Information Literacy Process Models Julia Bell Towson University ISTC 651.

Information Literacy Process Models

Julia Bell

Towson University

ISTC 651

12 Sampling Models

5-As 8Ws of Information

Inquiry AGOPPE Big6 Building Blocks of

Research FINDS

Information Search Process

I-Search Pathways to Knowledge The REACTS

Taxonomy Research Cycle Super 3

5-As(Jukes)

Promotes informational, technological, and media fluency

Goal is to create and apply this knowledge within the context of real time, real life tasks

Asking - key questions to be answered

Accessing - relevant information

Analyzing - the acquired information to turn it into knowledge

Applying - the information to a task

Assessing - the end result and the process

(Information Age Inquiry, 2006a; Premiere Speakers Bureau, 2008)

8Ws of Information Inquiry(Lamb)

Developed to bring together perspectives in library media, technology, and traditional content areas

Focuses on the unique way students expresses themselves

Alliteration used to capture the students’ perspective and foster interest

Watching (Exploring)

Wondering (Questioning)

Webbing (Searching)

Wiggling (Evaluating)

Weaving (Synthesizing)

Wrapping (Creating)

Waving (Communicating)

Wishing (Assessing)

(Information Age Inquiry, 2006b; Johnson & Lamb, 2007)

AGOPPE(MCPS)

Adopted throughout many school clusters within MCPS

Not a linear sequence, but spiraling

New questions arise as students find info--this requires more resources

Must continually assess info gathered to determine if it meets the informational need

Ask Questions

Gather Information

Organize Information

Prepare and Produce

Present

Evaluate, Assess, and Reflect

(Montgomery County Public Schools, 2007)

Big6(Eisenberg & Berkowitz)

The most widely known & used model

Each step has two sub-stages which defines exactly what is expected of the student

Not necessary to complete stages in linear order or spend a lot of time on each

1. Task Definition- Define the information problem- Identify information needed

2. Information Seeking Strategies- Determine all possible sources- Select the best sources

3. Location and Access- Locate sources (intellectually and physically)- Find information within sources

4. Use of Information- Engage (e.g., read, hear, view, touch)- Extract relevant information

5. Synthesis- Organize from multiple sources- Present the information

6. Evaluation- Judge the product (effectiveness)- Judge the process (efficiency)(Eisenberg & Berkowitz, 2008)

Building Blocks of Research(Abilock)

Includes a description of information literacy, student skills and strategies, student outcomes, and curriculum and teaching design for each of the steps

Focuses on core thinking- and problem-solving meta-skills across different disciplines

EngagingDefiningInitiatingLocatingExamining, Selecting,

Comprehending, AssessingRecording, Sorting,

Organizing, InterpretingCommunicating, SynthesizingEvaluating

(Information Age Inquiry, 2006c; NoodleTools, 2007)

FINDS(The Florida Department of Education, Library Media Services and the Florida Sunlink Project)

Based on the literacy skills that are in the Florida standards

Provides a framework for the application of these standards through a sequential research process

Used statewide Common language Transferable

Focus on the information need

Investigate resources to look for an answer

Note and evaluate facts

Develop information into knowledge for a presentation

Score presentation and search

(Florida Department of Education. (2006; Space Coast Media Center, 2008)

Information Search Process(Carol Kuhlthau)

Based on extensive observations of students

Model of user’s holistic experience of research process

Focuses on attitudinal and emotional aspects of the inquiry process

Central idea: uncertainty increases and decreases during the process of information seeking

Initiating a Research Assignmentapprehension, uncertainty

Selecting a Topicconfusion, sometimes anxiety, brief elation,

anticipation

Exploring Informationconfusion, uncertainty, doubt, sometimes

threat

Formulating a Focusoptimism, confidence in ability to complete

task

Collecting Informationrealization of extensive work to be done,

confidence in ability to complete task, increased interest

Preparing to Presentsense of relief, sometimes satisfaction,

sometimes disappointment

Assessing the Processsense of accomplishment or sense of

disappointment(Kuhlthau, 2008; Information Age Inquiry, 2006d)

I-Search(Macrorie; Joyce & Tallman)

Students select topics of personal interest to build an understanding of research process

The key is to work on meaningful projects

Stresses metacognitive thinking

Students keep logs and reflect on the experience

Selecting a topic - exploring interests, discussing ideas, browsing resources

Finding information - generating questions, exploring resources

Using information - taking notes, analyzing materials

Developing a final product - developing communications, sharing experiences

(Information Age Inquiry, 2006e)

