Essential Questions Student

Knowledge

K-3

Elementary

Knowledge & Skills

4-8

Middle Years

Knowledge & Skills

9-12

High School

Knowledge & Skills Do students

understand that

curation an

important skill to

develop in order to

manage and make

sense of the deluge

of information all

around them?

Can students skim,

scan, and scour

digital content in

order to curate

appropriately?

What processes and

tools should students

use for curation and

what digital

literacies are

required?

Do students exhibit

proficiency in using

digital tools for

accessing

information and

pursuing inquiry?

How do students

collect and organize

information it so that

it can be retrieved

when needed?

Do students collect

digital content from

a variety of sources?

Are students aware

of algorithms and

ways to refine

searches to ensure

they can reach

diverse

perspectives?

Can students

synthesize their

curation effectively,

ensuring that

multiple

perspectives are

gathered and

Students understand

that it is important to

make sense of the

flow of information

around them.

Students know how

to skim, scan and

scour to

authenticate and

curate information

for retrieval when

needed.

Students understand

how to use digital

curating tools to

effectively associate

content (including

the use of keywords

and tags) in order to

easily retrieve

information,

allowing for a

diverse knowledge

base to be drawn

upon.

Students know that

good curators

analyze and

evaluate

information from a

variety of sources to

see it if it is reliable,

relevant or current.

Students know that

they can use digital

tools to access

information and

pursue inquiry.

Students understand

of how to use

search tools and

techniques to

access relevant and

quality content

using methods such

as triangulation.

Students know that

the best curators

Students understand

that there is a

tremendous amount

of information

available in our

world, varying from

digital to print to

face to face, and

they are beginning

to organize

information selected

by the teacher.

Students understand

that they live in the

Information Age

and there are digital

tools to help

organize this

information to help

make sense of it.

Students begin to

find their own

materials with

teacher and/or

teacher librarian

guidance.

Students are deeply

aware that they live

in the Information

Age wherein

streams of

information are

constantly moving

and developing.

Students continue to

develop proficiency

in collecting,

organizing, and

making sense of the

information, and are

more able to do this

independently.

Students are

beginning to

understand that

information must be

examined critically,

and that it needs to

be verified by more

than one source.

Students understand

that information

must be examined

critically, and that it

needs to verified

through multiple

mediums and that

this an essential

aspect of the

research process.

Students have a

more developed

understanding of

the research

process. Students

gather information

from various sources

and mediums and

critically examine

their findings more

intuitively in order to

authenticate,

perceive meaning

and explore

significance.

Students understand

the purpose of and

use simple

bookmarking tools

for digitally

capturing websites

for future reference.

Students make

effective use of

bookmarking tools

to curate

information and are

starting to explore

other tools to curate

information for

inquiry and research

(i.e. OneNote).

Students make

effective use of

bookmarking tools

and can more

independently use

advanced curation

tools (i.e. Pearl Trees

or Noodle Tools) to

support their inquiry

and research within

both a classroom

and personal

learning context.

Students will explore

the different ways

we can find

information and

sources, in both print

and digital media.

Students are starting

to do basic

searches using age

appropriate

Students have a

better

understanding of

how to access

information and

sources. Students

are starting to refine

searches using

Boolean search

techniques and age

appropriate

Students are aware

of the presence of

algorithms and have

a basic

understanding of

their influence.

Students have

developed a higher

capacity to use

Boolean and

triangulation search

represented, in

addition to their

own?

Do students see the

benefits of sharing

information as part

of a collective? Are

students engaged in

sharing information

in participatory

environments as a

component of

metaliteracy (ie:

social

bookmarking)?

Do students know

how to hyperlink to

cite information in

digital platforms?

Do students self-

monitor their search

processes for

effectiveness,

progress, identify

gaps in information,

and adjust when

necessary?

collect diverse

perspectives and

worldviews. They

also understand that

there are unique

search techniques

involved in attaining

diverse

perspectives.

Students understand

the benefits of

sharing their curated

information in order

to support the

learning of others as

well as extend and

enhance their own

learning.

Students understand

that hyperlinks send

readers directly to

the source and

regard it as a

modern form of

citation.

Students understand

how to self-monitor

their search for

information.

databases and

search engines.

databases and

search engines.

techniques to

explore more

diverse sources of

information.

Students are

beginning to see the

benefit of sharing

resources with

others. Students

share and

contribute to a

collaborative

curated digital

space created by

the teacher.

Students see the

benefit of sharing

resources through

collaborative

curation. Students

share and

contribute to a

collaborative

curated digital

space created by

the teacher as well

as collaborative

classroom curated

spaces.

Students are

proficient in

collaborative

curation and curate

independently, as

well as understand

of the importance of

sharing their

personal curation

with others in

support others in

making sense of

information.

Students explore

teacher-curated

resources, such as

social bookmarks for

learning.

Students are able to

independently

navigate curated

resources and are

beginning to

understand the

purpose of digital

and social

bookmarking.

Students are

beginning to

understand how to

utilize these tools as

a means of guiding

research for an

intended audience.

Students are able to

independently

navigate curated

resources and

understand the

purpose of digital

and social

bookmarking.

Students have a

deeper

understanding of

how to utilize these

tools in an

advanced manner

as a means of

guiding research for

an intended

audience.

Students are able to

recognize hyperlinks

in text and

understand the

function it serves as

a means of sourcing

information and/or

providing additional

information.

Students understand

what a hyperlink is

and the function it

serves as a means of

sourcing or

referencing

information.

Students are

beginning to

understand how to

hyperlink and

digitally cite sources

of information and

create hypertexts

(ie: blog posts).

Students understand

that there are

different standards

for referencing

information (i.e.

MLA, APA, etc).

Concerning digital

citation, students

understand what a

hyperlink is and the

function it serves as

a means of sourcing

or referencing

information.

Students are

proficient in using

hyperlinks and

digitally cite sources

of information and

create hypertexts

(ie: blog posts).

Students push

themselves to find

the original source

of information where

possible.

With teacher

guidance and

prompting, students

can do a basic self-

assessment to

determine if they

are where they

need to be in their

search and whether

they need more

information.

With teacher

guidance, students

are able to monitor

their search

processes during

their inquiry process,

make some

adjustments, and

can identify gaps in

their search for

information.

Students are able to

independently

monitor their search

processes during

their inquiry process,

effectively adjust as

needed, and can

identify and resolve

gaps in their search

for information.