ilp ms seale_van_hooijdonk-1
TRANSCRIPT
Information Literacy Process Models
Stephanie SealeStephanie VanHooijdonk
Rationale
• I-LEARN– Discovered through research as being
an emerging model
• Big 6– Prince George’s County model
I-LEARN
The Big 6
Common Core Connection
• I-LEARN– Reading• 1 Read closely to determine what the text says
explicitly: LocateFocus, Extract• 1 Cite specific textual evidence: ApplyOrganize• 2 Summarize key supporting details and ideas:
ApplyGenerate• 8 Evaluate specific claims and validity of reasoning:
EvaluateAuthority, Relevance• 10 Read literary and informational texts independently
and proficiently: KnowInternalize
Common Core Connection• I-LEARN– Writing
• 1 Write arguments to support claims in an analysis of substantive topics: ApplyGenerate, Communicate
• 2 Effective selection, organization, and analysis of content: LocateFocus, Extract; EvaluateAuthority, Relevance
• 4 Produce clear writing appropriate to task, purpose, and audience: ApplyCommunicate; ReflectAnalyze
• 5 Strengthen writing by editing, rewriting, or trying a new approach: ReflectRevise, Refine
• 8 Gather relevant information from multiple print and digital sources: LocateFind; Evaluate
Common Core Connection• Big 6– Reading• 1 Cite textual evidence to support analysis: 5. Synthesis• 2 Determine central idea: 4. Use of Information• 4 Determine meaning of words and phrases: 4. Use of
Information• 6 Determine author’s point of view: 2. Information
Seeking• 7 Integrate information: 5. Synthesis• 8 Evaluate claims supported by text: 2. Information
Seeking
Common Core Connection• Big 6– Writing
• 1 Write arguments to support claims: 5. Synthesis• 2 Write informative/explanatory text: 3. Location and
Access, 4. Use of Information, 5. Synthesis• 4 Produce clear and coherent writing: 5. Synthesis• 5 Develop and strengthen writing with writing process: 6.
Evaluation• 8 Gather relevant information from multiple sources: 4. Use
of Information• 9 Evidence to support analysis: 5. Synthesis• 10 Write routinely for a variety of tasks: 6. Evaluation
I-LEARN and Big 6 Similarities
I-LEARN and Big 6 Differences
I-LEARN• Movement between stages• Activating curiosity• Quality of information• Personal meaning
Big 6• Linear process• A given task• Judging product and
process• Meeting requirements
Guided Inquiry Comparison
• Stimulates motivation, attention, curiosity, discovery, and personal connection
– Open, Immerse, and Explore before identifying problem or question
• Information-seeking occurs before (Explore) and after (Gather) focus question
• Encourages collaborative learning and sense of community (Share)
• Types of learning include learning how to learn and social skills
Content Critical Thinking Model• Scientific Method
1. Ask a Question2. Make Observations and Conduct Background Research3. Propose a Hypothesis4. Design an Experiment to Test the Hypothesis5. Test the Hypothesis6. Accept or Reject Hypothesis/Draw Conclusions
• I-LEARN and Big 6– Step 1 of Big 6 and Identify
stage relate to task definition
– Steps 2 and 3 of Big 6 relate to background research, Locate and Evaluate from I-LEARN
– Apply from I-LEARN relates to designing an experiment
– Step 6 is Reflecting (I-LEARN and drawing/writing conclusions
Slam Dunk Evidence• A Tale to Be Told– Step 1: Begins with videos and a question, How are
folktales different from other stories?– Step 2: Teacher provided resources for sources– Step 3: Students use teacher provided resources to gather
necessary information– Step 4: Students will watch and read to retrieve
information to complete activities– Step 5: Students will become an expert on a particular
type of folktale, write folktales– Step 6: Produce voicethread and share with other
students, is the question, How are folktales different from other stories answered?
Slam Dunk Evidence
• Cinderella: A Cultural Adventure• IdentifyActivate: Begins with video and question, “How are
cultural values reflected in literature?”• LocateFocus, Find, Extract: Provides guiding databases and texts• Evaluate: Choose relevant cultural elements• ApplyGenerate: Take notes on Cultural Elements chart to
construct new understanding• ApplyCommunicate: Compose own version of Cinderella story
incorporating cultural elements from research• KnowInternalize, Personalize: Enrichment activity of creating
movie trailer for story
References
• Kuhlthau, C.C., Maniotes, L.K., & Caspari, A.K. (2012). Guided inquiry design: A framework for inquiry in your school. Santa Barbara, CA: Libraries Unlimited.
• Neuman, D. (2011). Constructing knowledge in the twenty-first century: I-LEARN and using information as a tool for learning. School Library Media Research, 14. Retrieved from ERIC
• http://www.corestandards.org/assets/CCSSI_ELA%20Standards.pdf
• http://janetsinfo.com/Big6_CCSSIStds.htm• http://www.bcps.org/offices/lis/models/aboutmodels.html• http://big6.com/