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Evaluating Information Literacy Process Models

Evaluating Information Literacy Process Models. Jennifer Amato-Minton Towson University ISTC 651.101 December 7, 2010. Bloom’s Taxonomy. Bloom’s Taxonomy is based on three domains Cognitive, Affective and Psychomotor

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Evaluating Information Literacy Process Models

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  1. Evaluating Information Literacy Process Models Jennifer Amato-Minton Towson University ISTC 651.101 December 7, 2010

  2. Bloom’s Taxonomy • Bloom’s Taxonomy is based on three domains • Cognitive, Affective and Psychomotor • In the attempt to gain knowledge, a learner moves through the cognitive stages of the taxonomy in order from simplest to most complex. • Most Information Literacy Processing Models (ILPM) utilize the cognitive stages to guide information access and understanding . • There are a few ILPM’s that address the Affective domain as well

  3. Comparing Information Processing Models Based on Cognitive Domain of Bloom’s Taxonomy

  4. An Overview of Researched Information Processing Models Super 3 The Big 6 Creator:Eisenberg and Berkowitz Year of Development: 1987 Grade level Appropriateness: 3-12+ Curriculum Ties: all curriculum areas. Similar Models: Super 3, 5 A’s, Information Skills (Irving) Details : utilizes critical thinking skills to move systematically through the problem solving process. 6 distinct steps Task Definition, Information Seeking Strategies, Location and Access, Use of Information, Synthesis and Evaluation. Within these steps there are sub-steps that help focus the researcher to focus on the task at hand. • Creator:Eisenberg and Berkowitz • Year of Development: 1987 • Grade level Appropriateness: K-2 • Curriculum Ties: All curriculum areas • Similar Models: The Big 6 • Details : • Derived from the very popular Big 6 approach • problem solving process for the Early Childhood student. • 3 key points PLAN, DO and REVIEW. • align with the the components of Big 6 however, each component utilizes guiding questions to aid in moving through the process. • more linear in its implementation and provides basis for introducing metacognition skills.

  5. Information Search Process INfoSavvy 5 A’s Creator:Ian Jukes Year of Development: 1998 Grade level Appropriateness: 3-8 Curriculum Ties: Developed to assist in web based research, questioning can be used in all areas of inquiry learning and problem solving. Similar Models: The Big 6 Details : developed to assist in identifying information needs to prepare students for the Information Age. With the overwhelming amount of information available through the use of technology, students need a way to focus on what is necessary. Questions are… Asking, Accessing, Analyzing, Applying, Assessing • Creator:Carol Kuhlthau • Year of Development: • Updated 1994 (originally 1985) • Grade level Appropriateness: 3-12+ • Curriculum Ties: Writing • Similar Models: • steps similar to The Big 6 • Affective domain connects thoughts and feelings of the problem solver similar to I-Search and Pathways • Details : • 7 step model: • Task Initiation, Topic Selection, Exploration, Formulation, Information Collection, Preparing Presentation and Assessing the Process. • Intertwined in these stages are emotions which can range from confidence to confusion. • when a project or problem is given to a learner, they may feel confident in the beginning but in time become confused and then will enter uncertainty. • teachers need to be aware of and provide an intervention or teachable moment to meet the needs of the assignment at an appropriate level.

  6. FLIP it! Pathways TO Knowledge Creator:Marjorie Pappas and Ann Tepe Year of Development: 2002 Grade level Appropriateness: 3-12 Similar Models: 8W’s, Research Cycle Curriculum Ties: writing, science and social studies. Details : Nonlinear approach to exploring information. Not all steps are used in every information seeking experience. Based on the researcher’s prior knowledge and experiences how you find, analyze and use information will differ every time. • Creator:Alice Yucht • Year of Development: 1997 • Grade level Appropriateness: 3-12 • Similar Models: Super 3, The Big 6 • Curriculum Ties: • decision making framework. • can be tied to all curriculum areas as well as personal/ social interactions. • Details : • Developed by Yucht and her class of 7th grade students • Together they identified 4 basic steps in the research process and then created a mnemonic to recall the procedure. • Just like its name FLIPit! is not a linear processing model. User are constantly flipping back and forth between evaluating, rethinking and revising.