Pathways to Knowledge(Pappas &Tepe; Follet sponsored)

Non-linear process continuously explore and

reassess at each step Stresses the importance

of questioning authentic learning, reflection and non-linearity

Tied to constructivist (student centered) learning

Appreciation and Enjoyment -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

(Information Age Inquiry, 2006f; Library and Literary Miscellany, 2008)

The REACTS Taxonomy(Stipling & Pitts)

Different from previous methods because it asks students to reflect on each step

Focuses on: Critical thinking in the

research process High level thinking that

results in quality products Designed a 10 step

research process for developing papers

Ten Step Research Process1. Choose a broad topic2. Get an overview of the topic3. Narrow the topic4. Develop a thesis or statement of purpose5. Formulate questions to guide research6. Plan for research and production7. Find / Analyze / Evaluate sources8. Evaluate evidence / Take notes / Compile bibliography9. Establish conclusions10. Create and present final product

REACTS Recall Explain Analyze Challenge Transform Synthesize

(Information Age Inquiry, 2006g)

Research Cycle(McKenzie)

Focuses on questioning Requires students to make

decisions, create answers, and show independent judgment

Students are information producers, not information gatherers

Requires students to revise and rethink research questions throughout the process

Forced to cycle back through model

More skill = a less linear process

QuestioningPlanningGatheringSorting &

SiftingSynthesizingEvaluatingReporting

(McKenzie, 2000; Information Age Inquiry, 2006h)

Super 3(Eisenberg & Berkowitz)

Based upon the Big6 But simplified

Fewer steps are less overwhelming for younger learners

PlanDoReview

Super 3 Big6

Plan

Task Definition

Information Seeking Strategies

Do

Location and Access

Use of Information

Review

Synthesis

Evaluation

(Information Age Inquiry, 2006i)

Narrowed Down

ElementaryAGOPPE

MiddleREACTS

HighResearch Cycle

The 3 Models

Elementary: why AGOPPE Provides:

a methodical sequence for research in all curricular areas A framework with a common language A format that can be used repeatedly; over time it becomes

intuitive Can be used as a linear process when first teaching young

students the research process step-by-step Later introduce the idea of using it in a non-linear manor

Steps are concrete and simple enough for young learners to understand and manage

Students aren’t always aware they are performing these steps

Ask QuestionsGather InformationOrganize InformationPrepare and ProducePresentEvaluate, Assess,

and Reflect

(Montgomery County Public Schools, 2007)

Middle: why REACTS 10 detailed steps walk student through the complex

research process Structure helpful for middle school students Can be modified to use for research projects other than papers

Focus on critical thinking high level thinking quality products

If only collect facts, produce recall-type work Need to integrate, conclude, and conceptualize so product

will be a synthesis of info Reflection points ask students to evaluate step just

completed Revise step until reflection question can be answered This keeps the student on the right track and focused

(Information Age Inquiry, 2006g; CSU, 1997)

Step Reflection Point

Choose a broad topic

Get an overview of the topic

Narrow the topic Is my topic a good one?

Develop a thesis or statement of purpose

Does my thesis of statement of purpose represent an effective, overall concept for my research?

Formulate questions to guide research

Do the questions provide a foundation for my research?

Plan for research and production Is the research / production plan workable?

Find / Analyze / Evaluate sources Are my sources usable and adequate?

Evaluate evidence / Take notes / Compile bibliography

Is my research complete?

Establish conclusions / Organize information into an outline

Are my conclusions based on researched evidence? Does my outline logically organize conclusions and evidence?

Create and present final product. Is my paper / project satisfactory?

High: why Research Cycle A more complex model Non-linear process encourages higher level thinking

More skill= less linear Prepares students for college and real world

a more accurate and realistic representation of research process Student produces info NOT consumes info

Emphasis on questioning Have to reassess and rethink the research

question throughout the process Leads to cycling through model before reporting

QuestioningPlanningGatheringSorting &

SiftingSynthesizingEvaluatingReporting

(McKenzie, 2000; Information Age Inquiry, 2006h)

Comparison of StepsModelPhase

AGOPPE REACTS Research Cycle

IdentifyingAsk Questions

Choose a broad topicGet an overview of the topicNarrow the topicDevelop a thesis or statement ofpurposeFormulate questions to guide researchPlan for research and production

QuestioningPlanning

Locating InformationGather Information Find/ analyze/ evaluate sources Gathering

Evaluating & SynthesizingOrganize InformationPrepare and Produce

Evaluate evidence/ evaluate sourcesEstablish conclusions

Sorting & SiftingSynthesizingEvaluating

Presentation/Communication of

Information & Assessmentof Process

PresentEvaluate, Assess, and Reflect

Create and present the final product Reporting

Comparison of Essential Characteristics

Commonalities of All 3 Models Model What Sets These Models Apart?

