EVALUATING INFORMATION LITERACY PROCESS MODELS ISTC 651 CLAIRE DEROSE.

EVALUATING INFORMATION LITERACY PROCESS MODELS

ISTC 651 CLAIRE DEROSE

13 Information Literacy Process Models

PLUS Model 8Ws of Information

Inquiry Louisiana Information

Literacy Model for Lifelong Learning

Big6 Research Steps to

Success Stripling and Pitts

Research Process Model SAUCE

Seven Steps of the Research Process

Digital Information Fluency Model

Super3 Seven Pillars Research Cycle Alberta Model for

Teaching the Research Process

Category PLUS MODELCreator J. E. Herring

http://athene.riv.csu.edu.au/~jherring/PLUS%20model.htm

Grade Level Used

Middle and high

Steps to Process

Purpose Location Use Self- evaluation

Additional Information

- Emphasis on thinking skills and self evaluation- not linear (can go back to steps when needed)

Category 8Ws of Information

Literacy Creato

rAnnette Lambhttp://www.virtualinquiry.com/inquiry/ws.htm

Grade Level Used

Middle school

Steps to

Process

Watching (exploring) wondering (questioning) webbing (searching) wiggling (evaluating) weaving (synthesizing) wrapping (creating) waving (communication) wishing (assessing)

Additional Informatio

n

-Similar to Eisenberg, McKenzie, Kuhlthau, Pappas, and Tepe- alliteration was added to stimulate student interest

WWWWWWWW

Category Louisiana Information

Literacy Model for Lifelong Learning

Creator Louisiana Department of Educationhttp://mconn.doe.state.la.us/lessonplans/lit_model.htm

Grade Level Used

All levels

Steps to Process

Defining/ focusing selecting tools and resources extracting and recording processing information organizing information presenting findings evaluating efforts

Additional

Information

- Each step is broken down into further sub steps and objectives

Category Big6Creator Mike Eisenberg and Bob Berkowitz

http://www.big6.com/what-is-the-big6/

Grade Level Used

K- higher education

Steps to Process

Task definition information seeking strategies location and access use of information synthesis evaluation

Additional Information

-Most widely-known and widely- used approach to teaching information and technology skills in the world. -Not necessary to complete in linear order-Given stage does not have to take a lot of time

Category Research Steps to Success Creator Sandra Hughes

http://www3.sympatico.ca/sandra.hughes/sandra.hughes/research/researchs.html

Grade Level Used

Elementary level

Steps to Process

Preparing for research accessing resources processing information transfer your learning

Additional Information

-Recommends the Big6 for more detailed process model -Acknowledges the correlation between this model and a curriculum

Category

Stripling and Pitts Research Process Model

Creator Stripling and Pittshttp://slisweb.sjsu.edu/courses/250.loertscher/modelstrip.html

Grade Level Used

K-12

Steps to Process

Choose a broad topic get an overview of the topic narrow the topic develop a thesis or statement of purpose formulate questions to guide research plan for research and production find/ analyze/ evaluate sources evaluate evidence/ take notes/ compile bibliography establish conclusions/ organize information into an outline create and present final product

Additional

Information

- Reflection points direct students to evaluate the work they have just completed

Category SAUCE

Creator

Trevor Bondhttp://ictnz.com/SAUCE.htm

Grade Level Used

High school

Steps to

Process

Set the scene acquire use celebrate understanding evaluate

Additional

Information

-Uses Bloom’s taxonomy for higher thinking levels in the using stage-Learners formulate the information seeking questions during the acquiring stage

Category Seven Steps of the Research

Process Creator Michael Engle

Cornell University Libraryhttp://olinuris.library.cornell.edu/ref/research/skill1.htm

Grade Level Used

College

Steps to Process

Identify and develop your topic find background information use catalogs to find books and media use indexes to find periodical articles find internet resources evaluate what you find cite what you find using a standard format

Additional

Information

-Steps can be rearranged or recycled depending on topic being researched and student’s familiarity to the library

Category Digital

Information Fluency Model

Creator 21st Century Information Fluency http://21cif.com/resources/difcore/index.html

Grade Level Used

6-12

Steps to Process

What information am I looking for? Where will I find the information? How will I get there? How good is the information? How will I ethically use the information?

Additional

Information

“Digital Information Fluency (DIF) is the ability to find, evaluate and use digital information effectively, efficiently and ethically.”