  7. I-Search Research Cycle Creator:Jamie McKenzie Year of Development: 2000 Grade level Appropriateness: 6-12 Curriculum Ties: Similar Information Processing Models: I did not report on any similar research models, however, INFOZone and The Organized Investigator were mentioned as similar models (McKenzie, 2000). Details : against the thought of research topic selection focuses on the use of good questioning to guide the learning process. process is cyclical involves more decision making and problem solving questions in order for students to create their own unique answers. Steps: Questioning, Planning, Gathering, Sorting and Sifting, Synthesizing, Evaluation, Reporting • Creator:Ken Macorie • Year of Development: 1988 • Grade level Appropriateness: 6-12 • Curriculum Ties: Writing • Similar Models: Pathways,8W’s, Information Search Process • Details : • focuses on identify students’ interests in order to build stronger writers and a better understanding of the research process. • Students are asked to keep a log of information to record their findings, thought and feelings thus creating a greater metacognitive understanding. • Phases: 1. selecting a topic, 2. Designing a search plan, 3. Gathering and Integrating information, 4. Representing knowledge

  8. 8 W’s • Creator:INFOhio • Year of Development: 1998 • Grade level Appropriateness: 9-12 • Curriculum Ties: all content areas. • Similar Models: The Big 6, 8W’s, Information Skills, ISP • Details regarding the Model: • created by the Information Network for Ohio Schools • Provide a consistent information processing model throughout the state and grade levels. • Stages: Develop, Investigate, Analyze, Locate, Organize, Globalize, Understand, Evaluate Information Skills D.I.A.L.O.G.U.E Creator: Annette Lamb Year of Development: early 1990’s Grade level Appropriateness: 3-8 Similar Models : Pathways to Knowledge, The Big 6, DIALOGUE Details : Created to aid in the increase in information access through the growth of technology and the students’ innate desire to explore and question. 8 W words are used to guide students through the process of uncovering, interpreting and expressing new learning. The roles of the participants are as follows: The student is the problem solver, the teacher is the facilitator and technology helps to organize analyze and communicate (Lamb, 2001) 8 W’s Watching, Wondering, Webbing, Wiggling, Weaving, Wrapping, Waving, Wishing • Creator:Ann Irving • Year of Development: 1985 • Grade level Appropriateness: 6-12 • Curriculum Ties: This process involves a cross curricular approach and can be used in all content areas. • Similar Models: Research Cycle and Pathways to Knowledge • Details : • Resource based model • takes teaching and learning styles into consideration when addressing the steps in information processing. • Model also based on the collaboration that teachers, students and librarians must attempt in order to meet cross curricular needs. • Steps:

  9. Grade Level Appropriateness Based on Metacognition and Scaffolding

  10. And the 3 selected models are… Grades 3-5 Grades 9-12 Grades K-2 Grades6-8

  11. Venn Diagram of 3 Chosen Information Processing Models THE BIG 6 THE SUPER 3 The most used information processing models A Simplified version of Big 6 Eisenberg & Berkowitz Systematic/ Linear Model Rely on Scaffolding Bloom’s Taxonomy- Cognitive Level Evaluative 6 step process 1.Task Definition 2.Information Seeking Strategies 3. Location and Access 4. Information Use 5. Synthesis 6. Evaluation 3 step process • Plan • Do • Review Kid friendly terms Reflective questioning to guide Identifying and using the most relevant information 4 step process • Focus • Links • Input • Payoff IF/ THEN Reflection and evaluation occurs at each step if necessary Non-linear Model Ann Yutch A decision making framework for personal and academic/ professional use FLIP IT!