AGOPPE

Problem based Emphasis on finding information Non -linear process 6 steps Student is information consumer Students continually assess the information gathered

REACTS

Inquiry based Emphasis on identif ying information need Linear process 10 steps designed to help develop a research paper Student is information producer Students reflect after each step

Involves high level thinking Can be used in all curricular areas Over time students will learn to use the models intuitively Learner centered (constructivist) Include an aspect of ongo ing assessment Aligns with VSC and IL standards

Research Cycle

Inquiry based Emphasis on questioning Non -linear process 7 steps that are repeatedly c ycled through Students is information producer Students rethink and revise research question throughout the process

Scaffolding

Simple, straightforward steps are a good to initially teach the research process

As students develop more skill…

The process becomes less linear and students start to reassess info gathered

Students need less support from teachers

Leads to increased metacognition as students become more aware that they are performing these steps

Provides a foundation for later models to build on

Builds on skills learned in AGOPPE

As research topics become more complex, this model walks students through the process

Metacognition: reflection points encourage reevaluation of process and information gathered

Can be used beyond middle school to help write scholarly papers

AGOPPEElementary

REACTSMiddle

Students don’t need as much structure now that they understand and appreciate the research process

This model prepares students for college and beyond

Represents the higher level thinking involved in complex research assignments

Metacognition: students are asked to continuously reassess the research question and cycle back through the process

Research CycleHigh

Alignment of the VSC with AGOPPE (Standard 5.0 History)

Topic Indicator

Ask Questions

Gather Information

Organize Information

Prepare and

Produce Present Evaluate

1. Examine differences between past and present time

3rd Grade

A. Individuals and Societies Change Over Time

2. Investigate how people lived in the past using a variety of primary and secondary sources

1. Analyze the causes of the American Revolution

5th Grade C. Conflict Between Ideas and Institutions 2. Analyze the effects

of the American Revolution

A. The Foundations and Function of the Government

1. Investigate the evolution of the U.S. political system as expressed in the United States Constitution

8th Grade B. Individual and Group Participation in the Political System

2. Defend the importance of civic participation as a citizen of the United States

Alignment of AGOPPE with IL Standards

Standard 1 Standard 2 Standard 3 Standard 6Ask Questions Gather Information Organize Information Prepare and Produce Present Evaluate

Standard 1: Accesses information efficiently and effectively Standard 2: Evaluates information critically and competentlyStandard 3: Uses information accurately and creativelyStandard 6: Information literate and strives for excellence in information seeking and knowledge generation

Alignment of the VSC with REACTS (Standard 5.0 History)

Topic Indicator 1 2 3 4 5 6 7 8 9 10 1. Examine differences between past and present time

3rd Grade




5th Grade

C. Conflict Between Ideas and Institutions

2. Analyze the effects of the American Revolution





Alignment of REACTS with IL StandardsStandard 1 Standard 2 Standard 3 Standard 6

1. Choose a broad topic 2. Get an overview of thetopic

3. Narrow the topic 4. Develop a thesis orstatement of purpose

5. Formulate questions toguide research

6. Plan for research andproduction

7. Find/ analyze/ evaluatesources

8. Evaluate evidence/take notes/ compilebibliography

9. Establish conclusions 10. Create and presentfinal product


Alignment the VSC with the Research Cycle (Standard 5.0 History)

Topic Indicator Question Plan Gather

Sort and Sift

Synthesize Evaluate Report

1. Examine differences between past and present time

3rd Grade




5th Grade C. Conflict Between Ideas and Institutions 2. Analyze the effects

of the American Revolution





Alignment of the Research Cycle with IL Standards

Standard 1 Standard 2 Standard 3 Standard 6 Questioning Planning Gathering Sorting & Sifting Synthesizing Evaluating Reporting


Audience Analysis: AGOPPE Appropriate for all grade levels (elementary through

high school) Process eventually becomes intuitive

Model can be adapted to meet needs of diverse learners

Teachers can guide students more or less according to individual needs

Process can lead to different final products depending on student capabilities

Rubrics can be created to cater to different student needs and lessons

Can expect varying requirements and detail, scope, number of sources, etc.

