  • 2.1.3 Use strategies to draw conclusions from information and apply knowledge to curricular areas, real-world situations, and further investigations.
Dispositions in Action
  • 2.2.1 Demonstrate flexibility in the use of resources by adapting information strategies to each specific resource and by seeking additional resources when clear conclusions cannot be drawn.
Responsibilities
  • 2.3.3 Use valid information and reasoned conclusions to make ethical decisions.
Self-Assessment Strategies
  • 2.4.1 Determine how to act on information (accept, reject, modify).
  • 2.4.2 Reflect on systematic process, and assess for completeness of investigation.

STANDARD 3: Learners use skills, resources, & tools to share knowledge and participate ethically and productively as members of our democratic society.

Dispositions in Action
  • 3.2.3 Demonstrate teamwork by working productively with others.
Responsibilities
  • 3.3.1 Solicit and respect diverse perspectives while searching for information, collaborating with others, and participating as a member of the community.
  • 3.3.2 Respect the differing interests and experiences of others, and seek a variety of viewpoints.
STANDARD 4: Learners use skills, resources, & tools to pursue personal and aesthetic growth. 
Skills
  • 4.1.4 Seek information for personal learning in a variety of formats and genres.
Dispositions in Action
  • 4.2.1 Display curiosity by pursuing interests through multiple resources.
  • 4.2.2 Demonstrate motivation by seeking information to answer personal questions and interests, trying a variety of formats and genres, and displaying a willingness to go beyond academic requirements.
  • 4.2.3 Maintain openness to new ideas by considering divergent opinions, changing opinions or conclusions when evidence supports the change, and seeking information about new ideas encountered through academic or personal experiences.
Responsibilities
  • 4.3.2 Recognize that resources are created for a variety of purposes.
  • 4.3.4 Practice safe and ethical behaviors in personal electronic communication and interaction.
Self-Assessment Strategies
  • 4.4.4 Interpret new information based on cultural and social context.
  • 4.4.6 Evaluate own ability to select resources that are engaging and appropriate for personal interests and needs.

 

Inquiry Process  |  Connect  |  Wonder  |  Investigate  |  Construct  |  Express  |  Reflect

 

From the New York City School Library System – Information Fluency Continuum

 

 

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