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Westerly High School Library: Grades 11-12

Wonder/Connect, Question/Focus, Investigate/Learn, Prepare/Analyze/Synthesize, Express/Create/Communicate, Reflect/Assess

Grade 11-12 Priority Skills

The information and inquiry skills required for independent and in-depth learning:

CONNECT

  • Gathers context about the time period, people, and issues surrounding the topic by reading laterally across both primary and secondary sources.
  • Explores problems or questions for which there are multiple answers or no "best" answer.

WONDER

  • Cretaes questions to lead to basic information and, in addition, to information that is more critical, complex, and diverse in perspectives.

INVESTIGATE

Sources

  • Uses search-engine organizational features (e.g., algorithm content, beginning text, URL) to locate web-based information to answer research questions.
  • Seeks information from alternative perspectives by browsing the shelves for related books, identifying people and organizations with opposing views, following links to related articles, and conducting additional searches by using key ideas and terms for alternative perspectives.
  • Contrasts primary and secondary sources on the topic to determine commonalities and differences in point of view, comprehensiveness, and depth of specific detail.

 Evidence

  • Compares information in diverse sources to corroborate accuracy, resolve conflicting evidence, and balance perspectives.
  • Analyzes degrees of bias (from slightly slanted perspective to heavily slanted propaganda) and the impact of that bias.
  • Draws meaning from digital text by employing print literacy and inquiry skills, interpreting meaning presented through multimedia, interacting with text, reading laterally (reading related information across multiple sites), and thinking non-linearly (using embedded links and multiple sites).

Making Sense of Information and Notetaking

  • Challenges ideas in text and makes notes of questions to pursue in additional sources.
  • Reflects on notes (perhaps in a refection column) by asking questions, recording own opinions, challenging, and noting the impportance of the idea for the final product.

CONSTRUCT

  • Develops a line of argument or claim that incorporates and/or refutes competing interpretations and/or refutes competing interpretations or conflicting evidence with credible evidence.
  • Builds a conceptual framework by synthesizing ideas gathered from multiple sources.
  • Develops own opinion, perspective, or claim and supports with evidence and a clear line of reasoning.

EXPRESS

  • Drafts the presentation/product to present the line of reasoning and evidence for an argument, claim, point of view, interpretation, or new model most effectively with supporting evidence.
  • Publishes final product for an authentic audience and real-world application.
  • Evaluates own product and process throughout the work and uses self-assessment, teacher feedback, and peer feedback to make revisions when necessary.

REFLECT

  • Identifies own strengths (academic, social, and emotional) and sets goals about specific ways to improve in the future.

  The ESIFC is licensed under a Creative Commons Attribution-Noncommercial-ShareAlike 3.0 Unported License

Assessments

Adapted from the Empire State Information Fluency Continuum