An outcome is the result or consequence of a process. For example, you may want to produce an accurate analysis of some survey data, and to do this you may need to improve and apply your statistical skills. In this case the result of your analysis is an outcome, and using your number skills is part of the process by which you achieve that outcome.

Try to express the outcomes you hope to achieve as clearly and accurately as possible, asking others for help and comments if necessary. To h
Author(s): The Open University

Where and how will you use numerical and mathematical skills over the next 3â€“4 months? You may need to gather numerical information from different sources, form hypotheses about the information carried by the data, carry out statistical tests to check your hypotheses and then present your results and interpretations. Or you may be working with mathematical models (for example in engineering, environmental or financial applications) and need to understand and use formulas expressing relation
Author(s): The Open University

In developing a strategy for improving your application of number skills you are aiming to:

• identify the opportunities you can use to develop and practise your number skills;

• establish the outcomes you hope to achieve and targets for meeting them;

• identify the resources you might use for developing your skills, including people who might be able to help you as well as sources of data, books, study guides, tutorials, s
Author(s): The Open University

The three-stage framework for developing and improving your skills provides the basis for you to become more confident in:

• developing a strategy for using a variety of numerical and mathematical skills, including being clear about what you want to achieve, identifying relevant sources of information that will help you to achieve your goals, and planning how you intend to improve your skills;

• monitoring your progress and critically ref
Author(s): The Open University

This key skill develops your number skills in your studies, work or other activities over a period of time. To tackle all of this key skill, you need to plan your work over at least 3â€“4 months to give yourself enough time to practise and improve your skills, to seek feedback from others, to monitor your progress and evaluate your strategy and present outcomes.

Application of number (simply called â€˜numberâ€™ in this key skill) is all about using numerical and mathematical skills to f
Author(s): The Open University

This key skill has used a three-stage framework for developing your skills. By developing a strategy, monitoring your progress and evaluating your overall approach, you take an active role in your own learning. But learning does not necessarily follow a path of steady improvement, it involves change: revisiting ideas, seeing things from different perspectives, tackling things in different ways.

You are unlikely to be able to complete your work by working through it from beginning to end
Author(s): The Open University

Think about your overall IL skills and suggest areas where you feel you need to improve, based on the experience you have gained. You might find it useful to discuss with your tutor, manager, another student or work colleague how you might do this. There may be changes you feel you need to make so that you can move forward, such as trying to extend the facilities and resources available to you, changing the way you study to make best use of the time you have, or focusing on improving your own
Author(s): The Open University

Assess your achievements against the criteri
Author(s): The Open University

Organise the results of your searches so that you can use them to support and illustrate your arguments or point of view. For example you may want to use the information you have found to examine critically, support or reject some general statements associated with that topic, or to offer factual data in support of an analysis. To do this successfully you must be clear who is your intended audience and what you want them to understand from your information.

In presenting your results, y
Author(s): The Open University

In interpreting your results, think about the coverage of your searches and whether you have missed anything or left out important areas. You cannot find everything, but you should be confident that you have located sources recognised for their accuracy, authority and authenticity. How will you judge the quality and coverage of your material? Be aware that while your information may be accurate and reliable, it may not be unbiased. Look carefully at the sources of your information (ask yourse
Author(s): The Open University

Often plans run into difficulties because of unforeseen problems or changing circumstances. For example, you may be running over your deadlines, the resources or support available to you may have changed, or your personal circumstances may have changed. Plans are only a means to an end, however. If you run into difficulties try to take some time to think about what effect they will have on your plans, and what changes you may need to make to your overall strategy to achieve the outcomes you a
Author(s): The Open University

As you develop your information literacy skills, refer back to the outcomes you hope to achieve and goals you have set yourself. Ask yourself questions such as:

• am I on track to achieve my outcomes?

• what difficulties in using information literacy techniques have I experienced and what have I done about them?

• how have the choices and decisions I made impacted on the quality of my work?

• do I need to mak
Author(s): The Open University

Keeping a record of what sources you have explored, and the strategies, keywords and search terms you have used, will help you make best use of the facilities and time you have. As part of this record you should note how useful the sources have been, what was returned from your search, and what adjustments you made to your search plan (for example new keywords, different search parameters, different combination of Boolean operators).

Establish criteria (such as by date, author, subject,
Author(s): The Open University

Where and how are you going to look for your information? Finding information effectively involves being aware of techniques for locating and digging out the relevant information. Find out about how the sources you have identified are organised and indexed, and formulate your questions appropriately.

Set up different search strategies and criteria to explore alternative lines of enquiry. If you need to search for, evaluate and select information from the Internet or other databases, fin
Author(s): The Open University

This stage of the framework is about keeping track of your progress. Are you using your information literacy skills effectively for your purposes? How do you know? Could you have done things differently: made use of different facilities and expertise, taken more advantage of tutorials, training sessions or local expertise, or recognised that such support would have helped you? Monitoring your own performance and progress needs practice; try to stand back and look at what you are doing as if y
Author(s): The Open University

Exploring and planning an activity often results in a number of different options, possibilities and ways forward. Some approaches will be more feasible or will interest you more than others. At this stage you will need to think about how you will be using your information literacy skills and how you will assess the overall quality of your work.

Review the skills you will need to achieve your goals and the criteria you will use to check that you have achieved them. Opportunities and con
Author(s): The Open University

Spend some time finding out about what you will need to help you complete you IL work and who you will need to consult. You may need to arrange access to a library, the Internet, databases online, or specialist training or publications. If you need to learn about specific aspects of IL (for example how to reference correctly articles, papers and books, or how to put together a bibliography), then look first at your course material and then at study guides or notes aimed at your area of intere
Author(s): The Open University

An outcome is the result or consequence of a process. For example, you may want to select information from a number of sources for a report, and to do this you may need to improve your use of information search facilities and your critical skills in comparing and contrasting information. In this case your report is an outcome and using and improving your information literacy skills is part of the process by which you achieve that outcome.

A more focused outcome might be related to recog
Author(s): The Open University

Where and how will you use information literacy skills over the next 3â€“4 months? You may need IL to help you identify, search for, evaluate and present information for a specific task, such as an essay or project report. You may have to visit and learn how to use an academic library, or need to search for, select and evaluate information from specialist databases or the Internet. Spend some time thinking about your study or work requirements and what opportunities you will have or can creat
Author(s): The Open University

In developing a strategy for improving your IL skills you are aiming to:

• identify the opportunities you can use to develop and practise your IL skills;

• establish the outcomes you hope to achieve and the targets for meeting them;

• identify the resources you might use for developing your skills, including people who might be able to help you as well as books, study guides, tutorials, specialist training, databases, libra
Author(s): The Open University