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Information Literacy Process Models Evaluation

ISTC 651/ Information Literacy and Access. Instructor: Dr. Cheeks. Information Literacy Process Models Evaluation. By: Renee Janssen . Fall 2008. Timeline. Part 1 : A Brief Look . 12 Different Information Literacy Process Models. . A Brief Look: The Information Skills Model.

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Information Literacy Process Models Evaluation

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  1. ISTC 651/ Information Literacy and Access Instructor: Dr. Cheeks Information Literacy Process Models Evaluation By: Renee Janssen Fall 2008

  2. Timeline

  3. Part 1: A Brief Look 12 Different Information Literacy Process Models.

  4. A Brief Look: The Information Skills Model • The Information Skills Model was first published by Ann Irving and the British Library Research and Development Department in 1985. • Irving’s work emphasizes that the research process is connected to all parts of life. • She believes in a cross- curriculum approach and advocates for collaboration amongst educators. • Irving approach is a resource based learning approach that focuses on the needs of individual children. The Information Skills Model: 1. Formulating2. Identifying3. Tracing4. Examining5. Using6. Recording7. Interpreting8. Shaping9. Evaluating Click here to learn more about resource based learning. (Callison & Lamb,2005)

  5. A Brief Look: I-Search model • The Information Skills Model was first published by Ken Macrorie in The I-Search Paper in1988. • Macrorie’s work emphasizes the role of each individual student’s knowledge, interest, feelings and questions. • Macrorie’s approach is a inquiry based learning approach that focuses on the educational power of holistic student involvement. • Therefore the I-Search Model is a flexible that can be tailored to meet the needs of a multitude of different classrooms, students, or projects. The I- Search Model: 1. Student immersion in the theme to allow students to generate personally relevant questions. 2. Search plan development 3. Gather, analyze, summarize, and integrate information 4. Produce, draft, revise, finalize, and share/ publish Click here to learn more about inquiry based learning. (Baas, 2008; Hughes-Hassell &Wheelock, 2001)

  6. A Brief Look: The REACTS Taxonomy Model The Reacts Taxonomy Model: 1. Recalling 2. Explaining 3. Analyzing 4. Challenging 5. Transforming 6. Synthesizing • The Reacts Taxonomy Model and The ten steps in the Thoughtful Learning Process where first developed by Barbara Stripling and Judy Pitts in the late 1980’s. • Pitts and Stripling’s work emphasizes the need for higher level thinking during the research process so that students produce a higher level product. • Therefore the Reacts Taxonomy Model and the Thoughtful Learning Process encourage users to question and internalize concepts and synthesize ideas throughout the process. Thoughtful Learning Process: 1. Choose a broad topic2. Get an overview3. Narrow the topic4. Develop thesis statement5. Formulate questions6. Plan for research7. Find, analyze, evaluate8. Evaluate evidence9. Establish conclusions10. Create and present final product Click here to learn more about synthesizing ideas. (Callison & Lamb,2005)

  7. A Brief Look: Information Search Process Model • The Information Search Process Model (ISP) was first published by Carol Kuhlthau in 1989. • Kuhlthau’s work emphasizes the role of learners feelings, thoughts, and actions throughout the research process. • Kuhlthau’s approach is a holistic approach that focuses on the users entire range of experiences during the research process. • Therefore ISM enables users and educators to identify the thoughts and feelings that generally occur at each stage in the research process. So they can work to remedy or avoid feelings of confusion or upset. The ISP Model: 1. Initiation 2. Selection 3. Exploration 4. Formulation 5. Collection 6. Presentation Click here to learn more about the feelings, thoughts, and actions common to each ISM stage. (Kuhlthau,2008)

  8. A Brief Look: The Big 6 and Super 3 Models • The Big 6 and Super 3 models were first published by Mike Eisenberg and Bob Berkowitz in 1990. • The Big 6 and Super 3 models emphasize students working smarter during the research process, not harder or faster. • Eisenberg and Berkowitz claim that the tasks Big 6 provides are present in all successful research assignments. If these items are addressed, possibly out of the designated order, than the user will be led through the research process in a way that is effective and easy to understand/ teach. The Big 6 Model: (grades 2- 12) 1. Task Definition 2. Information Seeking Strategies 3. Location and Access 4. Use of Information 5. Synthesis 6. Evaluation • The Super 3 Model: (grades K- 2) • Plan • Do • Review Click here to learn more about the stages and sub-stages Big 6 and Super 3 provide (Eisenberg& Berkowitz, 2008)

