Information Literacy Skills for High School Students

You are not on your own with research.  Teachers and librarians collaborate to build instruction into the research calendar, and you are invited to the library to address your individual resource needs.  Collaboratively, we will make sure that this project SERVES YOU to learn skills for college readiness.  Use the guidance below to self-monitor and ask for support when you need it. (Use sub-menu at left to access mini-lessons.)

Skilled Researchers Work in a Self-Directed Way to…

  • apply the inquiry model and the research process to develop and research an over-arching question with focus questions (which evolve into a thesis statement and outline for the paper)
  • apply strategies for locating information, including…
    • beginning with short, general reference articles, but moving to lengthier, more detailed and analytical sources
    • advanced searching within databases
  • ethically use information; review and reinforce an understanding of what plagiarism is, the instances in which citation is required in student writing, as well as the concept of “common knowledge” which may not require citation
  • apply technology to document sources using MLA style to compose a Works Cited list and in-text references
  • improve awareness and skilled use of sources of scholarly, professionally curated resources including reference articles, journal articles, primary sources, e-books and multimedia
  • organize resources to take notes with a system that ensures the ability to document/cite accurately and responsibly; focus on skills to avoid plagiarism (potentially employing NoodleTools for electronic note-taking)
  • locate and apply scholarly resources that represent a broad spectrum of perspectives in order compose a well informed thesis
  • analyze and interpret primary sources
  • evaluate sources, sifting and weighing contradictory information
  • outline a research paper (potentially using Noodletools Outliner on the “Notecards” screen) to examine work for information gaps
  • synthesize information from a variety of scholarly sources to develop an evidence-based thesis and argument
  • compose a well organized and effective presentation
  • reflect upon one’s personal development of research skills in order to set and achieve goals for college work and lifelong learning.