Part 1
Consider the space in between reading and understanding.
She had a boyfriend with a wooden leg, but broke it off.
When a clock is hungry, it goes back four seconds.
A boiled egg in the morning is hard to beat.
When you’ve seen one shopping centre, you’ve seen a mall.
Light travels faster than sound. That is why some people appear bright until you hear them speak.
Part 2
Information Skills Process
Producing a research assignment is like baking a cake. You must be thorough in preparing the ingredients and follow the steps in the recipe carefully. Here are the six steps recommended for creating the best assignments.
1) Define the key words/subjects
2) Locate rich resources
3) Select information that suits the questions
4) Organise the results by themes, such as time, place or personality
5) Present the results in a variety of ways
6) Assess and evaluate the results of your search
Click on the hyperlink to see a comprehensive list of questions and answers on the Information Process that the NSW Department of Education uses to help students learn.
Part 3
Information Literacy and self empowerment.
We are not always lucky in life but with good information literacy skills we can be prepared for new opportunities that may come our way. Rumpelstilskin is an excellent example of how a girl uses a combination of good fortune and information skills to solve the problems she was facing.
Using the central narrative answer the following questions.
1) Why do people boast of things that cannot be done?
2) What is straw?
3) Why is gold so precious?
4) What is more valuable than all the treasures in the world?
5) Why are names so important?
Part 4 Bibliographic records not only give information through metadata they are an exercise in visual literacy. Look at the record below.
From http://library.bankstown.nsw.gov.au
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Item Information |
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Call Number |
Collection |
Volume Ref. |
Branch |
Status |
Due Date |
Res. |
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JNF 333.79 MOR |
Junior Non Fiction |
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Bankstown |
On Loan |
17 Mar 2007 |
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JNF 333.79 MOR |
Junior Non Fiction |
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Chester Hill |
Available |
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Catalogue Information
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Field name |
Details |
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ISBN |
0431148953 |
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Name |
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Title |
Alternative energy sources / Sally Morgan. |
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Published |
Oxford : Heinemann Library, c2002. |
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Description |
64 p. : col. ill. ; 25 cm. |
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Series |
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Notes |
Includes bibliographical references (p. 63) and index. |
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Contents |
Alternative energy sources — A fossil-fueled world — Making and storing electricity — Harnessing the wind — Trapping light — Water power — Heat from the ground — Nuclear energy — Bioenergy — The future of renewable sources. |
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Subjects |
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Links to Related Works
Subject References:
Renewable energy sources — Juvenile literature
Authors:
Morgan, Sally.
Series:
Science at the edge
Questions about the bibliographic record.
Answer the questions from the record above
1) Title:
2) Author:
3) Description:
4) Series:
5) Place and date of publication
Part 5
How we learn best
Some students are saying they learn best when they work with each other. We call this collaboration. Other students are saying they want time to think about what they have learned. We call this reflection. Answer these questions.
1) Do you like group work?
2) Why is that?
3) When do you think about what you have learned?
4) Do you want more time to reflect and ask questions in Information Literacy lessons?
5) Do some subjects need more time to reflect on?
6) Which subjects are those?
