DGB 3: Independent Information and Data Search

← Digital Literacy – Year 3

Independent research starts before entering a search term. A clear question, well-chosen keywords, suitable source types, systematic comparison and transparent documentation help turn scattered search results into reliable working material.

Curriculum reference

Area	Classification
Competence area	Information
Perspectives	T, I
Focus	Targeted and independent search for information and data
Competence	Plan and carry out searches for information and data using suitable strategies, select appropriate sources and compare and question the information found.

Learning objectives

Students can:

turn a research topic into a clear search question;
develop keywords, synonyms and relevant subject terms;
use quotation marks and simple search operators deliberately;
select source types appropriate to the question;
check authorship, publisher, date and evidence;
compare information from several sources;
distinguish data, claims, opinions and interpretations;
document sources and search paths transparently;
revise a search strategy when results are weak or one-sided.

Learning content

Clarifying the research goal

A broad topic should be converted into a question that can realistically be answered. The type of answer needed determines which sources and data are useful.

Developing suitable search terms

Keywords, synonyms, narrower terms and subject vocabulary improve search precision. Very long natural-language questions are not always the most effective search input.

Using search strategies and operators

Quotation marks can search for exact phrases; minus signs or site restrictions can narrow results where supported. Operators are tools, not guarantees of source quality.

Selecting appropriate sources

Official statistics, academic or educational institutions, specialist organisations, established journalism and primary documents serve different purposes. The best source depends on the research question.

Comparing information and data

Important claims should be checked across more than one suitable source. Differences may result from definitions, dates, samples or interpretation rather than from a simple right/wrong distinction.

Assessing reliability and credibility

Relevant criteria include identifiable authorship, transparent publisher, date, evidence, references, methods and separation of fact from opinion. A professional appearance alone is not enough.

Documenting and organising results

Record title, author or organisation, date, URL and access date where useful. Notes should make clear which statement came from which source.

Research in school and everyday life

The same research process can be used for a presentation, a purchase comparison, a health-information task or a current-affairs question, while the required source quality may differ.

Classroom activities

Make research tasks precise

Turn broad topics into answerable questions and identify what data would be needed.

Expected outcome: A set of clear research questions.

Develop search terms

Create keyword groups with synonyms and subject terms for one research task.

Expected outcome: A search-term map.

Test search operators

Try several supported operators and record how results change.

Expected outcome: A brief search experiment.

Choose source types

Match questions with suitable source categories and explain why.

Expected outcome: A source-selection table.

Compare information

Check one factual claim across at least three suitable sources.

Expected outcome: A comparison with notes on agreement and differences.

Distinguish data and interpretation

Mark factual measurements, claims, opinions and conclusions in prepared material.

Expected outcome: A correctly labelled example.

Document the research path

Keep a short log of queries, useful sources and decisions.

Expected outcome: A transparent research log.

Evaluate source quality

Use a checklist to assess author, publisher, date, evidence and purpose.

Expected outcome: A completed quality check.

Solve a research task independently

Plan, search, compare, document and summarise one question.

Expected outcome: A short source-based answer.

Reflect on the process

Identify one strategy that improved the research and one that did not.

Expected outcome: A process reflection.

Self-check

I can formulate a precise research question.
I can choose effective search terms and basic operators.
I can select source types that fit the question.
I can compare claims across sources.
I can distinguish data, opinion and interpretation.
I document my sources and research path.
I can revise my strategy when results are not good enough.