When planning an activity for pupils involving finding and using information, how much thought do teachers typically give to the material they intend the learners to consult and to the context in which it will be used? The key considerations that frequently come to the fore at once are those of the subject of the information and the purpose to which it will be put. Related issues, whilst significant, are often left sidelined, perhaps because for a lot of teachers the research aspect forms only one element of the overall work.
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