  12. Why these models you ask??? • Find a natural progression from Super 3 to FLIP it! • Some students need a middle step before transitioning them to The Big 6. • The Big 6 is a concise system that provides clearly defined steps, sub skills and guiding questions • FLIP it! Is considered a decision making rubric • it can be beneficial to students in the research process but also in socially developmental time where they are faced with independent decision making.

  13. Applying the Models… • Application of models to grades 2, 5, 8 and 11 • MSDE State Curriculum in the following areas: • Social Studies • Focus: History (5.0) • School Library Media • Harford County Public Schools Social Studies Curriculum • ALA’s Standards for 21st Century Learning

  14. Grade 2: Technology Then and Now

  15. Grade 5: Settling in America

  16. Grade 8: Going West

  17. Grade 11: Industrialization and Technology

  18. Major MSDE School Library Media and 21st Century Learning Standards MSDE SLMS • 1.0 Define and Refine Problem or Question: Students will be able to follow an inquiry process to define a problem, formulate questions, andrefine either or both to meet a personal and/or assigned information need. (AASL 21st 1) • 2.0 Locate and Evaluate Resources and Sources: Students will be able to follow an inquiry process to identify, locate, evaluate, and select resources and sources in a wide variety of formats to meet the information need in an ethical manner. • 3.0 Find, Generate, Record, and Organize Data/Information: Students will be able to follow an inquiry process to find, generate, record, and organize information relevant to the information need in an ethical manner. (AASL 21st 1) • 4.0 Interpret Recorded Data/Information: Students will be able to follow an inquiry process to interpret recorded data/information to create new understandings and knowledge related to the information need in an ethical manner. (AASL 21st 2) • 5.0 Share Findings/Conclusions: Students will be able to follow an inquiry process to share findings/conclusions in an appropriate format to support written, oral, and multimedia information products and evaluate the products and the processes in an ethical manner. (AASL 21st 3) 21st Century Learner • Standard 1- Inquire, think critically and gain knowledge • Standard 2- Draw conclusions, make informed decisions, apply knowledge to new situations, and create new knowledge. • Standard 3- Share knowledge and participate ethically and productively as members of our democratic society.

  19. American Association of School Librarians.(2007). Standards for the 21st century learner. Retrieved from http://www.ala.org/ala/mgrps/divs/aasl/guidelinesandstandards/learningstandards/AASL_Learning_Standards_2007.pdf • Forehand, M. (2005). Bloom's taxonomy: Original and revised.. In M. Orey (Ed.), Emerging perspectives on learning, teaching, and technology. Retrieved • Retrieved from "http://projects.coe.uga.edu/epltt/index.php?title=Bloom%27s_Taxonomy" Callison, D, Lamb, A. (2009). Information age inquiry. Retrieved on October 27 fromhttp://virtualinquiry.com/inquiry/index.htm Eisenberg, M., Berkowitz, R. ( Harford County Public Schools. Social studies curriculum grades 2, 5, 8, 11. Retrieved from Harford County Public Schools Sharepoint Jukes, I., Dosaj. A. & Macdonald, B.(2000) Net savvy: building information literacy in the classroom. Thousand Oaks, California: Corwin Press. Maryland State Department of Education. (2006). Maryland state curriculum: social studies. Retrieved fromhttp://mdk12.org/instruction/curriculum/social_studies/index.html Maryland State Department of Education. (2010, October 26). School library media state curriculum Pre K-8. Retrieved from Harford County Public Schools Sharepoint at https://my.hcps.org/sites/CurriculumandInstruction/LibraryMedia/Elementary%20Curriculum/Maryland%20State%20Library%20Curriculum%20K%20%208/,DanaInfo=hcpsshare+SLM_SC_Accepted_GRpk8.pdf Maryland State Department of Education. (2010, October 26). School library media state curriculum grades 9-12. Retrieved from Harford County Public Schools Sharepoint at https://my.hcps.org/sites/CurriculumandInstruction/LibraryMedia/High%20School%20Curriculum/Maryland%20State%20Library%20Curriculum/,DanaInfo=hcpsshare+SLM_SC_Accepted_GR912.pdf References

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