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Road To Information Literacy

Explore various models & strategies for information literacy process. Includes Big6, Super3, Stripling, EUREKA, and more.

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Road To Information Literacy

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  1. Road To Information Literacy An Analysis of Information Literacy Process Models Kelly Shepherd Towson University

  2. Information Literacy Models Let’s Look at the Landmarks

  3. InfoZone: Steps: Wondering Seeking Choosing Connecting Producing Judging http://virtualinquiry.com/inquiry/infozone.htm Summary: One of the first websites to incorporate an information process model Created by: Assiniboine South School Division of Winnipeg, Canada Target Population: No information available (Lamb, 2003)

  4. Big6: Summary: The Big6 is a nonlinear strategy that can be applied to a wide variety of problems, assignments, and research projects. http://www.big6.org • Steps:  • Task definition • Information-seeking strategies • Location and access • Information Usage • Synthesis • Evaluation Created by: Michael E. Eisenberg Robert E. Berkowitz. 1990 Target Population: 3-12 (Hughes, 2003)

  5. Super3 Summary: The Super3 is a subset of the Big6, designed primarily for younger students. The steps are presented in a beginning, middle, and end format http://www.big6.org  Steps: Plan Do Review Created by: Michael E. Eisenberg Robert E. Berkowitz 2001 Target Population: K-2 (Robinson, 2008)

  6. Stripling Model of Inquiry: http://www.loc.gov/teachers/tps/quarterly/0907/article.html Summary: Focuses on actively engaging students by building on prior knowledge, generating thoughtful questions, and creating new understandings. Created by: Barbara K. Stripling 2003 • Steps:  • Connect • Wonder • Find and evaluate • Construct • Express • Reflect Target Population: K-12  (Stripling, 2004, 2009, 2010)

  7. EUREKA: Steps: E - establish a research topic U - understand the variety of possible resources R - retrieve the best resources for the job E - examine and extract the relevant information from those resources K - knit the resulting information into a fluid whole A - assess the product Summary: The EUREKA model offers a "memory aid" to help students recall the major steps of the research process. Modeled after the Big6 skills. Created by: Joy Alter Hubel 2005 Target Population: 9-12 (Hubel, 2005)

  8. Thoughtful Learning Cycle http://www.ala.org/ala/mgrps/divs/aasl/aaslpubsandjournals/slmrb/editorschoiceb/infopower/selctstripling1.cfm • Steps: • REACTS • Recalling • Explaining • Analyzing • Challenging • Transforming • Synthesizing • 10 Step Research Process • 1. Choose a broad topic • 2. Get an overview of the topic • 3. Narrow the topic • 4. Develop a thesis statement or purpose • 5. Formulate questions to guide research • 6. Plan for research • 7. Find/analyze/evaluate sources • 8. Evaluate evidence • 9. Establish conclusions • 10. Create and present final project Summary: Learning is a social activity that involves building on prior knowledge and constructing mental models Created by: Barbara K. Stripling Judy M . Pitts Late 1980’s Target Population: All learners (Stripling, 1995) (Callison & Lamb, n.d.)

  9. Information Seeking Process http://www.scils.rutgers.edu/-kuhlthau/ Summary: Focuses on the emotional needs and reactions of students during the research process. Created by: Carol Collier Kuhlthau 1992 • Steps: • Initiation • Selection • Exploration • Formulation • Collection • Presentation • Assessment Target Population: All learners (Kuhlthau, 1997, 2003)

  10. I-Search Process http://www.edc.org/FSC/MIH/i-search.html Summary: Throughout the research process, students must make the process personally relevant by describing their search process and reflecting on their learning (Milam, 2004) Created by: Ken Macrorie  1988 Adapted by: Marilyn Joyce Julie Tallman • Steps: • Let a topic choose you • Search for information • Test the information • Write the paper in first person • Edit the paper Target Population: K-12+ Special Education (Callison & Lamb, n.d.) (Education Development Center [EDC], 2000)

  11. The Research Cycle www.fromnowon.org Summary:  The Research Cycle model includes seven steps that help students deal with the massive amounts of both relevant and irrelevant information that is available on the Internet. As they complete the steps, students continue to investigate and refine their results until they are ready to present in a final project or paper. Created by: Jamison McKenzie 2000 • Steps: • Questioning • Planning • Gathering • Sorting and Sifting • Synthesizing • Evaluating • Reporting Target Population: K-12 (McKenzie, 1995, 2000)

  12. Flip- It! Steps: F – Focus (specifying) L – Link/Logistics (strategizing) I - Input/Implementation (sorting, sifting, storing) P – Payoff/Proof (solving, showing)’ I – Information (facts and prior knowledge) T – Tactical maneuvers and thinking strategies http://www.aliceinfo.org/ Summary: The Flip-It! Model uses a mnemonic to help students recall the stages of the research process. It can also be used as a framework for decision-making and problem-solving Created by: Alice Yucht 1988 Target Population: All learners (Yucht, 2000, 2010)

  13. Pathways to Knowledge http://www.sparkfactor.com/clients/follett/overview.html Summary: The Pathways to Knowledge model uses a nonlinear, visual format to introduce students to the research process. It is used by the Follett Company. Created by: Marjorie Pappas Ann Tepe 1997 Steps: Appreciation Presearch Search Interpretation Communication Evaluation Target Population: K-12 (Harada & Tepe, 1998) (Callison & Lamb, n.d.)

