Hamilton-Wentworth District School Board
Information Skills Continuum
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This work is licensed under the Creative Commons Attribution 3.0 Unported License. To view a copy of this license, visit http://creativecommons.org/licenses/by/3.0/
or send a letter to Creative Commons, 444 Castro Street, Suite 900, Mountain View, California, 94041, USA.
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Hamilton-Wentworth District School Board
Information Skills Continuum
Today’s students need multiple literacies to be successful in school and life. “New communication tools, emerging technologies and social and cultural forces are constantly
redefining what we mean by literacy” (Ontario School Library Association, 2010, p.18). Critical thinking, information and media literacy skills are essential in today’s world.
Information-literate students will:
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Recognize the need for information
Ask important questions
Locate reliable and relevant information from a variety of sources
Process gathered information
Effectively communicate information in a variety of formats
This document has been written by elementary and secondary teacher-librarians from Hamilton-Wentworth District School Board. The Information Skills Continuum is designed to be
used by teacher-librarians and classroom teachers as they collaborate to provide students with the skills to become lifelong learners.
We would like to thank the following: The Ontario Library Association for their permission to use the Inquiry Model headings; Richard L. Hasenyager, Jr. Director of Library
Services, NYC School Library System for permission to use wording from the Empire State Information Fluency Continuum; and the California Department of Education for permission to
use selected excerpts from Model School Library Standards for California Public Schools.
A special thanks goes to the writing team of Kristina Keery-Bishop, Cindy L.C. Lee, Sue MacLachlan, Elisena Mycroft, and Laurie Swackhammer.
A thank you also goes to Peter Joshua, Superintendent of Leadership and Learning, Lisa Neale, Principal of the System Learning Commons and Laura Romano, Organizational Leadership,
Principal South Cluster for their support and guidance throughout this project.
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Information Skill 1: Exploring and Investigating
Early Primary
Initiating inquiry
a. Understands that meaning comes from print and digital formats.
Choosing the topic and developing questions
a. Asks appropriate questions related to a topic.
Late Primary
a. Identifies a simple problem or question that needs information.
a. Asks who, what, when, where, and how questions about a specific topic.
b. Identifies the key words within a simple problem or question to focus their research.
Selecting information
a. Identifies the characteristics of fiction and non-fiction resources in both print and
digital formats.
b. Recognizes that fiction and picture books are organized by the author’s last name in
alphabetical order on the spine label.
c. Uses ABC arrangement of picture books to locate materials using the spine label.
d. Uses material provided to find answers to questions asked.
a. Identifies and uses the characteristics of fiction and non-fiction resources in both print
and digital formats. (e.g. table of contents, glossary, index, dedication, menus, and
navigational tools).
b. Recognizes that fiction and non-fiction books are organized by categories.
c. Browses the library to locate materials using categories and information on spine labels.
d. Performs a basic search for information using print and digital resources.
e. Selects and uses appropriate sources with support and direction.
f. Finds facts to answer research questions from print and digital materials provided.
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Information Skill 1: Exploring and Investigating
Junior
Initiating inquiry
a. Identifies a research problem that requires answers.
Choosing the topic and developing the questions
a. Chooses a research topic based on teacher guidelines.
b. Asks authentic questions to guide research.
c. Generates a list of key words for a research based project.
d. Creates a research plan.
Selecting the information
a. Uses the features of non-fiction and digital texts to
locate information.
b. Conducts an Internet search to locate reliable
information using organizational features of websites,
online catalogues and databases.
c. Selects resources appropriate to the research topic.
Intermediate
Senior
a. Identifies a research problem that requires answers.
a.
b.
c.
d.
a. Identifies the purpose for and the product of research.
Establishes a hypothesis and/or a position statement.
a. Selects a research problem or topic.
Asks authentic questions to guide research.
b. Generates research questions based on assigned topic or
Generates a list of key words for a research based project.
text, interests, issues and preliminary research.
Creates a research plan.
c. Develops and presents a clear position statement, thesis
or hypothesis.
d. Generates a list of key words and phrases to focus
research.
e. Finalizes research questions, thesis or hypothesis by
conducting preliminary research.
f. Creates a plan of action for research.
a. Identifies the type of information needed for research.
b. Conducts searches for information using organizational
systems and electronic search strategies to locate a
variety of appropriate resources.
c. Selects text, graphic and media resources appropriate to
the scope and direction of inquiry.
a. Uses the features of non-fiction and digital texts to
locate information.
b. Conducts information searches using organizational
systems and electronic search strategies to locate
appropriate resources.
c. Selects resources appropriate to the research topic.
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Information Skill 2: Processing
Early Primary
Late Primary
Analyzing information
a. In a class discussion determine if the information gathered answered the
research questions.
a. Uses a graphic organizer to determine whether the information gathered answers the
research questions.