Category Super3

Creator Tami J. LittleMike Eisenberg and Bob Berkowitzhttp://academic.wsc.edu/redl/classes/tami/super3.html

Grade Level Used

K-2

Steps to Process

Additional

Information

-based on Big6-Teachers can use vocabulary that children understand

Category Seven Pillars

Creator Moira BentSociety of College, National and University Librarieshttp://www.sconul.ac.uk/groups/information_literacy/sp/sp/model.html

Grade Level Used

College, graduate school

Steps to Process

Recognize information need distinguish ways of addressing gap construct strategies for locating locate and access compare and evaluate organize, apply, and communicate synthesize and create

Additional

Information

-combines ideas about the range of skills involved with both the need to clarify and illustrate the relationship between information skills and IT skills

Category Research

Cycle Creator Jamie McKenzie

http://questioning.org/rcycle.html

Grade Level Used

6-12

Steps to Process

questioning planning gathering sorting and sifting synthesizing evaluating reporting

Additional

Information

-requires students to make up their own minds, create their own answers, and show independence and judgment- forced to cycle back repeatedly through the stages so the more skill they develop, the less linear the process

Category Focus on Research: the Alberta Model for Teaching the Research Process

Creator Dianne Oberg with Alberta Education http://archive.ifla.org/IV/ifla65/papers/078-119e.htm

Grade Level Used

k-12

Steps to Process

Planning Information Retrieval Information Processing Information Sharing Evaluation Throughout researching: Reviewing the process

Additional Information

-develops students’ metacognitive abilities-develops emotional literacy-invests time in exploration-supports students during their work-teaches role of librarian

Claire’s Three Choices:

Level Information Literacy Process Model

Why

Elementary

BIG6 -clear, easy to understand- widely used and recommended

Middle FOCUS ON RESEARCH

-has self-reflection at every stage of the process-clear, easy to understand, but with more depth than the BIG6

High DIGITAL INFORMATION FLUENCY MODEL

- guides students throughout the process with extra focus on ethically using the information found in research (important to learn in high school when starting to research more in-depth topics)

Similarities and Differences

Research

StepBIG 6 FOCUS ON

RESEARCHDIGITAL

INFORMATION FLUENCY MODEL

1. Task Definition Planning What information am I looking for?

2. Information Seeking Strategies

Where will I find the information?

3. Location and Access

Information Retrieval

How will I get there?

4. Use of Information

Information Processing

How good is the information?

5. Synthesis Information Sharing

How will I ethically use the information?

6. Evaluation Evaluation

Instructional Generalizations all three models start with a planning

stage; place to organize thoughts elementary model is the one with the

most steps- is clear, and regimented to guide student(s) to success

while the elementary and middle models use broad terms that are more clearly defined in each model, the high school model uses more open-ended questions, to allow for individual interpretation and use

Poetry through k-12 in HCPS and MSDE Language Arts Curriculum

AASL STANDARDS FOR THE 21ST CENTURY LEARNER

To inquire, think critically, and gain knowledge

To draw conclusions, make informed decisions, apply knowledge to new situations, and create new knowledge

To share knowledge and participate ethically and productively as members of our democratic society

Pursue personal and aesthetic growth

MSDE VOLUNTARY STATE CURRICULUM

“In English Language Arts, the alignment of curriculum, instruction, and assessment is needed if our students are going to experience success. The essential English Language Arts that should be taught in every classroom throughout Maryland can be found in the State Curriculum.

Teaching the curriculum in a way that helps students make sense of what they are learning helps them to view English as a useful subject as opposed to a set of rules to memorize. Finally, formative and summative assessments should reflect the instruction while spanning the various levels of cognitive demand in reading.”

Curriculum Used in Evaluation: HCPS

Language Arts in HCPS

“The Harford County English/language arts curriculum, kindergarten through grade twelve, is structured so that students recognize the authentic relationships among reading, writing, listening, and speaking in the real world.

In child-centered, positive learning environments, students strive to master developmental and sequential learning expectations to become self-directed, productive life-long learners.”

ILA in HCPS: Elementary Level “In the elementary Integrated Language

Arts program, teachers model the processes of reading, writing, listening, and speaking while integrating instruction which supports appropriate expectations for the development of basic skills as well as higher level thinking and learning skills.

Teachers, students, and parents work collaboratively to accomplish instructional goals that prepare students to move on to the middle school experience.”