  9. A Brief Look: 8 W's Model • The 8 W’s Model was first published by Annette Lamb in 1990. • Lamb’s work put an engaging spin on the research process. • Lamb’s approach is an inquiry or project-based learning/community based learning approach that focuses on instructional material that is relevant to the students interests and everyday life. • Therefore 8 W’s Model is flexible and caters to the needs of each individual child. The 8 W’s Model: 1. Watching (Exploring) 2. Wondering (Questioning) 3. Webbing (Searching) 4. Wiggling (Evaluating) 5. Weaving (Synthesizing) 6. Wrapping (Creating) 7. Waving (Communicating) 8. Wishing (Assessing) Click here to view a chart of the 8 W’s model. (Callison & Lamb,2005)

  10. A Brief Look: The Pathways to Knowledge Model • The Pathways to Knowledge Model was first published by Marjorie Pappas and Ann Tepe in 1995. • Pappas and Tepe emphasize questioning and authentic learning that focuses on collaborative real world experiences. • Pathways to Knowledge is a non linear fluid process for locating, gathering, assessing, and using information. The Pathways to Knowledge Model: 1. Appreciation and Enjoyment 2. Pre-search 3. Search 4. Interpretation 5. Communication 6. Evaluation Click here to learn more about authentic learning. (Callison & Lamb,2005)

  11. A Brief Look: The Research Cycle Model • The Research Cycle Model was first published by Jamie McKenzie in 1995. • The Research Cycle Model is meant to allow users to engage in a cycle of questioning, thinking, revising, and expanding upon a research topic throughout the research process. • McKenzie emphasizes the need for students to produce information while gathering materials to avoid students simply executing and regurgitating superficial research. • Therefore the Research Cycle Model is meant to facilitate independent higher thought. The Research Cycle Model: 1. Questioning 2. Planning 3. Gathering 4. Sorting & Sifting 5. Synthesizing 6. Evaluating 7. Reporting * (after several repetitions of the cycle) Click here to learn more about questioning. (Callison & Lamb,2005; McKenzie, 1999)

  12. A Brief Look: The FLIP IT Model • The FLIP IT Model was first published by Alice Yucht in 1997. • Flip it is a decision making model that helps its users stay on task. • Its steps help the user focus and refocus their energies on; what they know and what they need to know, checking back with original goals to stay on track, asking targeted “if” “ then” questions to help use the information collected, and creating a meaningful product. • FLIP IT allows for task definition, purposeful goal oriented research and reflection. • The FLIP IT Model: • Focus on your topic • Links the appropriate resources strategizing • Investigate / Implement the Information you find • Payoff / Produce the result of your findings • Use “IT” throughout the process • If I know…Then I should – self evaluation • Or • Intelligent Thinking (did you use your brains to best advantage?) Click here to view the FLIP IT rubric. (Callison & Lamb,2005; Yucht, 2007)

  13. A Brief Look: The NetSavvy 5 A’s Model • The 5 A’s Model was first published by Ian Jukes in 2000. • Most recently Jukes presents the NetSavvy 5 A’s Model which is intended to help students use the internet to fulfill their information needs. • The 5 A’s are concise linear steps. It is a straight forward listing of the skills students use to achieve their research goals. • Therefore the NetSavvy 5 A’s Model is meant to be a closely followed process that will enable teachers and students alike to easily address the how and what of information literacy on the internet. The 5 A’s Model: 1. Asking - key questions to be answered. 2. Accessing - relevant information. 3. Analyzing - the acquired information. 4. Applying - the information to a task. 5. Assessing - the end result and the process. Click here to learn more about the Infosavvy group. (Callison & Lamb,2005; Jukes, 2000)

  14. A Brief Look: Building Blocks of Research Model • The Noodle Tools: Building Blocks of Research Model was first published by Debbie Abiloch in 2004. • The Building Blocks of Research Model provides the user with a way of thinking “habits of mind” and approaching information gathering. • The model presents a cross disciplinary strategy for thinking and problem solving. • These problem solving skills are meant to enable the user to develop independent information literacy skills, over time, that are specific to their needs and the requirements of the problem they are researching. The Building Blocks of Research Model: 1. Engaging2. Defining3. Initiating4. Locating5. Examining, Selecting, Comprehending, Assessing 6. Recording, Sorting, Organizing, Interpreting7. Communicating, Synthesizing8. Evaluating Click here to learn more about Abiloch’s ideas about “habits on mind”. (Callison & Lamb,2005; Abiloch, 2007)