Audience Analysis: REACTS Appropriate to use in high school, college, and

beyond Helpful for students that need clear expectations of

what is being asked of them Clear, concrete steps help students understand the

process that have trouble grasping abstract concepts Depending on the individual need, steps can be

modified of taken out entirely of the process For example, the thought of 10 steps could be overwhelming

for some, so the first three steps (1. choose a broad topic 2. get an overview of the topic 3. narrow the topic) could be combined to one step of “selecting a topic”

Audience Analysis: Research Cycle

Appropriate for middle school and beyond Best for students who have a high need for

cognition (sorting & synthesizing steps) If the model is too complex, it can be used in

a more linear fashion to accommodate for those with lower level thinking skills As the student becomes more skilled, the process

becomes more non-linear

ReferencesAmerican Association of School Librarians & Association for Educational Communications and Technology. (1998).

Information Power: Building partnerships for learning. Chicago: American Library Association.

CSU School of Library and Information Science. (1997). Brainstorm and blueprints: Teaching library research as a thinking process. Retrieved December 13, 2008 from http://witloof.sjsu.edu/courses/250.loertscher/modelstrip.html

Eisenberg, M. B, & Berkowitz, R. E. (2008). What is the Big6? Retrieved December 13, 2008 from http://www.big6.com/

Florida Department of Education. (2006). Introduction to FINDS; Florida research model. Retrieved December 13, 2008 from http://www.sunlink.ucf.edu/finds/intro.html

Information Age Inquiry. (2006a). 5As. Retrieved December 13, 2008 from http://virtualinquiry.com/inquiry/as.htm

Information Age Inquiry. (2006b). 8Ws of information inquiry. Retrieved December 13, 2008 from http://virtualinquiry.com/inquiry/ws.htm

Information Age Inquiry. (2006c). Noodle tools: Building blocks of research. Retrieved December 13, 2008 from http://virtualinquiry.com/inquiry/noodletools.htm

Information Age Inquiry. (2006d). Information search process (ISP). Retrieved December 13, 2008 from http://virtualinquiry.com/inquiry/ips.htm

Information Age Inquiry. (2006e). I-Search. Retrieved December 13, 2008 from http://virtualinquiry.com/inquiry/isearch.htm

ReferencesInformation Age Inquiry. (2006f). Pathways to knowledge. Retrieved December 13, 2008 from

http://virtualinquiry.com/inquiry/pathways.htm

Information Age Inquiry. (2006g). REACTS. Retrieved December 13, 2008 from http://virtualinquiry.com/inquiry/stripling.htm

Information Age Inquiry. (2006h). Research cycle. Retrieved December 13, 2008 from http://virtualinquiry.com/inquiry/researchcycle.htm

Information Age Inquiry. (2006i). Big 6 and super 3. Retrieved December 13, 2008 from http://virtualinquiry.com/inquiry/big6.htm

Johnson, L., & Lamb, A. (2007). Approaches to information and communication literacy. Retrieved December 13, 2008 from http://eduscapes.com/tap/topic72.htm

Kuhlthau, C. (2008). Carol Collier Kuhlthau. Retrieved December 13, 2008 from http://www.scils.rutgers.edu/~kuhlthau/information_search_process.htm

Library and Literary Miscellany. (2008). Pathways to knowledge. Retrieved December 13, 2008 from http://laurabaas.com/information-literacy/information-literacy-models/pathways-to-knowledge/

McKenzie, J. (2000). Research cycle 2000. Retrieved December 13, 2008 from http://www.fno.org/dec99/rcycle.html

ReferencesMaryland State Department of Education. (2008). Teaching and learning: Social studies. Retrieved December 14, 2008

from http://mdk12.org/instruction/curriculum/social_studies/index.html

Montgomery County Public Schools. (2007). Information literacy: A shared responsibility. The Information Literacy Guide, 25-26.

NoodleTools. (2007). Information Literacy. Retrieved December 13, 2008 from http://www.noodletools.com/debbie/literacies/information/1over/infolit1.html

Premiere Speakers Bureau. (2008). Ian Jukes Speech Topics. Retrieved from http://premierespeakers.com/ian_jukes/speech_topics

Space Coast Media Center. (2008). Implementing FINDS [PowerPoint slides]. Retrieved December 13, 2008 from www.spacecoast.brevardschools.org/media/IMPLEMENTING%20FINDS.ppt

Information Literacy Process Models Julia Bell Towson University ISTC 651.

Documents

relevant information

information problem

acquired information

ws of information inquiry

sequential research

literacy skills

student skills

possible sources