From Buddha to Kenya via Glasgow The transition from Junior to Secondary Information Literacy

National Information Literacy Framework (Level C) Junior 6 World Religions : Planning Working in groups Brainstorming a research area Devising research questions Thinking of keywords for searching Deciding on and collecting relevant information Presenting information Learning about a world religion as an individual and group, and sharing that information with the class.

Confident Individuals Effective contributors Pupils of all abilities had a role to play in the group research. All contributions were equally important. Successful learners Pupils responded enthusiastically to the task and were aware that they were in control of their own learning and the outcome of the research. Curriculum for Excellence Effective contributors All pupils had to contribute a piece of information To the project. Responsible citizens Pupils learned about a world religion. They also were aware of the various religions within the class and used their peers as educators.

“We could have given them lots of facts about a religion which they would forget within the week! Hopefully they will use the skills again and again.”

National Information Literacy Framework (Level D) Locating Junior 7 Family History : Locating Select best potential resources that are valid, understandable, relevant, authoritative and current.

“The girls were definitely confident in their understanding of what the sessions were about and have certainly used the information we discussed to tailor the sources they are using in their research. The first session was really helpful in clarifying the different importance of sources in relation to your chosen subject.”

S1 Geography: The development of Glasgow

Kenya

“I learnt how to approach an enquiry, and I feel if I was given something like this to do again I would be more confident and organised as I know the right steps to do in the right order.”

From Buddha to Kenya via Glasgow Information Literacy