Evaluating information
a. Distinguishes between real life and media depictions.
b. Knows the difference between the roles of media to inform and to entertain.
a. Distinguishes between fact and opinion.
b. Understands how real life and media depictions influence the reliability of information.
c. Knows the difference between information and advertisements.
Organizing and synthesizing information
a. As a class, record, sort, and categorize information using simple graphic organizers.
b. Determines whether additional information is needed to answer the questions.
a. Uses graphic organizers and/or note-taking strategies to record, sort and categorize
information.
b. Begins to restate information in his/her own words.
c. Determines whether additional information is needed to answer the research questions.
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Information Skill 2: Processing
Junior
Analyzing information
a. Uses a variety of strategies to determine the relevance of
the information.
b. Differentiates between important facts and unimportant
details.
Evaluating information
a. Distinguishes between fact and opinion.
b. Understands and identifies biases in informational texts.
c. Identifies the factors that make a resource current,
credible and accurate.
Organizing and synthesizing information
a. Uses various note-taking strategies (e.g. highlighting,
point form, graphic organizer).
b. Restates information in his/her own words.
c. Uses common organizational patterns to organize notes
and ideas, and to develop an outline.
d. Evaluates whether the information is sufficient to answer
the questions.
e. Seeks additional information as needed.
Intermediate
Senior
a. Uses a variety of strategies to determine the relevance of
the information to the inquiry.
b. Differentiates between facts that support the hypothesis
or position statement and irrelevant details.
a. Uses a variety of strategies to determine the relevance of
the information to the inquiry.
b. Differentiates between facts that support the hypothesis
or position statement and irrelevant details.
a. Distinguishes between fact and opinion.
b. Identifies biases in information texts and how these
influence the reader’s perspective.
c. Assesses all resources for currency, credibility, authority
and accuracy.
a. Distinguishes between fact and opinion.
b. Identifies biases in resources and considers how these
affect the value of the resource.
c. Evaluates a variety of resources for currency, credibility,
authority, accuracy and usefulness.
a. Uses various note-taking strategies (e.g. highlighting,
outlining, bulleted lists, point form, graphic organizer).
b. Paraphrases and summarizes information to answer
research questions in his/her own words.
c. Uses common organizational patterns (chronological
order, cause and effect, compare/contrast) to organize
information in order to draw conclusions.
d. Evaluates whether the information is sufficient to answer
the questions.
e. Modifies the research plan as needed.
a. Uses a note-taking tool to record relevant information.
b. Selects and uses the appropriate format for notation,
such as point form, direct quotations, paraphrase, and
summary.
c. Evaluates information for gaps.
d. Modifies the research plan and/or revises the scope of
inquiry to target areas of deficiency.
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Information Skill 3: Creating
Early Primary
Ethical, legal and safe use of information
a. Understands that it is wrong to copy from an author or another student.
Late Primary
a. Understands that it is wrong to copy from an author or another student.
b. Uses a graphic organizer to record a simple citation for resources used.
Making, presenting, and assessing
a. Presents facts and simple answers to questions using a variety of formats (e.g. oral,
pictures, puppets, drama).
b. Uses purpose and audience to determine how to present information.
c. Revises and edits work based on teacher’s questions and prompts.
d. Uses technology to enrich communication of information.
a. Produces a rough draft and a finished product tailored to the purpose and audience.
b. Uses a checklist to revise and edit work through self, peer and/or teacher assessment.
c. Uses technology to enrich communication of information.
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Information Skill 3: Creating
Junior
Ethical, legal, and safe use of information
a. Understands that it is wrong to copy from an author or
another student.
b. Creates a citation using a graphic organizer.
Making, presenting, and assessing
a. Produces a rough draft and a finished product tailored
to the purpose and audience.
b. Revises and edits work through self, peer and/or teacher
assessment.
c. Uses technology to enrich communication of information.
Intermediate
Senior
a. Understands that it is wrong to plagiarize from an
author or another student.
b. Cites sources of researched information using a
teacher-specified format.
a. Understands and applies strategies that support the
ethical use of researched information and avoids plagiarism.
b. Integrates researched information effectively using in-text
citation.
c. Identifies and records essential bibliographic information
for various resources.
d. Uses applicable citation style to effectively format a
bibliography.
a. Produces a rough draft and a finished product tailored
to the purpose and audience.
b. Revises and edits work through self, peer and/or teacher
assessment.
c. Uses technology to enrich communication of information.
a. Presents researched information in a concise and engaging
manner that is appropriate to the audience and purpose.
b. Uses technology to enrich communication of information.
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Information Skill 4: Developing the Individual in the Learning Commons
Early Primary
Reading engagement
a. Reads, views and listens to a variety of fiction and non-fiction for enjoyment
and information.
b. Requests and/or chooses materials related to personal interest.
Late Primary
a. Reads, views and listens to a variety of fiction and non-fiction for enjoyment
and information.
b. Requests and/or chooses materials related to personal interest.