  15. A Brief Look: The Information Literacy Process Model • The Information Literacy Process (ILP) Model was published by Baltimore County Public Schools in 2005. • The ILP model is a fluid, cross curricular, 9 step guide for students and teachers to utilize when during the research process. • ILP is designed to help the user to be a confident, knowledgeable, focused, organized, aware, reflective, ethical, critical thinker throughout stages of the research process. • ILP maintains that information literacy is a circular process. The user’s reflection on previous work using ILP provides them with knowledge of their needs and their approach to the research process and ways for this understanding to be applied to the research process in the future. The ILP Model: 1. Encountering the Task 2. Exploring, Questioning, Connecting 3. Searching, Locating 4. Collecting, Organizing, Managing Monitoring 5. Analyzing, Evaluating, Interpreting, Inferring 6. Synthesizing & Solving 7. Applying New Understanding 8. Communicating 9. Reflecting Click here to view an interactive guide for ILP (BCPS & Grimes, 2006) (BCPS, 2005)

  16. Part 2: The Chosen 3 I have chosen to evaluate the following models:

  17. The Chosen 3:Why are Big 6 and Super 3 Appropriate for K- 5? Super 3 is appropriate for grades K- 2 because: • This 3 step process is straight forward linear approach to the information literacy (IL) that is easy for young children to understand and remember. • Super 3 has boiled a cumbersome, somewhat abstract process, down to it’s most essential aspects. • Each step in the process is represented by one word that can be easily displayed in a concrete way that young children can easily identify with. (Plan, Do, Review) • Super 3 is a wonderful way to begin to teach very young children about what following a process entails as it clearly defines beginning, middle, and end. • Super 3 is a trademarked commercial product that can be costly, but it’s publisher provides countless trainings, support services, instructional materials, and ideas. Click here to view a presentation on Super 3 (Eisenberg& Berkowitz, 2008)

  18. The Chosen 3: Why are Big 6 and Super 3 Appropriate for grades K- 5? Big 6 is appropriate for grades2- 5 because: • With a foundation in the Super 3 older children are ready to move on to a more involved approach to information literacy (IL). • Big 6 provides the same straight forward linear approach to IL as Super 3 with additional easy to follow content that is appropriate for elementary age children. • Big 6 allows for creativity within the confines of it’s very defined set of steps, which helps elementary age children work through this complex process with enough room for individuality but little room to loose sight of the goal at hand. • Just as with Super 3, Big 6 is a trademarked commercial product that can be costly, but it’s publisher provides countless trainings, support services, instructional materials, and ideas. Click here to view a presentation on Big 6 (Eisenberg& Berkowitz, 2008)

  19. The Chosen 3:Why is the Information Literacy Process Model Appropriate for grades 6 – 8? Information Literacy Process Model is appropriate for grades 6- 8 because: • This fluid 9 step process/ cycle presents very well defined goals that address various aspects (intellectual, organizational, emotional etc…) of the information Literacy (IL) process. • ILP takes a very comprehensive approach to the IL process. It approaches IL from many angles so it is appropriate for an older diverse learning population. As a result of the depth of the process it requires that the student have the ability/patience/ attention span to comprehend and execute this more detailed process. • The Baltimore County Public School website provides many extremely user friendly explanations of the process that are helpful for Middle school age children. Click here to visit the BCPS web site (BCPS, 2005)

  20. The Chosen 3:Why is the Information Search Process Model Appropriate for grades 9- 12 ? Information Search Process Model is appropriate for grades 9- 12 because: • This 7 step process presents a different, more personally aware, side of the Information Literacy (IL) process that allows users and educators to identify the thoughts and feelings that generally occur at each stage in the research process. So they can work to remedy or avoid feelings of confusion or upset. • ISP is geared to addressing the user’s needs as a whole so it supports the degree of self awareness displayed by high school students. • This model helps users identify an IL process that will allow the socially aware high school population apply a their research needs to themselves as a whole. • Throughout their journey to adulthood students will benefit from the ISP models holistic way to address research given the complex nature of human thoughts, feelings, and actions. Click here to view presentationson ISP . (Kuhlthau,2008)