  14. InfoQuest S.T.A.I.R.S www.infoquestonline.net Summary: InfoQuest uses a game format to teach information literacy skills. Each week, students are presented with a new question that requires them to use library resources to locate the information needed to answer the question. InfoQuest encourages students to use multiple resources, evaluate sources, and document their findings. Steps: Inquiring Searching Organizing Sharing Created by: Peggy Milam 2002 Target Population: All learners (Milam, 2003, 2004)

  15. Kentucky Virtual Library Model http://www.kyvl.org/kids/homebase.html Summary: The Kentucky Virtual Library utilizes a space exploration theme as the basis for its information literacy model. Created by: Kentucky Virtual Library Kids and Teachers Workgroup 2004 • Steps: • 1. Plan • 2. Search for Information • 3. Take Notes • 4. Use the Information • Report • 6. Evaluate Target Population: Elementary (Kentucky Virtual Library Kids and Teachers Workgroup, 2004)

  16. 8W’s of Information Inquiry http://virtualinquiry.com/inquiry/ws.htm Summary: This inquiry-based model uses alliteration to help students. The model is based on the premise the children learn and express themselves in unique ways Created by: Annette Lamb 1990 Steps: Watching Wondering Webbing Wiggling Weaving Wrapping Waving Wishing Target Population: K-5 (Callihan & Lamb, n.d.)

  17. Building Blocks of Research http://www.noodletools.com/debbie/literacies/information/1over/infolit1.html Summary: The Building Blocks of Research model can be found on the official website for NoodleTools, creator of bibliographic and note taking software for schools. Steps: Engaging Defining Initiating Locating Examining, Selecting, Comprehending, Assessing Recording, Sorting, Organizing, Interpreting Communicating, Synthesizing Evaluating Created by: Debbie Abilock 2007 Target Population: 6-12 (Abilock, 2007)

  18. Pre-Search http://www.virtualinquiry.com/inquiry/presearch.htm Summary: The Pre-Search model emphasizes the importance of building a solid foundation prior to exploring research materials. Created by: Virginia Rankin 1992 • Steps: • Pre-search • Plan the search • Search for information • Select information • Interpret and record information • Evaluate information • Communicate information • Evaluate the process Target Population: Originally designed for middle school, can be extended for K-12  (Rankin, 1992)

  19. Finding Our Way: Stripling Model of Inquiry Pathways to Knowledge I-Search • Elementary • Middle • High

  20. A Closer Look: I-Search • I-Search • Ken Macrorie, 1988  • http://www.edc.org/FSC/MIH/i-search.html • Students immerse themselves in a theme study by engaging in learning activities and building background knowledge about a topic. • Students select research topics based on personal interest. • Throughout the research process, students must make the process personally relevant by describing their search process and reflecting on their learning • (Milam, 2004) • (EDC, 2000)

  21. Stages of the ModelI-Search I-Search • 1. Let a topic choose you • 2. Search for information • 3. Test the information • 4. Write the paper in first person, including the following: • What I want to know about my topic • Why the topic is important to me • The story of my search for information • How I applied the information I found to my answer • 5. Edit the paper (Milam, 2004)

  22. http://www.edc.org/FSC/MIH/i-search.html

  23. A Closer Look: Stripling Stripling Model of Inquiry • Barbara K. Stripling, 2003 • http://www.loc.gov/teachers/tps/quarterly/0907/article.html • Based on a constructivist approach to teaching and learning. • Actively engages students by building on prior knowledge, generating thoughtful questions, and creating new understandings • Emphasizes reflection and critical thinking so that students can develop the ability to use information literacy skills independently (Berger, 2010)

  24. Stages of the Model Stripling Model of Inquiry • Connect • Connect to self, previous knowledge • Gain background and context • Wonder • Develop questions • Make predication, hypothesis • Investigate • Find and evaluate information to answer questions, test hypotheses • Think about information to illuminate new questions and hypotheses • Construct • Construct new understanding connected to previous knowledge • Draw conclusions about questions and hypotheses • Express • Apply understanding to a new context, new situation • Express new ideas to share learning with others • Reflect • Reflect on own learning • Ask new questions (Stripling, 2010)

