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Information Literacy Process Models: An Evaluation and Comparison

Information Literacy Process Models: An Evaluation and Comparison. Judy Crawford ISTC 651: Information Literacy & Access Dr. C. Cheeks & Ray Meyer, Instructors March 30, 2006. Sampled Models. Big 6Model (Eisenberg & Berkowitz) 8W Model (Annette Lamb) I-Search Model (Ken Macrorie)

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Information Literacy Process Models: An Evaluation and Comparison

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  1. Information Literacy Process Models:An Evaluation and Comparison Judy Crawford ISTC 651: Information Literacy & Access Dr. C. Cheeks & Ray Meyer, Instructors March 30, 2006

  2. Sampled Models • Big 6Model (Eisenberg & Berkowitz) • 8W Model (Annette Lamb) • I-Search Model (Ken Macrorie) • Information Search Process (Carol Collier Kuhlthau) • Pathways to Knowledge (Ann Tepe & Marjorie Pappas) • The REACTS Taxonomy (Barbara Stripling & Judy Pitts) • The Ten-Step Research Process (Barbara Stripling & Judy Pitts) • Research Cycle (Jamie McKenzie) • WebQuests (Bernie Dodge) • Wrapping Up Research (Central Highlands-Wimmera Region of the Department of Education, Victoria (Australia) )

  3. Selected Models • The Big6 Model • Michael Eisenberg & Bob Berkowitz • Elementary School • The Research Cycle • Jamie McKenzie • Middle School • The Ten-Step Research Process in conjunction with the REACTS Taxonomy • Barbara Stripling & Judy Pitts • High School

  4. The Big6 ModelMichael Eisenberg&Bob Berkowitz

  5. Key ComponentsBasic Model 1. Task Definition 1.1 Define the information problem 1.2 Identify information needed 2. Information Seeking Strategies 2.1 Determine all possible sources 2.2 Select the best sources 3. Location and Access 3.1 Locate sources (intellectually and physically) 3.2 Find information within sources 4. Use of information 4.1 Engage (e.g., read, hear, view, touch 4.2 Extract relevant information 5. Synthesis 5.1 Organize from multiple sources 5.2 Present the information 6. Evaluation 6.1 Judge the product (effectiveness) 6.2 Judge the process (efficiency) Big6 Model

  6. Key ComponentsSuper3 (K-2) What am I supposed to do? What will the result look like if I do a really good job? What do I need to make to show what I learned? What do I need to find out about in order to do the job? How can I do the job? What can I use to find what I need? Now I need to make something to show what I learned! Is my job done? Did I do what I was supposed to do? Do I feel OK about this? Should I do something before I turn it in? Big6 Model

  7. Key ComponentsBig6 (3-6) Big6 #1: Task Definition: What do I need to do? 1.1 Define the information problem 1.2 Identify the information you need in order to complete the task (to solve the information problem) Big6 #2: Information Seeking Strategies: What can I use to find what I need? 2.1 Determine the range of possible sources (brainstorm) 2.2 Evaluate the possible sources to determine priorities (select the best sources) Big6 #3: Location & Access: Where can I find what I need? 3.1 Locate sources 3.2 Find information within sources Big6 Model

  8. Big6 #4: Use of Information: What information can I use? 4.1 Engage the source (read, listen, view, touch) 4.2 Take out the relevant information from a source Big6 #5: Synthesis: What can I make to finish the job? 5.1 Organize information from multiple sources 5.2 Present the information Big6 #6: Evaluation: How will I know if I did my job well? 6.1 Judge your product 6.2 Judge your information problem-solving process Big6 Model

  9. Key ComponentsBig6 (7 –12) Big6™ 1 Task Definition 1.1 Define the information problem 1.2 Identify the information you need in order to complete the task (to solve the information problem) Big6™ 2: Information Seeking Strategies 2.1 Determine the range of possible sources (brainstorm) 2.2 Evaluate the different possible sources to determine priorities (select the best sources) Big6™ 3: Location & Access 3.1 Locate sources 3.2 Find information within sources Big6 Model

  10. Big6™ 4: Use of Information 4.1 Engage in the source (read, listen, view, touch) 4.2 Take out the relevant information from a source Big6™ 5: Synthesis 5.1 Organize information from multiple sources 5.2 Present the information Big6™ 6: Evaluation 6.1 Judge your product (how effective were you) 6.2 Judge your information problem-solving process (how efficient were you) Big6 Model

