The 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 others."
Information skills assist people to satisfy their changing information needs, pursue independent lifelong learning and contribute to the development of an informed society.  

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. 

The 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:

1. Define - Defining information needs;
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

The Information Process is not linear – rather it is more cyclical and interactive with each step impacting on every other step.

Integral 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.

The 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 the links.

Teachers Planning Guide

References