The first activity of this module allows you to reflect on how well you have achieved critical outcome 4 (collect, analyse, organise and critically evaluate information) with your learners in the past. This will gives you a benchmark with which you will be able to gauge your development.

A range of projects and resources are provided for you to browse through in order to identify what you think would be an effective research-based unit.

Building on the principles of good questioning skills, presented in other modules, this activity assists with the difficult process of planning units of work and framing questions that encourage learners to think.

In this activity we explore the sort of learning that is envisaged in 21st Century approaches to learning. There is valuable reading provided about how ICTs and information skills can contribute to learner centred teaching.

There are many ways of implementing projects and research based activity. Some guidelines and ideas are provided in this next activity with special focus on three particular models of implementation.

This activity visits the general principles of assessing information literacy (outlined in another module). In the process you develop an assessment strategy for the unit that you are planning.

This activity describes the options of providing resources for your learners and discusses some of the possible pitfalls and gives some hints for saving online costs.

Making complex tasks easier for learners is often achieved through the process of scaffolding learning. This activity involves designing learner scaffolds for one of the three models of implementation examined in activity 5.

This activity gives you the opportunity to produce sample work by taking on the role of a learner in your own class, and trying out your project.

This final activity looks back at the elements of good practice that you identified in the first activity. You will reflect on how well the project that you have developed in this module accomplishes them.