Skip To Main Content

Locating Information

Cognitive Skill Levels
Physically Locate Information : Knowledge, Application
Determine Accuracy, Validity, Point of View, Bias, Currency,
Relevance, Context : Evaluation
Summarize Information and Take Notes (Paraphrase) : Summarization
Use Correct Bibliographic Format : Knowledge, Application
 
Common Core State 
   Standards
 
English Language 
Arts
Standards 

 
College and career readiness
Anchor Standard for writing
 
  • 1. Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.
  • 2. Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.
    • 7. Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation.
    8. Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism.
    9. Draw evidence from literary or informational texts to support analysis, reflection, and research
    10. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.
     
     
    English Language Arts 
    Standards:
    Writing  
     
     
     
    W 6.1 : W 7.1 : W 8.1

    Write arguments to support claims with clear reasons and relevant evidence.

    • Introduce claim(s), acknowledge and distinguish the claim(s) from alternate or opposing claims, and organize the reasons and evidence logically.
    • Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text.
    • Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), counterclaims, reasons, and evidence.
    • Establish and maintain a formal style.
    • Provide a concluding statement or section that follows from and supports the argument presented.

    W.6.2.: W 7.2: W 8.2
     
    Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.
    • Introduce a topic; organize ideas, concepts, and information, using strategies such as definition, classification, comparison/contrast, and cause/effect; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension.
    • Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples.
    • Use appropriate transitions to clarify the relationships among ideas and concepts.
    • Use precise language and domain-specific vocabulary to inform about or explain the topic.
    • Establish and maintain a formal style.
    • Provide a concluding statement or section that follows from the information or explanation presented.--
    W 6.7 : W 7.7 : W 8.7
     
    Conduct short research projects to answer a question, drawing on several sources and generating additional related, focused questions for further research and investigation
     
     W 6.8 : W 7.8 : W 8.8
     
    Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation.
     
    W 6.9 : W 7.9 : W 8.9
     
    Draw evidence from literary or informational texts to support analysis, reflection, and research.
    • Apply grade Reading standards to literature (e.g., “Compare and contrast texts in different forms or genres [e.g., stories and poems; historical novels and fantasy stories] in terms of their approaches to similar themes and topics”).
    • Apply grade Reading standards to literary nonfiction (e.g., “Trace and evaluate the argument and specific claims in a text, distinguishing claims that are supported by reasons and evidence from claims that are not”).
     
     
         English Language   
                    Arts
                Standards:
         Informational Text
  • RI.6.7. Integrate information presented in different media or formats (e.g., visually, quantitatively) as well as in words to develop a coherent understanding of a topic or issue.
    •  
     
  • RI.7.7. Compare and contrast a text to an audio, video, or multimedia version of the text, analyzing each medium’s portrayal of the subject (e.g., how the delivery of a speech affects the impact of the words).

    •  

  • RI.8.7. Evaluate the advantages and disadvantages of using different mediums (e.g., print or digital text, video, multimedia) to present a particular topic or idea.
  • RI.6.8. Trace and evaluate the argument and specific claims in a text, distinguishing claims that are supported by reasons and evidence from claims that are not.
  • RI 7.8. Trace and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient to support the claims.-
  • RI 8.8. Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient; recognize when irrelevant evidence is introduced.
  • RI 6.9 Compare and contrast one author’s presentation of events with that of another (e.g., a memoir written by and a biography on the same person).
  • RI 7.9 Analyze how two or more authors writing about the same topic shape their presentations of key information by emphasizing different evidence or advancing different interpretations of facts.

    • RI 8.9 Analyze a case in which two or more texts provide conflicting information on the same topic and identify where the texts disagree on matters of fact or interpretation

    Standards for the 21st Century Learner
    American Association of School Libraries
    AASL 
     
    		Inquire,think critically and gain knowledge
    1.1  Skills
     

    1.1.3 Develop and refine a range of questions to frame the search for new understanding.

     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, 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.

    1.1.7 Make sense of information gathered from diverse sources by identifying misconceptions, main and supporting ideas, conflicting information, and point of view or bias.

     1.1.8 Demonstrate mastery of technology tools for accessing information and pursuing inquiry

     
     
    1.2  Dispositions  in Action
     

    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 and formats.

    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.
     

    1.3 Responsibilities

    1.3.1 Respect copyright/ intellectual property rights of creators and producers.

     1.3.2 Seek divergent perspectives during information gathering and assessment.

    1.3.3 Follow ethical and legal guidelines in gathering and using information.

    1.3.4 Contribute to the exchange of ideas within the learning community.

    1.3.5 Use information technology responsibly
     

    1.4 Self-Assessment Strategies

    1.4.1 Monitor own information-seeking processes for effectiveness and progress, and adapt as necessary.

    1.4.2 Use interaction with and feedback from teachers and peers to guide own inquiry process.

    1.4.3 Monitor gathered information, and assess for gaps or weaknesses.

    1.4.4 Seek appropriate help when it is needed.
     
    Drawing Conclusions

    2.1 Skills

    2.1.1 Continue an inquiry- based research process by applying critical- thinking skills (analysis, synthesis, evaluation, organization) to information and knowledge in order to construct new understandings, draw conclusions, and create new knowledge.

     2.1.2 Organize knowledge so that it is useful.

     2.1.3 Use strategies to draw conclusions from information and apply knowledge to curricular areas, real- world situations, and further investigations
     

    2.1 Skills

    2.1.1 Continue an inquiry- based research process by applying critical- thinking skills (analysis, synthesis, evaluation, organization) to information and knowledge in order to construct new understandings, draw conclusions, and create new knowledge.

     2.1.2 Organize knowledge so that it is useful.

     2.1.3 Use strategies to draw conclusions from information and apply knowledge to curricular areas, real- world situations, and further investigations

    2.2 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.

     2.2.2 Use both divergent and convergent thinking to formulate alternative conclusions and test them against the evidence.

     2.2.4 Demonstrate personal productivity by completing products to express learning.