What is an Information Literacy Process Model?

1. What is an Information Literacy Process Model? “A structured way of guiding students through the research process to accomplish a specific goal.” Castleberry, M. (2007). Information processing models. Retrieved April 26, 2009 from www.bluespringselementary.org

2. Information Literacy Process Models • 5 A’s:Focuses on information processing; asking, accessing, analyzing, applying, and assessing. • Big 6:Focuses on information problem solving; task definition, information seeking strategies, location and access, use of information, synthesis, evaluation. • Pathways to Knowledge: Focuses on questioning and inquiry. The model looks a research from the stand point of appreciation by the researcher. The steps are: appreciation, presearch, search, interpretation, communication, and evaluation. • I – Search:Focuses on student interest and personal understanding. Steps include selecting a topic, finding information, using information, developing a final product. • Information Search Process:Process is taken from the point of view of the users experience and includes several stages: Initiation, selection, exploration, formulation, collection, and presentation. Within these stages considerations are made about the users feelings (affective), thoughts (cognitive), and actions (physical).

3. Literacy Process Models • Research Cycle:Focuses on decision making, judgment, and revision. Steps include: questioning, planning, gathering, sorting, synthesizing, evaluating, and reporting. • Information Seeking Behavior:This model incorporates aspects from various other models using their experience and research to create one model. Steps are: encounter, explore, search, collect, analyze, synthesize, apply new understanding, communicate, and reflect. • 8 W’s:Focuses on the idea that children navigate through information using their own unique process. Steps include: watching, wondering, webbing, wiggling, weaving, wrapping, waving, and wishing. • DIALOUGE:This model is an acronym for the following steps: Define, Initiate, Assess, Locate, Organize, Guide, Use, and Evaluate. • REACTS: This model focuses on critical thinking and production of high quality results. It includes the following steps: recalling, explaining, analyzing, challenging, transforming, and synthesizing.

4. Models Chosen • Information Search Process (Kuhlthau) • Pathways to Knowledge: • Information Seeking Behavior (Curtis)

5. Carol Collier KuhlthauInformation Search Process • Kulhlthau developed this information literacy process model because as high school teacher she had first hand experience with the emotion students experienced during research. • She noticed many students became confused and uncertain about how to proceed with their research after short period of time. • She proposed the research process included periods of increasing and decreasing certainty about the information being attained.

6. She describes this process as the information search process, ISP. • The process is taken from the point of view of the users experience and includes several stages: • Initiation, selection, exploration, formulation, collection, and presentation • Within these stages considerations are made about the users feelings (affective), thoughts (cognitive), and actions (physical).

7. Implementation • This model seems appropriate for a high school or college setting. • At the high school level students handle more complex assignments and put more thought into their planning of the research. • It is well suited for individuals who have been assigned a particular task such as a research paper. • The model is based on multiple research studies and focuses on the user’s perspective of experience and behavior. (Kuhlthau, 1999)

8. Kuhlthau’s Model is being used at Humboldt State University Library. http://library.humboldt.edu/ic/general_competency/kuhlthau.html • This model would be useful for all types of learners. It is not just about gathering information but it also considers how to interpret and use the information. • The model focuses on six stages and thoughts, feelings and emotions of the researcher. It covers many of the obstacles researchers may encounter and gives strategies on how to overcome them.

9. Stage 1: Initiation • In this stage the student identifies a lack of knowledge about a particular topic. • The student may experience uncertainty . • Thoughts are vague and ambiguous and concentrate primarily on understanding the task and utilizing prior experience. • Actions may include possible considerations on how to research the topic.

10. Stage 2: Selection • In this stage the student focuses on a particular topic to be researched as well as the approach to be used. • Feelings include optimism as a result of determining a plan for research. • Thoughts become focused on meeting task and time requirements as well as considering the resources at their disposal. • Actions include preliminary searching and scanning of alternative topics. • Delays in selection can cause temporary of anxiety.

11. Stage 3: Exploration • In this stage this is where students begin to gather information on their topic and form a focused point of view. (most difficult stage) • Feelings include confusion and uncertainty as conflicting information may arise during research. • Thoughts are centered around becoming knowledgeable about the topic and forming a focused point of view. • Actions include locating information, education themselves, and applying this to prior knowledge.

12. Stage 4: Formulation • In this stage the student forms a focus perspective from the information that has been researched. (turning point) • Feelings include increase confident as understanding increases. • Thoughts become more clear and defined. • Actions include seeking information based on the refined focused of the research.

13. Stage 5: Collection • At this stage the student collects specific resources relevant to the detailed focus of their research. • Feelings include a refined sense of direction and confidence as well as increased interest in the topic. • Thoughts are concentrated on extending understanding of topic and organizing information found. • Actions involve selecting pertinent information and taking detailed notes.

14. Stage 6: Presentation • In this stage the student prepares to use the information that has been found. • Feelings can range from relief to dissatisfaction based on the overall results of the research. • Thoughts are focused on cumulating the research process. • Actions involve redundancy searching in which inconsistencies in the knowledge are now less apparent.

