Page 62 - THE ONTARIO CURRICULUM, GRADES 11 AND 12 | Canadian and World Studies

THE ONTARIO CURRICULUM, GRADES 11 AND 12 | Canadian and World Studies
that they have logically interpreted the information they have generated, and that the appropriate concepts of disciplinary thinking are reflected in their analysis. Through the application of metacognitive skills, students constantly revisit and rethink their work, leading to a deepening of the inquiry process.
Outside of the research and inquiry strand, students are given many opportunities to reflect on and monitor their learning. As they develop hands-on practical skills related to daily life, as well as relationship skills, communication skills, and critical-thinking skills, students are given opportunities to reflect on their strengths and needs and to monitor their progress. In addition, they are encouraged to advocate for themselves to get the support they need in order to achieve their goals. In all areas of Canadian and world studies, students are expected to reflect on how they can apply the knowledge and skills they acquire in their courses to their lives, in meaningful, authentic ways – in the classroom, in the family, with peers, and within the various communities to which they belong. This process helps students move beyond the amassing of information to an appreciation of the relevance of Canadian and world studies to their lives.
THE ROLE OF THE SCHOOL LIBRARY IN THE CANADIAN AND WORLD STUDIES
PROGRAM
The school library program can help build and transform students’ knowledge in order to support lifelong learning in our information- and knowledge-based society. The school library program supports student success across the Canadian and world studies curriculum by encouraging students to read widely, teaching them to examine and read many forms of text for understanding and enjoyment, and helping them improve their research skills and effectively use information gathered through research.
The school library program enables students to:
• develop a love of reading for learning and for pleasure;
• acquire an understanding of the richness and diversity of texts produced in Canada and around the world;
• obtain access to programs, resources, and integrated technologies that support all curriculum areas;
• understand and value the role of public library systems as a resource for lifelong learning.
The school library program plays a key role in the development of information literacy and research skills. Teacher-librarians, where available, collaborate with classroom or content-area teachers to design, teach, and provide students with authentic information and research tasks that foster learning, including the ability to:
• access, select, gather, process, critically evaluate, create, and communicate information;
• use the information obtained to explore and investigate issues, solve problems, make decisions, build knowledge, create personal meaning, and enrich their lives;
• communicate their findings to different audiences, using a variety of formats and technologies;
• use information and research with understanding, responsibility, and imagination.
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