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 Learning Outcomes for Information Literacy 

The following information literacy learning outcomes are strongly connected to current British Columbia IRP Prescribed Learning Outcomes. It is easy to make such connections between reading, research and resources and the Language Arts IRP because of the shared foundation of literacy. It is implicit in other IRPs (in particular the Science and Social Studies IRPs) that learning also occurs related to reading, research and resources. However, due to the emphasis on content-specific learning outcomes in these IRPs, it has not been possible, except occasionally, to make the links to the broad abilities that compose information literacy.

The core learning outcomes identified in the Primary Benchmarks for Reading, Research, and Resources are foundational.  Students will build on these core skills in increasingly sophisticated and complex ways during the Intermediate and Secondary Benchmark years.

READING: By the end of Grade 3

Connect and wonder:

• make connections, inferences, and visualizations, and ask questions before, during, and after reading or listening 
• making connections, visualizing, asking questions, completing graphic organizers, summarizing, drawing, and other personal responses
• use pictures to predict content and make connections between illustrations and written text

Information Seeker/Investigator

• locate and select resources appropriate to their level and purpose     
  • navigate and understand where resources are located 
  • distinguish fiction from non-fiction
  • read (widely) a wide variety to explore and expand reading interests

 Information Processor will:

• interpret and respond to a variety of texts and images
  • recognize how writing styles and illustration shape meaning
  • read for and/or view additional information, as needed
  • read fluently and demonstrate understanding of texts
  • identify and understand elements of a story 
  • use(s) safe behaviour on the internet

 Information Communicator will:

• respond to text and images
  • retell stories
  • identify main topics, themes and ideas
  • communicate ideas using software and/or technology tools

The Reflective student will:

• pursue new interests and inquiries that arise from reading
• reflect on and assess their reading and viewing

RESEARCH: By the end of Grade 3

Information Seeker

• ask questions or identify an issue
• develop and use search strategies
• find a variety of resources, including primary and secondary sources
• gather information 
  • use the features of information text (this needs more explanation)
    
  • scan to locate key topics within a book
  • skim to identify key words and phrases 
  • identify main ideas and supporting details
  • interpret meaning from images 

Information Processor will:

• select information for a purpose, independently or collaboratively
  • provide support for a position
• organize information
• • take notes using key words and phrases
  • use a variety of graphic organizers   
  • use digital tools to work with information
  • proofread, revise, and edit draft presentations
• choose an effective format for sharing

 Information Communicator

• share the learning with small and large audience
• use effective presentation practices
• credit sources used

• use safe and ethical behaviour using the Internet

Reflective student will:

• recognize effective strategies and apply them to adjust inquiry process
• use criteria to evaluate the research process and personal representation of learning
• apply what worked to future inquiry