ability to find and use information is expressed in the Curriculum Framework
as one of the Overarching Learning Outcomes.
"Students recognise when and what information is needed, locate and
obtain it from a range of sources and evaluate, use and share it with
skills assist people to satisfy their changing information needs, pursue
independent lifelong learning and contribute to the development of an informed
When planning an authentic learning task teachers should consider the needs of the students, the purpose of the
inquiry and the rich task to achieve the outcomes. Planning
up, Planning Down.
Information Process outlines as a series of steps, the skills required to
develop information literacy.
The six steps to the process can be broadly described as follows:
2. Locate - Locating information sources;
3. Select - Selecting relevant information;
4. Organise - Processing and
organising the information selected;
5. Present - Creating and sharing
resulting work; and
6. Evaluate - Evaluating and reflecting
Information Process is not linear – rather it is more cyclical and
interactive with each step impacting on every other step.
to the Information Process are the thinking skills of analysis, interpretation
and synthesis. Language and communication skills of reading, writing, viewing,
speaking and listening are also essential to this process. Through guided
practice students learn to integrate the skills appropriately and develop as
critical thinkers and creative problem solvers.
stages of the Information Process are linked closely to the Investigation,
Communication and Participation Strand from The "Society and
Environment" Student Outcome Statements as well as process strands from
the other learning areas. Click here to see