Using information in 5-14: an examination of the factors which contribute to pupils' successful information use and learning, with a focus on Levels D to E of the curriculum.

The aim of the research is to find a way of helping young people achieve what is being asked of them at Levels D to E of the Scottish 5-14 curriculum (Primary Year One through to Secondary Year Two) in the use of information, specifically, though not exclusively, in the area of English Language. At this stage of the curriculum, they are expected to progress from being able to collect and collate information, to being able to use it in context for personal research and to discuss, support and refute arguments. It emerged that this aim could not be achieved without the development of two complementary “tools” which would allow this examination. In order to fully investigate how students use information for their own purposes, it became necessary to develop a terminology of information related skills with which to discuss the issues with teaching staff and students. The study developed a database of information skills in 5-14 which informs practice and provides a terminology for the discussion of teaching and learning in this area. Secondly, the research revealed the absence of a suitable method which could be used to adequately observe children engaged in this type of activity. The research adopted a behavioural approach which was influenced by ethnographic observation and grounded theory, to develop a framework for observing information skills behaviour which takes into account a range of elements in the process - educational, cognitive, affective and sensorimotor, and it tested this framework against data. The results of this study contribute to our knowledge of learners’ approaches to information-related tasks in 5-14 in several ways. They define some of the skills which have been observed to be crucial to the Level D to Level E (Primary 6 to Secondary 2) progression in information handling in 5-14, where pupils should progress from being able to collect and collate information to being able to apply it to a piece of personal research. They also identify a number of factors, such as metacognition, which are important in the process, and examine the students from the complementary perspectives of learning and information use. Finally the study defines potential areas for future research which would build upon the findings of the present study.