knowledge is an important factor in the overall picture of the information a
learner will need to complete a task or solve a problem. This model recognizes
the value of prior knowledge but also assumes that the learner needs to acquire
information beyond their current knowledge and understanding to complete the
will possess an existing bank of knowledge which is insufficient for their
needs. A broader information foundation will have to be laid on which they will
build knowledge through the higher thinking processes and bring the task to
acquisition of information is a process that involves a number of steps.
rarely will a learner travel sequentially through the steps, their path will
often cycle back to previous steps as they review their progress, find new
material or come across problems as they search for relevant information.
The main steps of this process are:
words and phrases
the information foundation is necessary for task completion.
very fact that we are involved in acquiring information indicates that our prior
knowledge is insufficient to do the task. This
stage allows the learner to build an adequate foundation by adding relevant and
valid information to their prior knowledge.
definitions of Information Literacy stress the learners’ ability to use the
information in a practical manner. Even Doyle’s (1994, p.1) simple definition
provides this focus. "The
ability to access, evaluate, and use information from a variety of
own definition of Information Literacy also carries the same focus,
“To be information literate is to be able to locate, access,
acquire, comprehend, analyse and critique relevant information,
then utilise it to
make valid, informed decisions and also communicate those decisions
appropriately with validation where necessary.”
model targets very strongly the expectation that learners will utilise the
information in a practical manner usually to solve a problem or need. The model
focuses on the solution and the learner communicating the final solution instead
of communicating the gathered information.
is during this stage that the pupil will use many of the higher thinking skills
as the task is solved, the need met or opinion formed and defended.
challenge for us as teachers is to change our thinking in terms of printed
product from a research based activity. Traditionally we have looked for,
expected and accepted printed product that contains found information. If we
look carefully at the verbs that we use in our higher-level task construction
the end product may be an artifact, idea, system or solution. This means that
communication can be in a variety of media and forms.
we view a finished house or building the foundations are not visible.
is important for us to realise this when learners present their finished product
in whatever form the task requires or allows.
emphasis in this model is on clear creative communication of the solution, only
using gathered information where relevant to validate decisions and choices
are two aspects to the evaluation, Product and Process. The minor focus will be
on the finished product. He major focus will be on the process that the learner
has moved through to complete the task.
handbook contains a number of assessment rubrics that focus on three levels of
independence demonstrated by the learner in the Essential Skills, the Higher
Thinking Processes and in the various aspects of the SAUCE process.
|Demonstrates discernment of:
|Shows some discernment
|Shows no discernment
Communicated confidently, competently and
creatively in an appropriate manner and medium
Attempted to communicate in a suitable manner
and medium covering the major points adequately
low confidence and required assistance to communicate some major points or
relied on others to communicate in group situations.
g the Scene
independently identify a need or problem and can structuring higher level tasks
Can formulate questions and tasks with adult
upon adults to identify issues and set tasks
SAUCE model is a tool that provides:
learners the tools to
effectively unlock information, and move into understanding.
learners a framework to
guide them into effective research and the acquisition of
relevant and valid
information that is then used in co-operative problem solving
teachers a framework lead
students into higher order thinking skills
Provide a framework that
leads learners to increasing independence as information literate people.
Bond can be booked to deliver professional development to individual schools or
groups of schools. This can be in the form of workshops, staff meetings and
Teacher Only Days.