Vertical Axis - Five Big Ideas

The Literacy with ICT Developmental Continuum consists of five Big Ideas along the vertical axis:

Big Idea: Question and Plan

The first Big Idea in the continuum, Question and Plan, describes learners who, in

Column 1, recall and record prior knowledge; construct topic-related questions with assistance; and follow a given step-by-step plan in preparation for gathering information to engage in inquiry.
Column 2, construct simple questions; make predictions; and adapt or co-construct a plan in preparation for gathering information to engage in inquiry.
Column 3, indentify information needs; construct complex questions; and develop their own original plan in preparation for gathering information to engage in inquiry.
Column 4, evaluate questions and adjust them as needed throughout the inquiry process.

The second Big Idea in the continuum, Gather and Make Sense, describes learners who, in

Column 1, find and collect information from given electronic and media sources; cite sources of information; identify relevant information from sources; record data and make notes; and sort gathered information using a given organizational template.
Column 2, gather information from multiple electronic and media sources (given and student identified); identify whether information is sufficient and/or suitable for purpose and audience; and organize gathered information using co-developed strategies.
Column 3, gather information using a variety of strategies (e.g. online databases, specialized searches); evaluate information and sources for relevancy, accuracy, currency, and validity; and organize and categorize information using student-developed strategies.
Column 4, evaluate the effectiveness of multiple strategies for gathering information; evaluate the information and sources to determine context, perspective, bias, and/or motive; evaluate the effectiveness of multiple strategies for organizing information.

The third Big Idea in the continuum, Produce to Show Understanding, describes learners who, in

Column 1, compose text, record sound, sketch images, graph data and/or create video based on class discussion and teacher modeling; use given criteria to produce work; use given format to demonstrate learning; and edit work based upon feedback from teacher and/or peers.
Column 2, participate in establishing criteria; compose and edit work according to established criteria; select from a variety of given formats to demonstrate learning; and self-assess in order to edit work.
Column 3, establish own relevant criteria; modify or combine given formats to demonstrate learning; and seek feedback from a wider audience to improve work.
Column 4, evaluate and revise criteria as needed; create work using student-generated format to demonstrate learning; evaluate and revise work to go beyond established criteria; and apply learning to authentic contexts in the real world.

The fourth Big Idea in the continuum, Communicate, describes learners who, in

Column 1, share information, ideas and/or work to a teacher-defined audience without actively seeking feedback.
Column 2, collaborate with teacher to select audience to share information, ideas and/or work and seeks descriptive feedback.
Column 3, independently select appropriate audience and adjust their communication (and work) based on self-evaluation and descriptive feedback.
Column 4, seek connections for a broader audience to improve or extend understanding and shares information, ideas and/or work iteratively, as needed, to get additional feedback and make further revisions.

The fifth Big Idea in the continuum, Reflect, describes learners who, in

Column 1, participate in teacher-guided conversations (conferences) to reflect on their own learning and the learning process.
Column 2, independently reflect on their own learning and the learning process.
Column 3, self-monitor their learning goals; consolidate reflections to develop new questions for further inquiry; and/or develop strategies for improving their learning and the learning process.