  11. Selection Justification • The Big6 Model was chosen for the following reasons: • Appropriate to elementary school due Super3 (K-2) and Big6 (3-6) versions • Most widely-recognized model by scholars & educators • Applicable to all grade levels • User-friendly approach for teachers, students, & parents • Clearly delineated step-by-step model • Extensive resources available including lessons, research, & resources • Currently in use in AACPS • Current Use: • Thousands of schools K-12 and other learning institutions; also applicable to daily life situations Big6 Model

  12. Research Support • “A review of the current literature reveals a strong anecdotal record supporting the use of the Big Six information skills model (Big6) in kindergarten through twelfth-grade curricula. . . . However, empirical studies dealing with Big6 in a [K-12] setting are not similarly represented in the literature. (Murray, n.d., 2) • Extensive information is available – print and web-based – much of it authored by Eisenberg & Berkowitz Big6 Model

  13. Curriculum AlignmentInformation Literacy Standards (Information Power) #1 Task Definition Standard 1: The student who is information literate accesses information efficiently and effectively. 1. Recognizes the need for information 3. Formulates questions based on information needs #2 Information Seeking Strategies Standard 1: The student who is information literate accesses information efficiently and effectively. 4. Identifies a variety of potential sources of information Standard 7: The student who contributes positively to the learning community and to society is information literate and recognizes the importance of information to a democratic society. 1. Seeks information from diverse sources, contexts, disciplines, and culture Big6 Model

  14. #3 Location and Access Standard 1: The student who is information literate accesses information efficiently and effectively. 5. Develops and uses successful strategies for locating information #4 Use of Information Standard 1: The student who is information literate accesses information efficiently and effectively. 2. Recognizes that accurate and comprehensive information is the basis for intelligent decision making 3. Formulates questions based on information needs Standard 2: The student who is information literate evaluates information critically and competently. 1. Determines accuracy, relevance, and comprehensiveness 2. Distinguishes among fact, point of view, and opinion 4. Selects information appropriate to the problem or question at hand Big6 Model

  15. #5 Synthesis Standard 3: The student who is information literate uses information accurately and creatively. 1. Organizes information for practical application 2. Integrates new information into one’s own knowledge 3. Applies information in critical thinking and problem solving 4. Produces and communicates information and ideas in appropriate formats Standard 9: The student who contributes positively to the learning community and to society is information literate and participates effectively in groups to pursue and generate information. 1. Shares knowledge and information with others #6 Evaluation Standard 6: The student who is an independent learner is information literate and strives for excellence in information seeking and knowledge generation. 1. Seeks information from diverse sources, contexts, disciplines, and cultures Big6 Model

  16. Curriculum AlignmentStandards for School Library Media Programs in Maryland 3.0 The school library media center program is an instructional program that guides students to become independent learners. The library media specialist provides direct instruction to students and collaborates with teachers to provide authentic learning experiences that develop proficiency in information literacy, communication, and technology skills. 3.01 Provide instruction that teaches information literacy skills to students in various ways. Collaborative planning with the classroom teacher and teaching by the library media specialist in small or large groups accomplish the goal of the library media program to create independent learners with the ability to: 3.01.01 locate and use information resources, equipment, and other technologies effectively and efficiently (Location and Access) 3.01.02 review, evaluate, and select materials for an identified information need (Location and Access) 3.01.03 learn and apply reading, research and critical thinking skills to organize information (Synthesis) 3.01.04 comprehend content in various types of media (Synthesis) 3.01.05 retrieve and manage information (Use of Information) 3.01.07 create materials in various formats (Synthesis) Big6 Model

  17. Curriculum AlignmentMaryland Voluntary State Curriculum (Grade 4) Language Arts Standard 2.0 Comprehension of Informational Text Students will read, comprehend, interpret, analyze, and evaluate informational text. A. Comprehension of Informational Text 1. Develop comprehension skills by reading a variety of self-selected and assigned print and electronic informational texts (Use of Information) 4. Determine important ideas and messages in informational texts (Use of Information) 6. Read critically to evaluate informational text (Use of Information) Standard 4.0 Writing Students will compose in a variety of modes by developing content, employing specific forms, and selecting language appropriate for a particular audience and purpose. A. Writing 2. Compose oral, written, and visual presentations that express personal ideas, inform, and persuade (Synthesis) 7. Locate, retrieve, and use information from various sources to accomplish a purpose (Location and Access; Use of Information) Big6 Model