15. Curriculum Alignment

16. Summary • This model focuses on the affective aspects rather than just the cognitive and physical aspects. • “the dip” in feelings (in exploration stage) is the most recognizable to both librarians and library users. • Forming a focus is a central task of the early stages of the process.

17. Society for Information Science 1999, 25, 12-16.

19. Marjorie L. Pappas and Ann E. TepePathways to Knowledge

20. Implementation • Pathways to Knowledge model was designed for children and young adults. • The model is user friendly and appropriate for children. (Information Age Inquiry) It gives strategies for each step such as ways to interpret information. • The model is nonlinear and allows for finding, using, and evaluation information. • It was created so when students were processing information they could explore and reassess continuously. This is important for children because they need to decide which information is most relevant to their research. • The model looks a research from the stand point of appreciation by the researcher. This is an important part of young children’s lives as they learn to interact with their surroundings.

21. “The Pathways Model is like a roadmap for navigating through the information-seeking process.” (Follett Software Company) • The model was created to suit many different learning styles. • How a student finds, analyzes and uses information depends on many things. This model allows for various paths that may be taken. • Students may take different paths based on how they learn, availability of resources, the task, and prior knowledge.

22. Appreciation and Enjoyment • This stage fosters curiosity through the appreciation of surroundings. Students are encourage to enjoy and respond to their experiences • Items which create curiosity can include stories, films, culture, painting, videos etc. • Typically acts as a prelude to discovery and pre-search behaviors • This stage is constantly changing (increasing) as the information seeking process continues

23. Presearch • This stage focuses on using prior knowledge to brainstorm ideas about the topic. • Students may determine what is known and unknown about the topic. • At this point, broad overviews are formed by searching general sources. • Provides students with tools for narrowing their research and determining overall research needs.

24. Presearch

25. Search • In this stage students identify appropriate resources and tools to develop a research strategy. (plan and begin research) • Their search strategy focuses on finding information that is most relevant to their topic. • Students are open to using various types of resources to identify appropriate information as well as collaborating with peers about the topic.

27. Interpretation • In this stage students determine the relevancy of information on their topic. • Students analyze and evaluate the information that has been collected. • “Information requires interpretation to become knowledge” (Pappas & Teppes)

28. Communication • This is the stage where the student organizes, explains and shares what they have learned. • Information shared is relevant to the topic. • A format is chosen which will effectively present their new knowledge.

29. Evaluation • In this stage students use evaluation by themselves and their peers to continually refine their information seeking process and continue to do better. • This is a nonlinear stage which should be part of all previous stages.

30. Scaffolding Process • This model builds basic sets of skills for students learning the research process. • In this first stage students learn to appreciate and enjoy various topics. From that they will develop a curiosity about a subject and this can then lead into a phase of discovery. • This is a nonlinear model which allows students to revisit certain portions of the process as they discover knowledge and become familiar with the research process.

31. Curriculum Alignment Standard 4.0 Writing Indicator • 7. Locate, retrieve, and use information from various sources to accomplish a purpose Objectives • Identify and use sources of information on a topic • Use various information retrieval sources (traditional and/or electronic) to obtain information on a topic • Use note taking, organizational strategies, and simple documentation of information to record and organize information • Participate in teacher-directed note-taking and organization of information • Use information to fulfill a given purpose • Credit sources when paraphrasing and quoting to avoid plagiarism

32. Curriculum Alignment Standard 6.0 Social Studies Skills and Processes • Students shall use reading, writing, and thinking processes and skills to gain knowledge and understanding of political, historical, and current events using chronological and spatial thinking, economic reasoning, and historical interpretation, by framing and evaluating questions from primary and secondary sources. • Topic • C. Ask Social Studies Questions • Indicator • 1. Identify a topic that requires further study • Objectives • Identify prior knowledge about the topic • Pose questions the about the topic • Formulate research questions • Develop a plan for how to answer questions about the topic • Indicator • 2. Identify a problem/situation that requires further study • Objectives • Define the problem/situation • Identify prior knowledge about the problem/situation • Pose questions about the problem/ situation from a variety of perspectives • Pose questions that elicit higher order thinking responses • Formulate simple research questions • Develop a plan for how to answer questions about the problem/situation

33. Della CurtisInformation Seeking Behavior • Information Seeking Behavior is a nine step guide to the research process

34. Implementation • This model is being used by Baltimore County Public Schools. • Curtis’s model incorporates aspects from various other models using their experience and research to create one model. • This model seems appropriate for middle school students. This can be simplified for younger students. • The model contains all the basic steps and also emphasizes evaluation and analyzing. Each step contains abundant support for working through each process.

35. Encountering a Task • In this step a student becomes aware of the need for information. They need to figure out what they know and do not know. • The student considers the possibilities for seeking appropriate information. (brainstorming) A more focused topic is considered during this time. • Begins to look for background information (general). Encyclopedias would be an appropriate resource during this stage.

