Information+Fluency+update

Inquiry provides a framework for learning. Ethical behavior in the use of information must be taught. The definition of information literacy has become more complex as resources and technologies have changed. The continuing expansion of information demands that all individuals acquire the thinking skills that will enable them to learn on their own. If we accept the premise that these are the critical thinking and information fluency skills we should be deliberately teaching, where do you see this happening in your content area curriculum? Identify and define authentic problems and significant questions for investigation. || E/LA conduct research on issues by generating ideas and questions, and by posing problems. || Sci: Identify questions that can be answered through scientific investigation. || Seek divergent perspectives during information gathering. || Locate, organize analyze, evaluate, synthesize, and ethically use information from a variety of sources and media. || SS: locate, access, organize, and apply information about an issue of public concern from multiple points of view || Math: formulate questions that can be addressed with data and collect, organize, and display relevant data to answer them. || Apply critical thinking skills to information. Follow ethical and legal guidelines in gathering and using information. || Collect and analyze data to identify solutions and/or make informed decisions Advocate and practice safe, legal and responsible use of information and technology. || E/LA gather, evaluate, and synthesize data from a variety of sources. || Sci: Use appropriate tools and techniques to gather analyze and interpret data. || Use technology and other information tools to organize and display knowledge and understanding in ways that other can view, use and assess || Interact collaborate and publish with peers, experts or others employing a variety of digital environments and media. Communicate information and ideas effectively to multiple audiences using a variety of media and formats || E/LA: write and use different writing process elements appropriately to communicate with different audiences for a variety of purposes. || SS: explore causes, consequences, and possible solutions to persistent, contemporary, and emerging global issues. || Assess the quality and effectiveness of the learning product. || Apply existing knowledge to generate new ideas, product, or processes. Exhibit a positive attitude toward using technology. Exhibit a positive attitude toward using technology that supports collaboration learning and productivity. ||  ||   ||
 * [|Big 6] || [|AASL Standards] || [|NETS-S] || Content Standards ||  ||
 * Task Definition || Develop and Refine questions to frame the search for new information || Plan strategies to guide inquiry:
 * Information seeking strategies || Find, evaluate and select appropriate sources to answer questions || Evaluate and select information sources and digital tools based on the appropriateness to specific tasks || E/LA: gather, evaluate, and synthesize data from various sources. || SS: identify and use process important to reconstructing and reinterpreting the past such as using a variety of sources, providing evidence for claims, checking credibility of sources. ||
 * Location and Access || Demonstrate mastery of technology tools for accessing information
 * Use of Information || Make sense of information gathered from diverse sources
 * Synthesis || Use technology and other information tools to analyze and organize information.
 * Evaluation || Assess the processes by which learning was achieved in order to revise strategies and learn more effectively in the future.