  18. Math Standard 7.0 Processes of Mathematics Students demonstrate the processes of mathematics by making connections and applying reasoning to solve problems and to communicate their findings. A. Problem Solving 1. Apply a variety of concepts, processes, and skills to solve problems a. Identify the question in the problem (Task Definition) b. Decide if enough information is present to solve the problem (Task Definition) c. Make a plan to solve a problem (Information Seeking Strategies) d. Apply a strategy, i.e., draw a picture, guess and check, finding a pattern, writing an equation (Location and Access; Use of Information) e. Select a strategy, i.e., draw a picture, guess and check, finding a pattern, writing an equation (Information Seeking Strategies) C. Communications 1. Present mathematical ideas using words, symbols, visual displays, or technology(Synthesis) Big6 Model

  19. Social Studies The VSC is content-specific. Language Arts standards above are applicable. Science Standard 1.0 Skills and Processes Students will demonstrate the thinking and acting inherent in the practice of science. A. Constructing Knowledge 1. Gather and question data from many different forms of scientific investigations which include reviewing appropriate print resources, observing what things are like or what is happening somewhere, collecting specimens for analysis, and doing experiments. (Task Definition; Information Seeking Strategies; Location and Access; Use of Information) C. Communicating Scientific Information 1. Recognize that clear communication is an essential part of doing science because it enables scientists to inform others about their work, expose their ideas to criticism by other scientists, and stay informed about scientific discoveries around the world. (Synthesis) Language Arts standards above are also applicable. Big6 Model

  20. Scaffolding Process • Scaffolding • The “transfer of gradual fading of support for the student is a central element of scaffolding.” (Murray, n.d., 4) • Use of scaffolding in the Big6 model: • adapt steps as students become more familiar with the model • increase the complexity of the model presented • increase expectations of student ability and product Big6 Model

  21. Metacognition • “Thinking about thinking” (Murray, n.d., 4) • Not instinctive for students (Murray, n.d., 4) • “Palinscar’s (1986) definition of metacognition as the ability to plan, implement, and evaluate strategic approaches to learning and problem solving is supported by the six steps of Big6. Students who engage in task definition and information-seeking strategies area formulating a plan . . . Engaging in location and access, use of information, and synthesis is the implementation of that plan. Evaluating the process and product resulting from the synthesis activity is the final step.” (Murray, n.d., 6) • Metacognition is applicable to all steps of the model, in particular to Step 6: Evaluation. Big6 Model

  22. Audience Analysis and Comprehension • Age and Grade Level Appropriateness • 3 forms of the model are designed for specific age and grade levels; these may be adapted further for diverse learners and abilities • for example • Individual rubrics may be formulated with respect to: • Number of resources required to be used • Level of detail expected • Size and scope of final product • Modification of 6 steps to match grade level, reading level, technological competencies of students Big6 Model

  23. The Research Cycle2000Jamie McKenzie

  24. Key Components • Philosophy • Focus on forming “essential questions and subsidiary questions early in the process” • Rejects topical research and “information binges” • Supports critical-thinking and problem-solving approaches • Based upon a cycle of evaluation and revision of questions and plan • “students are actively revising and rethinking their research questions and plans throughout the process, [and] cycle back repeatedly through the stages … so that the more skill they develop, the less linear the process.” (McKenzie, 1999,3) • Encourages cooperative learning groups The Research Cycle 2000

  25. The Research Cycle 2000

  26. Steps • Questioning • Problem-solving or decision-making • Brainstorming to form a cluster diagram or all related questions • essential and subsidiary questions • Planning • Finding Pertinent and Reliable Information • Use of librarian for “information mediation” • Thinking About Selection, Storage and Retrieval • Ask telling questions (sufficient specificity) • Create a storage system for information • Organize information around key ideas, categories and questions The Research Cycle 2000