  25. http://aam.govst.edu/pdfs/StriplingModelInquiry.pdf

  26. Pathways to Knowledge A Closer Look: Pathways to Knowledge • Marjorie Pappas and Ann Tepe, 1997 • http://www.sparkfactor.com/clients/follett/home.html

  27. Stages of the Model: Pathways to Knowledge Pathways to Knowledge • Appreciation • examine the world • Presearch • develop an overview • explore relationships • Search • identify information providers • select information resources • seek relevant information • Interpretation • interpret information • Communication • apply information • share new knowledge • Evaluation • evaluate process and product (Pappas & Tepe, 1997)

  28. http://www.sparkfactor.com/clients/follett/home.html

  29. http://www.sparkfactor.com/clients/follett/follett_model_big.htmlhttp://www.sparkfactor.com/clients/follett/follett_model_big.html

  30. Comparing the Stages

  31. Similarities Between the Models

  32. I-Search Stripling’s Model of Inquiry Pathways to Knowledge • One visual model for instructors • Most useful for elementary aged students, or those with special needs • Final product is written in 1st person (EDC, 2000) • One visual model for students • Useful for working with primary sources (Stripling, 2009) • Emphasizes digital tools, such as Web 2.0 technology (Stripling, 2010) • Extensive visual models for students • Layers of complexity allow the model to be used with a wide age-range • Appreciation and evaluation stages are incorporated throughout the information gathering process (Harada & Tepe, 1998) Differences Between the Models

  33. Curriculum Alignment Aligning National, State, and Local Standards

  34. Instructional Level: Elementary

  35. Does the I-Search Model support the curriculum? Students use an inquiry-based approach to investigate changes in the Earth’s surface. Students will connect their information to real life situations The I-Search model works effectively as part of a theme study, such as a study of natural disasters As part of the final product, students reflect on the inquiry process by explaining the story of their research and how it connects to them

  36. Instructional Level: Middle

  37. Does the Stripling Model of Inquiry support the curriculum? The model supports the use of a variety of resources, including primary and digital. Students connect their information to real life situations, generate questions, and formulate hypotheses In the Construct stage, students draw conclusions to answer questions and hypotheses In the Express stage, students produce a final product, which will be shared with others

  38. Instructional Level: High

  39. Does Pathways to Knowledge support the curriculum? Visual models support independent use of research strategies, which is expected for high school students . Supports the use of multiple sources of information Includes the same higher-level thinking skills that are infused into the high school curriculum As part of the final product, students reflect on the inquiry process by explaining the story of their research and how it connects to them

  40. Audience Audience Comprehension and Scaffolding

  41. Audience Comprehension Pathways to Knowledge Gr. 3-12 Stripling Model of Inquiry Gr. 3-12 I-Search Gr. K-8

  42. Addressing the needs of diverse learners

  43. Do the models address the needs of diverse learners? I-Search Stripling Model of Inquiry Pathways to Knowledge

  44. Scaffolding Process • New scaffolded task Gradual Release of Responsibility (Robb, 2008)

  45. Scaffolding the Models (EDC, 2000)

  46. Scaffolding the Models (Berger, 2009)

  47. Scaffolding the Models (Harada & Tepe, 1998)

  48. The Importance of Information Literacy Models Using effective information literacy process models ensures that our students leave school with a “full tank” of skills and strategies that will allow them to access information, draw conclusions, and create new knowledge (AASL, 2007).

  49. The Beginning Road To Information Literacy

  50. References Abilock, D. (2007). Building blocks of research: overview of design, process and outcomes. Retrieved December 5, 2010 from http://www.noodletools.com/debbie/literacies/information/1over/infolit1.html American Association of School Librarians. (2007). Standards for 21st Century Learners. Retrieved November 9, 2, 2010 from www.ala.org/aasl/standards American Association of School Librarians. (2009). Empowering Learners: Guidelines for school library media programs. Chicago, Illinois: American Association of School Librarians. Berger, P. (2010). Student inquiry and web 2.0. School Library Monthly, 26(5), 14-17. Retrieved December 3, 2010 from Education Research Complete database. Callison, D. & Lamb, A. (n.d.). I-search in Information age inquiry. Retrieved December 5, 2010 from http://virtualinquiry.com/inquiry/isearch.htm Callison, D. & Lamb, A. (n.d.). Pathways to knowledge in Information age inquiry. Retrieved December 5, 2010 from http://virtualinquiry.com/inquiry/pathways.htm Callison, D. & Lamb, A. (n.d.). REACTS in Information age inquiry. Retrieved December 5, 2010 from http://virtualinquiry.com/inquiry/stripling.htm Callison, D. & Lamb, A. (n.d.). 8 W's of information inquiry in Information age inquiry. Retrieved December 5, 2010 from http://virtualinquiry.com/inquiry/ws.htm

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