36. Exploring/ Formulating/ Questioning/ Connecting • Student needs to brainstorm options for searching information. During this time they will pose questions to gain a better understanding of key points of their topic. • Through this students should be connecting prior knowledge with newly discovered aspects of their topic. • Using this information, they should construct a plan for their information seeking. (calendar)

37. Searching/Locating • Students will identify useful resources. • Research plans will be formed and refined along with search strategies to gain useful information. • As students are researching they should be evaluating information to make sure it is relevant to their topic.

38. Collecting/ OrganizingManaging/ Monitoring • Students should begin to collect information on their topic and organize it in some format. (ordering scheme- chronological, cause/effect, comparison, etc.) • As students are reading they should be applying their critical reading and thinking strategies. • Ethical considerations for the proper use of information should be determined during this time.

39. Analyzing/ Evaluating/ Interpreting/ Inferring • In this step students need to evaluate the information gathered to determine its relevancy to their topic. • Separate the information into related subtopics. • Data will be interpreted to indentify trends between subtopics. Inferences • If sufficient information has not been found students may need to adapt their information seeking process.

40. Synthesizing/Solving • Students will compile data in an effort to construct meaning and understanding. • Based on the authenticity of information and reasoning by the students, conclusions can be drawn about the topic. • New understanding of the topic will be drawn from this step.

41. Applying New Information • At the point students should have gathered information, organized it, and drawn conclusions. • In this step, students will develop a plan for delivering the information to the intended audience. • Students should also be open to and seeking opportunities for revisions. (Praise, Question, Polish form)

42. Communicating/ Presenting/ Sharing • Students will evaluate the best method to present the information. • Appropriate communication will be used to effectively present the information. • Effectively responding to feedback and engaging audience is an important aspect of communicating the information.

43. Reflecting/Extending • Students will reflect upon the research process and their ability to acquire new knowledge. • By doing this students can become more familiar with the process required for information seeking. • Knowledge gained about the process can be used in future solving problem situations.

44. Scaffolding Process • The model builds on skills previously learned at earlier levels. • While developing these skills this model also contains sufficient guidance for students working through each step of the process. • This model also emphasizes critical thinking as the important part of the research process. Critical thinking is important at all grade levels. • Curtis’s model allows for diverse learners because their can be varying degrees of teacher interaction throughout the process.

45. Curriculum Alignment Standard 4.0 Writing:Grade 6 Topic- A. Writing Indicator • Compose texts using the prewriting and drafting strategies of effective writers and speakers. Objectives • Use a variety of self-selected prewriting strategies to generate, select, narrow, and develop ideas • Evaluate topics for personal relevance, scope, and feasibility • Begin a coherent plan for developing ideas • Explore and evaluate relevant sources of information • Select, organize, and develop ideas appropriate to topic, audience, and purpose. • Organize information logically • Use effective organizational structures • Select or eliminate information as appropriate • Verify the effectiveness of paragraph development by modifying topic, support, and concluding sentences as necessary

46. Models Have Connection with AASlStandards for the 21st Century 1.1 Skills • 1.1.1 Follow an inquiry based process in seeking knowledge in curricular subjects, and make the real-world connection for using this process in own life. • 1.1.2 Use prior and background knowledge as context for new learning. • 1.1.3 Develop and refine a range of questions to frame the search for new understanding. • 1.1.4 Find, evaluate, and select appropriate sources to answer questions. • 1.1.5 Evaluate information found in selected sources on the basis of accuracy, validity, appropriateness for needs, importance, and social and cultural context. • 1.1.6 Read, view, and listen for information presented in any format. • 1.1.7 Make sense of information gathered from diverse sources by identifying misconceptions, main and supporting ideas, conflicting information, and point of view or bias. • 1.1.8 Demonstrates mastery of technology tools for accessing information and pursuing inquiry. • 1.1.9 Collaborate with others to broaden and deepen understanding

47. Models have Connection with ALA Standards • Standard One: The information literate student determines the nature and extent of the information needed. • Standard Two: The information literate student accesses needed information effectively and efficiently. • Standard Three: The information literate student evaluates information and its sources critically and incorporates selected information into his or her knowledge base and value system. • Standard Four: The information literate student, individually or as a member of a group, uses information effectively to accomplish a specific purpose. • Standard Five: The information literate student understands many of the economic, legal, and social issues surrounding the use of information and accesses and uses information ethically and legally.

48. Similarities Between Models • All models follow the same general procedure in acquiring information but use different terminology. (Identify topic, determine resources, collect information, evaluate for appropriateness, and organize and apply information) • Models can be adapted to meet the needs and learning styles of students. • Each model uses various steps to breakdown the research process. The steps are explained and each give strategies to guide students in that stage. • The goal of these models is to allow for students to be taught skills which will be used throughout their life.

49. Differences Between Models • Different amount of steps. • Models vary in the amount of support and guidance given (suggestions and strategies). • Kuhlthau’s model focuses on the affective and cognitive experiences at each stage. • Curtis’s model focuses more on critical thinking throughout the information process.

50. Flexibility • The Library Media Specialist can adapt a model to meet the needs of his/her students. • For all three models one of the beginning steps was to choose a topic. Rather then having the students choose the topic, the topic could be chosen for them by the teacher based on ability and needs.