  27. Gathering • Only what is relevant and useful • Begin to sort and sift • Choose efficient and useful sources (not always the Internet) • Sorting and Sifting • Continued from previous step in more systematic manner • Synthesizing • Arrange and rearrange information • Evaluating • Is more research needed? • Usually requires several repetitions of the cycle • Reporting • Making a decision or creating a solution The Research Cycle 2000

  28. Selection Justification • The Research Cycle 2000 was selected for the following reasons: • Thinking skills approach developmentally appropriate to the middle school learner • Focus on formulation of question and question quality (applicable to all models and essential to the success of further steps) • Focus on problem-solving and decision-making • Use of collaborative approach • Focus on evaluation throughout process model The Research Cycle 2000

  29. Research Support • Information re: The Research Cycle appears in books or journals written or edited by Jamie McKenzie • From Now On: The Educational Technology Journal (www.fno.org) • Beyond Technology: Questioning, Research and the Information Literate School • Resources by other authors are listed in the bibliography The Research Cycle 2000

  30. Curriculum AlignmentInformation Literacy Standards (Information Power) Questioning Standard 1: The student who is information literate accesses information efficiently and effectively. 1. Recognizes the need for information 3. Formulates questions based on information needs Standard 9: The student who contributes positively to the learning community and to society is information literate and participates effectively in groups to pursue and generate information. 3. Collaborates with others, both in person and through technologies, to identify information problems and to seek their solutions Planning/Gathering Standard 1: The student who is information literate accesses information efficiently and effectively. 2. Recognizes that accurate and comprehensive information is the basis for intelligent decision making 4. Identifies a variety of potential sources of information 5. Develops and uses successful strategies for locating information The Research Cycle 2000

  31. (Planning/Gathering cont’d) Standard 2: The student who is information literate evaluates information critically and competently. 1. Determines accuracy, relevance, and comprehensiveness 2. Distinguishes among fact, point of view, and opinion 4. Selects information appropriate to the problem or question at hand Sorting and Sifting/Synthesizing Standard 3: The student who is information literate uses information accurately and creatively. 1. Organizes information for practical application 3. Applies information in critical thinking and problem solving Standard 9: The student who contributes positively to the learning community and to society is information literate and participates effectively in groups to pursue and generate information 1. Shares knowledge and information with others The Research Cycle 2000

  32. Evaluating Standard 6: The student who is an independent learner is information literate and strives for excellence in information seeking and knowledge generation. 1. Seeks information from diverse sources, contexts, disciplines, and cultures 2. Devises strategies for revising, improving, and updating self-generated knowledge Reporting Standard 3: The student who is information literate uses information accurately and creatively. 4. Produces and communicates information and ideas in appropriate formats Standard 9: The student who contributes positively to the learning community and to society is information literate and participates effectively in groups to pursue and generate information 4. Collaborates with others, both in person and through technologies, to design, develop, and evaluate information products and solutions The Research Cycle 2000

  33. Curriculum AlignmentStandards for School Library Media Programs in Maryland 3.0 The school library media center program is an instructional program that guides students to become independent learners. The library media specialist provides direct instruction to students and collaborates with teachers to provide authentic learning experiences that develop proficiency in information literacy, communication, and technology skills. 3.01 Provide instruction that teaches information literacy skills to students in various ways. Collaborative planning with the classroom teacher and teaching by the library media specialist in small or large groups accomplish the goal of the library media program to create independent learners with the ability to: 3.01.01 locate and use information resources, equipment, and other technologies effectively and efficiently (Planning) 3.01.02 review, evaluate, and select materials for an identified information need (Planning; Gathering; Sorting and Sifting; Evaluating) 3.01.03 learn and apply reading, research and critical thinking skills to organize information (Synthesizing) 3.01.04 comprehend content in various types of media (Sorting and Sifting; Synthesizing) 3.01.05 retrieve and manage information (Planning; Gathering; Sorting and Sifting; Synthesizing) 3.01.07 create materials in various formats (Reporting) The Research Cycle 2000