  21. Part 3: Similarities and Differences

  22. Part 4: Curriculum Alignment, Eisenberg & Berkowitz’ s Big 6, Grade 3

  23. Part 4:Curriculum Alignment, BCPS ILP , Grade 8 Objectives

  24. Part 4:Curriculum Alignment, Kuhlthau’sISP, Grade 10

  25. Part 5: Eisenberg & Berkowitz’ s Super 3 / Big 6 Scaffolding = Super 3 (which provides scaffolding for Big 6) = Scaffolding areas Big 6 can cover Models intrinsic scaffolding:Grade appropriate activities within the confines of Big 6 model= Scaffolding for 2- 12 Methods for integrating IL competencies:Intrinsic because Super 3 grades K- 2 = Scaffolding for Big 6

  26. Part 5: BCPS ILP Scaffolding = Scaffolding areas ILP can cover Models intrinsic scaffolding: Grade appropriate activities within the confines of ILP= Scaffolding for K- 12 Methods for integrating IL competencies:Instructor utilize fantastic examples of grade appropriate activities promoting scaffolding that can be found on the BCPS Web site

  27. Part 5: Kuhlthau’s ISP Scaffolding = Scaffolding areas ISP can cover = Scaffolding areas I feel ISP does not cover Models intrinsic scaffolding: Best used for grades 6- 12 Methods for integrating IL competencies: Instructor can create scaffolding exercises for young children. Scaffolding exercises may be based on other IL models that present a more simplistic approach.

  28. Part 6: Audience Comprehension (AC) 1= Moderate to low AC rating 2= Average or medium AC 3= Above average AC

  29. Resources Abiloch, D. (2007). Noodle tools: Information literacy building blocks of research. Retrieved November 29, 2008, from http://www.noodletools.com/debbie/literacies/information/1over/infolit1.html Baas, L. (2008). Information literacy models. Retrieved November 29, 2008, from http://laurabaas.com/information-literacy/information-literacy-models/ Baltimore County Public Schools (BCPS). (2005). Information literacy process: Information seeking behavior. Retrieved November 29, 2008, from http://www.bcps.org/offices/lis/models/tips/index.html Baltimore County Public Schools (BCPS), & Grimes, S. (2006). Interactive student guide to using the information literacy process model [PowerPoint slides]. Retrieved from http://www.bcps.org/offices/lis/office/teacher.html Callison, D., & Lamb, A. (2005).Information age inquiry models. Retrieved November 29, 2008, from http://virtualinquiry.com Eisenberg, M.,& Berkowitz, B. (2008). The big 6: Information and technology skills for student achievement. Retrieved November 29, 2008, from http://www.scils.rutgers.edu/~kuhlthau/information_search_process.htmmat Eisenberg, M.,& Robinson, L. (2008). Super 3: webinar 2008. [PowerPoint slides]. Retrieved from http://docs.google.com/EmbedSlideshow?docid=df897djd_55dcvhbjcf&size=m

  30. ResourcesContinued Hughes-Hassell, S., and Anne Wheelock. 2001. The information-powered school. Chicago: Public Education Network and American Association of School Librarians Publications. Jukes, I. (2000). The 5 A’s netSavvy skills framework. Retrieved November 29, 2008, from http://web.mac.com/iajukes/thecommittedsardine/Handouts.html Kuhlthau, C. (2008). Information search process. Retrieved November 29, 2008, from http://www.scils.rutgers.edu/~kuhlthau/information_search_process.htm Maryland State Department of Education. (2007-2008). Maryland voluntary state curriculum. Retrieved November 29, 2008, from http://mdk12.org/instruction/curriculum/index.html Maryland State Department of Education. (2007-2008). Maryland english core learning goals. Retrieved November 29, 2008, from http://www.msde.maryland.gov/NR/rdonlyres/F8B1334F-D5DD- 4A2E-B4EF-0B10703D6F51/10272/EnglishCoreLearningGoals.doc McKenzie, J. (1999). The research cycle 2000. Retrieved November 29, 2008, from http://www.fno.org/dec99/rcycle.html Yucht, A. H. (2007). Alice in infoland: FLIP it. Retrieved November 29, 2008, from http://www.aliceinfo.org/flipit/

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