Information and Society Students need to understand the importance and features of information in the Information Age. They need to identify how information is organized, created and communicated. They need to develop enjoyment in exploring information of all kinds. Reading a wide range of Canadian and international literature is a vital part of a literacy program and extends the narrow definition of information as merely data, facts or figures. Above all, students need the skills and knowledge to use information deeply and wisely to gain lasting personal satisfaction and to contribute to their society. It is time to study information as a subject by itself in its own context. To study information as a subject requires analysis and evaluation of its role in every aspect of human life – from banking to education, from local government to global trends. Since information is socially constructed, it is not neutral in either purpose or result. Students need to be socially responsible in their use of information and keenly aware of the safety, security and ethical issues surrounding it. Students need to learn about learning. How does the brain work, learn and perceive? What are stages by which both individuals and societies develop the skills of information literacy? How do we become not just an information society but a learning society. In a fast-changing world where particular data might quickly lose their currency, it is the metacognitive skills and knowledge which are the foundation of independent learning for life. Such a challenge requires all teachers to provide varied, continuous and well-planned opportunities to extend students' information skills.

Figure 6. Information and Society

To do this, schools need to place the study of information at the heart of learning. This can be accomplished in two ways. First, the expectations of Information and Society can be integrated into subject-based opportunities, themes, and projects. In fact, the expectations of this strand (See Figure 14) are particularly effective in suggesting ideas for group and independent study activities across the curriculum in all grades. Secondly, separate courses such as interdisciplinary studies at the secondary level can incorporate Information and Society in a comprehensive treatment. Both approaches require strong resource-based learning partnerships between teachers and teacher-librarians Tables 9a and 9b represent a scope and sequence of the knowledge and skills of Information and Society to track student progress as a continuum for Kindergarten to Grade 12. Such progress is made possible when teachers and teacher-librarians work together to collect demonstrations of authentic performances grade to grade. Use these links to jump to a particular grade level. Use your browsers 'BACK' button to return here. Information and Society: Kindergarten Information and Society: Grade 1 Information and Society: Grade 2 Information and Society: Grade 3 Information and Society: Grade 4 Information and Society: Grade 5 Information and Society: Grade 6 Information and Society: Grade 7 Information and Society: Grade 8 Information and Society: Grade 9 Information and Society: Grade 10 Information and Society: Grade 11 Information and Society: Grade 12