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Information Literacy: TEKS to ACRL: Organizes Information; Creates a Report

Relates Texas Expectations of Knowledge and Skills (TEKS) to Association of College and Research Libraries (ACRL) information literacy standards

Goal 9: Summary: Synthesizes Information; Organizes, Creates, and Presents a Written or Oral Report

Once they have gathered a lot of information, many students get stuck on the synthesizing and outlining phases. They should practice understanding the information they have gathered and expressing it in their own words, rather than cutting and pasting a report together. Organizing information into an outline, creating a report, and having good presentation skills are important at the college level.

TEKS: Kindergarten - Grade 2

Identify the topic and details in expository text heard or read, referring to the words and/or illustrations. (Reading, K.10A)

Identify the topic and explain the author's purpose in writing the text. (Reading, 1.13A, 2.13A)

Restate the main idea heard or read. (Reading, 1.14A)

Use pictures in conjunction with writing when documenting research, with adult assistance. (Reading, K.20B)

Record basic information in simple visual formats (e.g. notes, charts, picture graphs, diagrams) with adult assistance (Research, 1.24C)

Gather evidence from available sources (natural and personal) as well as from interviews with local experts. (Research, 2.25A)

TEKS: High School

Use elements of the writing process (planning, drafting, revising, editing, and publishing) to compose text. (English, 1.13)

Structure ideas in a sustained and persuasive way (e.g. using outlines, note taking, graphic organizers, lists) and develop drafts in timed and open-ended situations that include transitions and the rhetorical devices used to convey meaning. (English, 1.13B)

Organize information gathered from multiple sources to create a variety of graphics and forms (e.g. notes, learning logs). (Research, 2.21A, 2.21B)

Systematically organize relevant and accurate information to support central ideas, concepts, and themes, outline ideas into conceptual maps/timelines, and separate factual data from complex inferences. (Research, 3.21B, 4.21B)

Differentiate between theories and the evidence that supports them and determine whether the evidence found is weak or strong and how that evidence helps create a cogent argument. (Research, 3.22B)

Develop an argument that incorporates the complexities of and discrepancies in information from multiple sources and perspectives while anticipating and refuting counter-arguments. (Research, 3.22C)

Organize and present ideas and information according to the purpose of the research and the audience. Synthesize the research into a written or an oral presentation. (Research, 1.23, 2.23, 4.23)

Use a variety of formats and rhetorical strategies to argue for the thesis. (Research, 3.23B)

Develop products and generate new understandings by extending existing knowledge. (Tech Apps, 1)

Publish information in a variety of ways such as print, monitor display, web pages, and video. (Tech Apps, 2C)

Develop products and generate new understandings by extending existing knowledge. (Tech Apps, 1)

Uses innovative thinking to develop new ideas and processes for solving real-world issues and conveying those ideas to a global audience through a persuasive digital product. (Tech Apps, 2)

Develops a process to effectively communicate with peers, experts, and other audiences about current issues and solutions to global problems. (Tech Apps, 3)

Publish information in a variety of ways such as print, monitor display, web pages, and video. (Tech Apps, 2C)

Use effective strategies to organize and outline presentations to support or clarify points. (Tech Apps, 6C)

Exercise: Middle School

TEKS: Grades 3 - 5

Use skimming and scanning techniques to identify data by looking at text features (e.g. bold print, captions, key words, italics) (Research, 3.26B, 4.24B)

Take simple notes and sort evidence into provided categories or an organizer. (3.26C, 4.24C)

Record data, utilizing available technology (e.g. word processors) in order to see the relationship between ideas, and convert graphic visual data (e.g. charts, diagrams, timelines) into written notes (5.24C)

Collect, analyze, and represent data to solve problems using tools such as word processing, databases, spreadsheets, graphic organizers, charts, multimedia simulations, models, and programming languages. (K-5 Tech Apps, 3.4B, 4.4B, 5.4B)

ACRL Standards

Applies new and prior information to the planning and creation of a particular product or performance. (4.1)

Organizes the content in a manner that supports the purposes and format of the product or performance (e.g. outlines, drafts, storyboards) (4.1a)

Integrates the new and prior information, including quotations and paraphrasings, in a manner that supports the purposes of the product or performance. (4.1c)

Manipulates digital text, images, and data as needed, transferring them from their original locations and formats to a new context. (4.1d)

Exercise: High School

TEKS: Middle School

Organize and present ideas and information according to the purpose of the research and the audience. Synthesize the research into a written or oral presentation. (25)

Draw conclusions and summarize or paraphrase the findings in a systematic way. (25A)

Exercise: Elementary School

Exercise: College

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