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91105: Use information literacy skills to form developed conclusion(s)

Updated May 2015. This document has been updated in its entirety to address new issues that have arisen from moderation.

Area of inquiry

The area of inquiry will arise from text studies such as literature, close or independent reading in an English programme. Framing of the inquiry will be in a real-world, authentic context. Fiction texts may provide an issue for exploration (e.g. penal reform, effects of racism). However, the direction for investigation and information sources will be outside of that fictional world.

Sources of information

The range of texts needs to be sufficient for a systematic exploration. Appropriate textual sources of information are generally non-fiction, such as primary and secondary sources, opinions from different viewpoints and articles. Fiction, advertisements and biography may provide an example to support the information from other sources, but will not underpin a systematic inquiry. This standard does not assess literary analysis and/or interpretation of texts.

Framing the inquiry

Students need to choose topics that will allow them to move beyond merely collecting and presenting information. The area of inquiry needs to incorporate increasingly sophisticated ideas. Open questions are more likely to support the development of conclusions that show understanding of these ideas.

Selecting, processing and evaluating information

Students must choose their sources and the information selection process needs to be documented. This could be through highlighting, annotations, data charts or written notes. All selected information needs to be referenced. Paraphrasing, summarising and quotation are all methods of processing text. Evidence of the evaluation of the reliability and usefulness of information must be included in either the notes or the presentation of conclusions. 

Form developed conclusion(s)

Students need to create and build ideas and knowledge that is based on the gathered, processed information. For example, students can form an opinion, make a judgement, pose a question, challenge current thinking or provide a solution. Conclusions become developed by considering information from differing sources and viewpoints, then building ideas from that. The conclusions presented must clearly link to the selected and processed information.

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