  34. Curriculum AlignmentMaryland Voluntary State Curriculum (Grade 4) Language Arts Standard 2.0 Comprehension of Informational Text Students will read, comprehend, interpret, analyze, and evaluate informational text. A. Comprehension of Informational Text 1. Develop comprehension skills by reading a variety of self-selected and assigned print and electronic informational texts (Gathering; Sorting and Sifting; Synthesizing) 4. Determine important ideas and messages in informational texts (Gathering; Sorting and Sifting; Synthesizing) 6. Read critically to evaluate informational text (Gathering; Sorting and Sifting; Synthesizing) Standard 4.0 Writing Students will compose in a variety of modes by developing content, employing specific forms, and selecting language appropriate for a particular audience and purpose. A. Writing 2. Compose oral, written, and visual presentations that express personal ideas, inform, and persuade (Reporting) 7. Locate, retrieve, and use information from various sources to accomplish a purpose (Planning; Gathering; Sorting and Sifting; Synthesizing) The Research Cycle 2000

  35. Math Standard 7.0 Processes of Mathematics Students demonstrate the processes of mathematics by making connections and applying reasoning to solve problems and to communicate their findings. A. Problem Solving 1. Apply a variety of concepts, processes, and skills to solve problems a. Identify the question in the problem (Questioning) b. Decide if enough information is present to solve the problem (Planning) c. Make a plan to solve a problem (Planning) d. Apply a strategy, i.e., draw a picture, guess and check, finding a pattern, writing an equation (Sorting and Sifting; Synthesizing) e. Select a strategy, i.e., draw a picture, guess and check, finding a pattern, writing an equation (Evaluating) C. Communications 1. Present mathematical ideas using words, symbols, visual displays, or technology(Reporting) The Research Cycle 2000

  36. Social Studies The VSC is content-specific. Language Arts standards above are applicable. Science Standard 1.0 Skills and Processes Students will demonstrate the thinking and acting inherent in the practice of science. A. Constructing Knowledge 1. Gather and question data from many different forms of scientific investigations which include reviewing appropriate print resources, observing what things are like or what is happening somewhere, collecting specimens for analysis, and doing experiments. (Questioning; Planning; Gathering; Sorting and Sifting; Synthesizing; Evaluating) C. Communicating Scientific Information 1. Recognize that clear communication is an essential part of doing science because it enables scientists to inform others about their work, expose their ideas to criticism by other scientists, and stay informed about scientific discoveries around the world. (Reporting) Language Arts standards above are also applicable. The Research Cycle 2000

  37. Scaffolding Process • This model incorporates theories of scaffolding by: • Suggesting that students be required to “seek truth and read and think deeply” (Milam, 2002, 22) • Emphasis on questions that involve “problem-solving and decision-making … that cause students to make up their own minds and fashion their own answers.” (McKenzie, 1999, 4) • A cyclical structure that emphasizes reevaluation • A goal of “scanning and organizing of data to set aside and organize [the information] most likely to contribute to insight.” (McKenzie, 1999, 9) • An emphasis on student teams • Metacognition is an essential element of the model as students are encouraged to reevaluate throughout the process and are expected to repeat the cycle more than one time. • Higher level metacognition and reevaluation supports the use of this model at the middle school level. The Research Cycle 2000

  38. Audience Analysis and Comprehension • Age and Grade Level Appropriateness - Can be adapted to elementary or high school as well as middle school - Critical thinking skills would be modified in scope and complexity for the elementary school learner; steps would be simplified and combined - Model would be appropriate at the high school level (collaborative approach; emphasis on formulation of question; problem-solving approach; cyclical process of reevaluation) - Needs of diverse learners would be met by adapting/combining steps in response to student age and ability; assisting with Questioning step; adapting final product. - for example, a 2nd grade teacher would assist students in formulating a basic question requiring minimal information to answer while continuing to emphasize a problem-solving approach The Research Cycle 2000

  39. The Ten-Step Research Processand The REACTS TaxonomyBarbara Stripling & Judy Pitts

  40. Key Components:The Ten-Step Process • “Each step of the process includes specific study and thinking skills as well as teaching and learning strategies. • At critical points in the process, reflection points direct students to evaluate the work they have just completed.” (Stripling & Pitts, 1988, 20)

  41. Step 1: Choose a broad topic. Step 2: Get an overview of the topic. Step 3: Narrow the topic Reflection Point: Is my topic a good one? Step 4: Develop a thesis or statement of purpose. Reflection Point: does my thesis or statement of purpose represent an effective, overall concept for my research? Stripling & Pitts