Poetry at the Elementary Level: Standard 3.0 Comprehension of Literary Text: Students will read,

comprehend, interpret, analyze, and evaluate literary text Indicator 4. Use elements of poetry to facilitate understanding Objectives: Use structural features such as structure and form including lines and

stanzas, shape, refrain, chorus, rhyme scheme, and types of poems such as haiku, diamonte, etc., to identify poetry as a literary form and distinguish among types of poems

Identify and explain the meaning of words, lines, and stanzas Assessment limit: Literal versus figurative meaning Identify and explain sound elements of poetry Assessment limits: Rhyme, rhyme scheme, Alliteration and other

repetition Identify and explain other poetic elements such as setting, mood,

tone, etc., that contribute to meaning Assessment limit: Elements of grade-appropriate lyric and narrative

poems that contribute to meaning

IL Standards Applied to Language Arts Curriculum: Elementary Level (Grade 4)

Identify and explain other poetic elements such as setting, mood, tone, etc., that contribute to meaning

To draw conclusions, make informed decisions, apply knowledge to new situations, and create new knowledge

Curriculum Objective IL Standard (s)

IL and Diverse Populations: Elementary Level

Using the BIG6 with diverse populations: students with special needs:

BIG6 can be broken down into sub steps to help chunk any research activity

enrichment students: BIG6 allows for students to move through the research

process independently, or to spend as much time on one step but not another as needed

non-motivated students: BIG6 can be used for any research topic, and focuses on

the student’s involvement. Students could use it for relevant topics to foster motivation. Student can also become invested in the project by being able to check off steps and feel accomplished.

The middle school language arts program continues to focus on the development of student skills in the areas of reading, writing, listening, and speaking.

Through an integrated, thematic approach, students explore the richness of the human literacy experience.

They refine basic skills and strive to accomplish a higher level of skill development in all areas of the language arts.

Instruction targets success for all students by the time they leave middle school and enter high school.

ILA in HCPS: Middle School Level

Poetry at the Middle School Level:

Standard 3.0 Comprehension of Literary Text: Students will read, comprehend, interpret, analyze, and evaluate literary text.

Indicator 4. Analyze elements of poetry to facilitate understanding and interpretation

Objectives Use structural features to distinguish among types of poetry such as

ballad, narrative, lyric Analyze language and structural features to determine meaning Assessment limit: Literal versus figurative meaning Analyze sound elements of poetry that contribute to meaning Assessment limits: Rhyme, rhyme scheme, Alliteration and other

repetition, Onomatopoeia Identify and explain other poetic elements such as setting, mood,

tone, etc., that contribute to meaning Assessment limit: Elements of grade-appropriate lyric and narrative

poems that contribute to meaning

IL Standards Applied to Language Arts Curriculum: Middle School Level (Grade 7)

Use structural features to distinguish among types of poetry such as ballad, narrative, lyric

To inquire, think critically, and gain knowledge

To draw conclusions, make informed decisions, apply knowledge to new situations, and create new knowledge

Curriculum IL Standard(s)

Using Focus on Research with diverse populations:

IL and Diverse Populations: Middle School Level

Using the Focus on Research with diverse populations: students with special needs:

The reviewing the process stage helps students who are not confident in their research skills to make sure they have completed the step thoroughly before moving on. The fact that reviewing the process is included at each step makes the reflection mandatory and does not single any student out.

enrichment students: Enrichment students can have more freedom in the planning

stage when figuring out what to research. They can also have more control over their project by doing the reviewing the process stages independently instead of with the teacher or librarian.

non-motivated students: The information sharing stage can help motivate students by knowing in

advance that not only will the teacher see their finished product, but other members of the class will as well.

“High school English is a four-year, sequential program of study through which students earn credits toward graduation, as well as a broad selection of electives through which students enrich their learning experiences.

Learning expectations for high school students are aligned with the Maryland Core Learning Goals for English.

As curriculum undergoes revision, this alignment will be clarified and strengthened in order to support success on the Maryland High School Assessments in English.

Electives in drama, journalism, public speaking, humanities, and creative writing offer students a variety of avenues for creative expression and authentic performance.

The high school program strives to prepare all students for success in college and the world of work.”

ILA in HCPS: High School Level

Poetry at the High School Level:

Standard 2: The student will analyze and evaluate a variety of print, non-print and electronic texts, and other media.

Indicator 2.1: The student will analyze and evaluate a variety of texts, including fiction, nonfiction, poetry, drama, and informational texts.