Individual growth
a. Communicates newly acquired knowledge.
a.
b.
c.
d.
Recognizes how new knowledge affects their understanding of a topic.
Reflects on his/her use of research strategies using a simple graphic organizer.
Sets goals for improvement.
Demonstrates respect for intellectual property and academic honesty in all areas of
learning.
Digital citizenship
a. Understands acceptable and unacceptable use of digital tools and mobile devices.
b. Understands the need for Internet safety and safeguarding personal information.
a. Understands acceptable and unacceptable use of digital tools and mobile devices.
b. Understands the need for Internet safety and safeguarding personal information.
Collaborative learning
a. Works well with others and shares resources.
b. Participates respectfully in class/small group discussions.
a. Works well with others and shares resources.
b. Participates respectfully in class/small group discussions.
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Information Skill 4: Developing the Individual in the Learning Commons
Junior
Intermediate
Reading engagement
a. Reads, views and listens to a variety of fiction and
a. Reads, views and listens to a variety of fiction and
nonfiction for enjoyment and information.
nonfiction for enjoyment and information.
b. Requests and chooses materials related to personal and b. Requests and chooses materials related to personal and
research interests.
research interests.
Individual growth
a. Recognizes how new knowledge affects their
a. Recognizes how new knowledge affects their understanding
understanding of a topic.
of a topic.
b. Reflects on his/her use of research strategies.
b. Reflects on his/her strengths and weaknesses when
applying research strategies.
c. Sets goals for improvement.
d. Demonstrates respect for intellectual property and
c. Sets goals for improvement.
d. Demonstrates respect for intellectual property and
academic honesty in all areas of learning.
academic honesty in all areas of learning.
Senior
a. Reads, views and listens to a variety of fiction and
nonfiction for enjoyment and information.
b. Requests and chooses materials related to personal and
research interests.
a. Reflects on his/her understanding of how using multiple
perspectives provides a balanced foundation for developing
an assessment, solution or argument.
b. Identifies areas of strength and weakness in the
application of research skills and strategies.
c. Identifies steps and sets goals to improve application of
research skills and strategies.
d. Demonstrates respect for intellectual property and
academic honesty in all areas of learning.
Digital citizenship
a. Understands acceptable and unacceptable use of digital a. Understands acceptable and unacceptable use of digital a. Understands acceptable and unacceptable use of digital
tools and mobile devices.
tools and mobile devices.
tools and mobile devices.
b. Understands the need for Internet safety and safeguarding b. Understands the need for Internet safety and safeguarding b. Understands the need for Internet safety and safeguarding
personal information.
personal information.
personal information.
c. Demonstrates awareness of the nature of digital
c. Demonstrates awareness of the nature of digital
c. Demonstrates awareness of the nature of digital
communication systems and uses appropriate judgement
communication systems and uses appropriate judgement
communication systems and develops appropriate
in all communications.
in all communications.
judgement in all communications.
Collaborative learning
a. Works collaboratively with others and shares resources. a. Works collaboratively with others and shares resources. a. Understands the value of collaborative inquiry in the
b. Participates respectfully in class/small group discussions. b. Participates respectfully in class/small group discussions.
development of academic discourse and applies this
c. Demonstrates consideration of others in all forms of
c. Demonstrates consideration of others in all forms of
b. principle to their learning process.
communication.
communication.
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References
American Association of School Librarians. (2009). Standards for the 21st Century Learner in Action. Chicago, IL: Author.
Durham District School Board. (n.d.) Information Literacy Skills Continuum. Retrieved February 13, 2012, from www.techtalk.ddbschools.ca/doorway-to-information/skills-continuum.
html?tmpl=components&print=1
New York City School Library System. (2010). Empire State Information Fluency Continuum. Retrieved October 12, 2012, from
http://teachersites.schoolworld.com/webpages/sls/professional.cfm?subpage=1610231
Ong, Faye. (2011). Model School Library Standards for California Public Schools: Kindergarten through Grade Twelve. Sacramento, CA: California Department of Education.
Ontario Library Association. (1999). Information Studies: Kindergarten to Grade 12. Toronto, ON: Author.
Ontario Ministry of Education. (2006). The Ontario Curriculum Grades 1-8: Language. Toronto, ON: Author.
Ontario School Library Association. (2010). Together for Learning: School Libraries and the Emergence of the Learning Commons. Toronto, ON: Author.
This work is licensed under the Creative Commons Attribution 3.0 Unported License. To view a copy of this license, visit http://creativecommons.org/licenses/by/3.0/
or send a letter to Creative Commons, 444 Castro Street, Suite 900, Mountain View, California, 94041, USA.
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NOTES:
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Hamilton-Wentworth District School Board
Mailing Address
P.O. Box 2558
Hamilton Ontario, L8N 3L1
Canada
P: 905.527.5092
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