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Level 1
English clarifications
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90853: Use information literacy skills to form conclusion(s)
Updated December 2019. This document has been updated in its entirety to address new issues that have arisen from moderation.
Framing the inquiry
Students need to choose an inquiry focus that allows them to move beyond merely collecting information. The use of some open questions and a topic that involves different viewpoints is required.
Selecting and using appropriate strategies for locating and selecting information
- Students must provide evidence that they have selected information from their sources. For example, “this source tells me about dog registration” is not sufficiently specific, whereas “NZ 2010: 475,072 dogs registered on National Dog Database. 158,646 dogs with microchips.” shows appropriate selection of information.
- Information could be provided in a range of forms, including data grids, highlighted sections of printed materials, or written notes.
- Information needs to be clearly referenced. Internet search engines, database sites or newspaper names (e.g. www.google.com, NZ Herald, www.stuff.co.nz) are not a sufficient source acknowledgement. If articles are used, titles, date of publication and author, where stated, are needed.
- All texts need to be student-selected.
- The range and number of texts selected needs to be sufficient for students to complete a systematic exploration of their topic. This is unlikely to be fewer than six texts.
Evaluating the reliability and usefulness of selected information
Students need to state if information selected from each source is reliable and useful, and how or why it is reliable/useful. This evaluation can be in the form of a chart, or it can be incorporated in the student’s notes/evidence, or incorporated into the student’s presentation of their conclusions.
Forming conclusions
A conclusion requires students to organise and present information (e.g. “I discovered that 5% of the drivers are responsible for 40% of the drink driving related deaths”) and then process that information so that a conclusion is formed (e.g. “This group, called ‘hardcore’ by the police, seems to be unaffected by ad campaigns or previous accidents”).
Evidence required for moderation
Conclusions need to be formed based on information gathered. There must be evidence that shows both the information gathered (the information literacy process) and the conclusion(s) that are based on this gathered information. Students’ opinions, judgements, decisions, suggestions or evaluations of the inquiry topic must be linked to the selected information.