Abstract
This paper examines the use of PLUS, a four-step model of information skills, in a secondary school in England with 28 Year 8 pupils doing a physics project. The pupils completed a questionnaire relating to their use of the PLUS model and their attitudes to brainstorming, keyword selection, evaluating resources, reading for information, taking notes, and writing. The teacher and librarian were interviewed. Findings showed that pupils responded favourably to using the PLUS model in all areas and that the teacher and school librarian noted improvement in the pupils' learning, writing, and information skills as a result of using the model.
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