The following text may have been generated by Optical Character Recognition, with varying degrees of accuracy. Reader beware!

Teaching, Vol 8, No. 2 x 24 Ontario School Library Association Angela Di Prima is a teacher-librarian at Father Bressani High School in the York Catholic District School Board. <adiprima@learn.ycdsb.edu.on.ca> n Information Technologies: the second overall expectation to "use information technology to identify, gather and sort information and revise product". n Information and Society: the second and third overall expectations to "demonstrate an under- standing of varied ways of organizing and stor- ing information (and) demonstrate an under- standing of varied ways of creating and com- municating information". In a similar way many of the specific expectations for the four metaskills of Reasoning, Organizing, Communicating and Applying for the Grade 11 Information Studies curriculum are met: n Inquiry and Research: this subtask meets the the first, second, fifth, sixth, seventh and eighth specific expectation of Reasoning, the sixth specific expectation of Organizing, the second and third specific expectation of Communicating and the first, fourth, sixth and seventh specific expectation of Applying; n Information Technologies: this subtask meets the first specific expectation of Reasoning; n Information and Society: this subtask meets the third specific expectation of Communicating and the second specific expectation of Applying. How the Coding Works What becomes a daunting task for us as profes- sionals is clearly documenting all this in a rela- tively quick and accurate manner. The coding and lesson plans which I have devel- oped reflect the Information Studies curriculum and follow the standard format for coded expec- tations with which teachers might already be familiar. The lesson plan opposite shows this par- ticular lesson when it was taught to a grade 11 Religion class. The expectations being met by this particular lesson are recorded on the lesson plan simply by underlining the appropriate code. Although at first glance it may appear somewhat complex, in essence it is a very straightforward way of recording the various skills and expecta- tions met in the lesson. We need to ensure that as curriculum leaders we take the initiative to marry the information litera- cy skills found in the Information Studies curricu- Co-operative Teaching Plan: Teacher-Librarian: 4 Prepare sample charts/handouts on outline format, 4 Evaluate according to rubric Subject Teacher: 4 Ensure thesis has been approved, collect outline, record evaluation mark Meeting Dates / Times: Assessment and Evaluation Rubric of Expectations: 4 (far exceeds) 3 (exceeds) 2 (meets) 1 (does not meet) Topic/Theme Resources: Charts and handouts Adaptations / Notes: Fill in the Blank Outline vs Proper Academic Format Culminating Task Descriptions: Students need to devel- op an appreciation for the stages/steps that will ensure successful research. To this end, students will submit to the teacher for evalua- tion an outline, their thesis, introduction, body of evidence and conclusion which will form the organizational basis of their essay. Teaching and Learning Strategies and Timing: Direct teaching of the outline purpose and formats (charts and handouts) 10 min Demonstration of actu- al outline sample using student topic/volunteer 10 min Conferencing with students to determine which format to use and ensure student understanding. 50 min Continue researching and evaluating sources of information in light of the approved thesis and proposal. CURRICULUM CONNECTIONS lum with classroom curricula. As founders of the collaborative culture in schools, we need to be at the forefront of this marriage and use all the skills and tools available to us to ensure that we are successful in this mandate. n n n