  42. Step 5: Formulate questions to guide research. Reflection Point: Do the questions provide a foundation for my research? Step 6: Plan for research and production. Reflection Point: Is the research/ production plan workable? Step 7: Find/Analyze/Evaluate sources. Reflection Point: Are my sources usable and adequate? Stripling & Pitts

  43. Step 8: Evaluate evidence/Take notes/Compile bibliography. Reflection Point: Is my research complete? Step 9: Establish conclusions/Organize information into an outline. Reflection Point: Are my conclusions based on researched evidence? Does my outline logically organize conclusions and evidence? Step 10: Create and present final product. Reflection Point: Is my paper/project satisfactory? Stripling & Pitts

  44. The REACTS Taxonomy • The Ten-Step Process may be used effectively at each level of the taxonomy, depending on the requirements of an assignment. • The REACTS Taxonomy • Recalling • Explaining • Analyzing • Challenging • Transforming • Synthesizing Stripling & PItts

  45. Selection Justification • The Ten-Step Research Process was chosen for the following reasons: • Reliance on established research, especially Pitts • Coordination with a learning taxonomy • Detailed steps • Focus on critical thinking • Higher level thinking skills applicable to high school level Stripling & Pitts

  46. Research Support • Extensive research and publications by Stripling & Pitts • Established reputation of research and authors • Includes books, journals, online resources Stripling & PItts

  47. Curriculum AlignmentInformation Literacy Standards (Information Power) Step 1: Choose a broad topic Standard 1: The student who is information literate accesses information efficiently and effectively. 1. Recognizes the need for information Step 2: Get an overview of the topic Standard 1.1 Step 3: Narrow the topic Standard 1.1 Step 4: Develop a thesis or statement of purpose Standard 1.1 Step 5: Formulate questions to guide research Standard 1: The student who is information literate accesses information efficiently and effectively. 3. Formulates questions based on information needs Stripling & Pitts

  48. Step 6: Plan for research and production Standard 1: The student who is information literate accesses information efficiently and effectively. 4. Identifies a variety of potential sources of information Step 7: Find/Analyze/Evaluate sources Standard 1: The student who is information literate accesses information efficiently and effectively. 4. Identifies a variety of potential sources of information Step 8: Evaluate evidence/Take notes/Compile bibliography Standard 2: The student who is information literate evaluates information critically and competently. 1. Determines accuracy, relevance, and comprehensiveness 2. Distinguishes among fact, point of view, and opinion 4. Selects information appropriate to the problem or question at hand Standard 3: The student who is information literate uses information accurately and creatively. 3. Applies information in critical thinking and problem solving Stripling & Pitts

  49. Step 9: Establish conclusions/Organize information into an outline Standard 3: The student who is information literate uses information accurately and creatively. 1. Organizes information for practical application Step 10: Create and present final product Standard 3: The student who is information literate uses information accurately and creatively. 4. Produces and communicates information and ideas in appropriate formats Standard 9: The student who contributes positively to the learning community and to society is information literate and participates effectively in groups to pursue and generate information 1. Shares knowledge and information with others Reflection Points Standard 6: The student who is an independent learner is information literate and strives for excellence in information seeking and knowledge generation. 1. Seeks information from diverse sources, contexts, disciplines, and cultures 2. Devises strategies for revising, improving, and updating self-generated knowledge Stripling & Pitts

  50. Curriculum AlignmentStandards for School Library Media Programs in Maryland 3.0 The school library media center program is an instructional program that guides students to become independent learners. The library media specialist provides direct instruction to students and collaborates with teachers to provide authentic learning experiences that develop proficiency in information literacy, communication, and technology skills. 3.01 Provide instruction that teaches information literacy skills to students in various ways. Collaborative planning with the classroom teacher and teaching by the library media specialist in small or large groups accomplish the goal of the library media program to create independent learners with the ability to: 3.01.01 locate and use information resources, equipment, and other technologies effectively and efficiently (Steps 7, 8, 9) 3.01.02 review, evaluate, and select materials for an identified information need (Steps 7,8,9) 3.01.03 learn and apply reading, research and critical thinking skills to organize information (Steps 8,9) 3.01.04 comprehend content in various types of media (Steps 8,9) 3.01.05 retrieve and manage information (Steps 7,8,9,10) 3.01.07 create materials in various formats (Step 10) Stripling & Pitts

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