Objective: The student will analyze stylistic elements in a text or across texts that communicate an author’s purpose.

Determine the tone or voice of a text or a portion of a text or across texts Determine and/or explain the significance of the following as each

contributes to the author’s purposeo repetition and/or exaggeration, parallelism, allusion, analogy, figurative

language, imagery, symbolism, a particular speaker or point of view, transitions, choice of details (e.g., specific examples, events, dialogue), features of language that create tone and voice

Explain the effectiveness of stylistic elements in accomplishing a purpose Evaluate an author’s choice of words, phrases, and sentences for a

particular audience or effect, for a given purpose, to extend meaning in a context, or to provide emphasis

Distinguish among types of irony (e.g., verbal, situational, dramatic)

IL Standards Applied to Language Arts Curriculum: High School Level

Determine and/or explain the significance of the following as each contributes to the author’s purposeo repetition and/or

exaggeration, parallelism, allusion, analogy, figurative language, imagery, symbolism, a particular speaker or point of view, transitions, choice of details (e.g., specific examples, events, dialogue), features of language that create tone and voice

To inquire, think critically, and gain knowledge

To draw conclusions, make informed decisions, apply knowledge to new situations, and create new knowledge

Metacognitive ImplicationsElementary Middle High

-students look at poetry and analyze why specific words were picked by the author

-students reflect on how the words effect themselves as the reader

- students start analyzing their own poetry and how using different literary elements and styles reveal their emotions and feelings towards a subject or theme.

- students analyze more lengthy and classic works of poetry to develop a deeper knowledge base of poetry types and styles

- more discussion oriented to allow students to reflect on how they and other students react to different kinds of poetry and why

Using the Digital Information Fluency Model with diverse populations:

IL and Diverse Populations: High School Level

Using the Digital Information Fluency Model with diverse populations: students with special needs:

each question is supplemented with specific objectives to guide students in understanding what to do in each step

enrichment students: questions are focused on independent work questions are open-ended to allow for creative interpretation

and ability to cater each question to fit the students’ needs ethic oriented question will challenge students to make sure

they research appropriately- could also allow for peer teaching the appropriate way to cite/ use sources

non-motivated students: general questions will not overwhelm the students basic outline will not overwhelm the students

Interpretations and Conclusions Models with less steps are clearer and

easier to understand Just because an alliteration is used

doesn’t make it easier to use More open-ended questions work better

with higher level students Elementary students need a mix of a

flexible but still structured model

References Bent, M. (2007, Nov). The seven pillars of information literacy model. Retrieved from

http://www.sconul.ac.uk/groups/information_literacy/sp/sp/model.html Bond, T. (2009, April 23). Sauce. Retrieved from http://ictnz.com/sauce-resources/SAUCE-

description2.htm (1997, June 11). Brainstorms & blueprints teaching library research as a thinking process. Retrieved

from http://slisweb.sjsu.edu/courses/250.loertscher/modelstrip.html Callison, D. & Lamb. A. (2009). 8Ws of information inquiry. Retrieved from

http://www.virtualinquiry.com/inquiry/ws.htm Eisenberg, M. (2007, Oct 6). What is the big6? Retrieved from http://www.big6.com/what-is-the-big6/ Engle, M. (2010, Nov 23). The seven steps of the research process. Retrieved from

http://olinuris.library.cornell.edu/ref/research/skill1.htm Heine. C. & O’Connor. D. (2009, Dec 13). Digital information fluency model. Retrieved from

http://21cif.com/resources/difcore/index.html Herring, J. E. (2004). The plus model. Retrieved from http://athene.riv.csu.edu.au/~jherring/PLUS

%20model.htm Hughes, S. (2009, Feb 26). Research steps to success. Retrieved from

http://www3.sympatico.ca/sandra.hughes/sandra.hughes/research/researchs.html Little, T. The super3. Retrieved from http://academic.wsc.edu/redl/classes/tami/super3.html Louisiana information literacy model for lifelong learning. Retrieved from

http://mconn.doe.state.la.us/lessonplans/lit_model.htm McKenzie, J. (2000). The research cycle. Retrieved from http://questioning.org/rcycle.html Needham, J. (2010). Meeting the new aasl standards for the 21st-century learner via big6 problem

solving. Library Media Connection, 42-43. Oberg, D. (1999, June 9). Teaching the research process- for discovery and personal growth.

Retrieved from http://archive.ifla.org/IV/ifla65/papers/078-119e.htm