Applying Information Seeking Models to Student Research Workflow

1. Applying Information Seeking Models to Student ResearchWork Flow Research Model

2. Compare/Contrast Information Behavior Models • Wilson’s 1996 Model: Problem-Solution model • Informationuser is the focus of information needs • Founded on in depth research • Involves other disciplines into model • i.e. decision making, psychology, consumer research • Illustrated through a set of activities that are cyclical

3. Compare/Contrast Information Behavior Models • Dervin’s Sense-Making Theory • Helps to understand an existence that is both disorganized and organized • Factors of Theory/Model: situation in time/space, gap, outcome, bridge

4. Compare/Contrast Information Behavior Models • Elis’s Model • Illustrates 8 cyclical steps for information seeking • Based on extensive research and testing

5. Compare/Contrast Information Transfer Models • Similarities Amongst the Models • Define a problem and solution with stages in between that are user focused • Information seeking models that are based on reflection and feedback • Cyclical processes that retract/move forward based on needs of the user • Differences Between the Models • Each use different terminology to discuss the varying number of stages present • Wilson & Elis’ models are more complex & based on research in contrast to Dervin’s model • Wilson & Elis’ models have withstood time & multiple transformations

6. Why we chose to focus on Sense-Making • Simplistic in nature • User friendly • Good fit for students between the ages of 12 & 15

8. Compare/Contrast Research Models • Big 6 • 6 stage problem solving strategy for research • About Big 6 • Breaking down the assignment • 1998 Dialogue Model • 8 stage model that uses Dialogue as an acronym for each stage of the model • About Dialogue Model

9. Compare/Contrast Research Models • Similarities • Similar methods for conducting research • i.e. identifying a problem and use several steps to take user to solution • Acquire resources, review information by relevance/importance, organize information for presentation, self reflection • Easy to use templates to guide users through research process • Differences • Big 6 has 6 steps vs. Dialogue has 8 steps • Steps are titled & defined differently • Dialogue incorporates cooperative & collaborative learning strategies, Big 6 does not

13. Workflow Research Model – Steps • Choosing the Topic.  • given a topic by the teacher • given the option of choosing a topic based on interest • “Reasons for the Fall of Rome”

14. Workflow Research Model – Steps • Look for a Question. • A research question is “a clear, focused, concise, complex andarguablequestion around which you center your research”(“How to Write,” n.d.). • gather general information • while processing this information - be on the look out for

15. Workflow Research Model – Steps • Ask a Question. • not be too narrow or too broad • must be arguable • student should find it interesting. • “Did the decay of the Roman Army lead to the fall of Rome? “

17. Workflow Research Model – Steps • Look for an Answer • begin looking for more specific information using their question as a guide • go over notes already taken • conduct more in-depth research • bulk of the research done here

18. Workflow Research Model – Steps • Answer their Research Question. • Should not contain vague words • give your answer the "So what?" test. (Is My Thesis, 2008, para. 1) • Becomes tentative thesis statement • “Even though bullion hoarding and deficit stifled the growth of wealth in the west, the decay of the Roman army lead to the fall of Rome because leaders became incompetent and rewards were unfairly distributed.”

19. Workflow Research Model – Steps • Looking for Proof • specific examples to back up their answer/thesis • fill in any holes by conducting more research • proof should be organized and cited for future use

20. Workflow Research Model – Steps • Writing a detailed Answer which includes Proof. • create a draft: • give a well thought out answer (Final Thesis Statement) to research question • provide proof with specific examples • draft should be evaluated by themselves, peers, teachers, parents, etc. • Using the feedback provided - make changes and finalize product.

22. WORKFLOW RESEARCH MODEL • Pros of the Workflow Model • Represents the transferring of data, documents and tasks during the work • Provides step-by-step illustration of complex processes • Each step has specific requirements • The steps are completed in specific order • Students are not able to skip steps

23. Feedback Keep it Simple Use workflow with teachers and chunk it for students Good for collaborative projects Have students create their workflows using this as a guide Tutorial Type Website http://www.wix.com/amytaylor/workflowresearch

24. Why we like it

25. References Callison, D., & Lamb, A. (n.d.). Virtual Information Inquiry: Models. Virtual Information Inquiry: Student Information Scientists and Instructional Specialists in the Learning Laboratory. Retrieved November 9, 2009, from http://virtualinquiry.com/inquiry/models Eisenberg, M. (2009, October 29). Big 6. Retrieved from http://big6.com/ Hoenig, C. (2000). The Problem Solving Journey Your Guide to Making Decisions and Getting Results. Cambridge, MA: Perseus Publishing. How to Write a Research Question. (n.d.). Retrieved October 28, 2009, from http://writingcenter.gmu.edu/resources-template.php?id=59 INFOhio. (2008, July 28). Infohio dialogue model for information literacy skills. Retrieved from http://www.infohio.org/ID/dialogue.html Is my thesis statement any good? A checklist for self-evaluation.  (Jan 2008). Writing!, 30, 4. p.S3(1).  Lankes, Dave. "Charleston Keynote." Address. Charleston Aquistion Conference. Charleston. Virtual Dave Blog. 5 Nov. 2009. Web. 15 Nov. 2009. <http://quartz.syr.edu/rdlankes/blog/?p=858>. Rodburg, M. (n.d.). Developing a Thesis. Retrieved October 29, 2009, from http://www.fas.harvard.edu/~wricntr/documents Toondoo, http://www.toondoo.com Wilson, T.D. (1999). Models in information behaviour research. The Journal of Documentation, 55(3), 253-257.