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Road To Information LiteracyAn Analysis of Information Literacy Process ModelsKelly ShepherdTowson University1

Information Literacy ModelsLets Look at the Landmarks

InfoZone:Created by:Assiniboine South School Division of Winnipeg, Canada

Summary:One of the first websites to incorporate an information process modelSteps:WonderingSeekingChoosingConnectingProducingJudging

Target Population:No information availablehttp://virtualinquiry.com/inquiry/infozone.htm

(Lamb, 2003)

Big6:

Created by:Michael E. Eisenberg Robert E. Berkowitz. 1990Steps:Task definition Information-seeking strategiesLocation and accessInformation Usage SynthesisEvaluationSummary:The Big6 is a nonlinear strategy that can be applied to a wide variety of problems, assignments, and research projects.

Target Population: 3-12http://www.big6.org (Hughes, 2003)

Super3Summary:The Super3 is a subset of the Big6, designed primarily for younger students. The steps are presented in a beginning, middle, and end format

http://www.big6.org Target Population:K-2Steps: PlanDoReview Created by:Michael E. Eisenberg Robert E. Berkowitz 2001

(Robinson, 2008)

Stripling Model of Inquiry:Target Population:K-12

Steps:ConnectWonderFind and evaluate ConstructExpressReflectSummary:Focuses on actively engaging students by building on prior knowledge, generating thoughtful questions, and creating new understandings. Created by:Barbara K. Stripling2003

(Stripling, 2004, 2009, 2010)http://www.loc.gov/teachers/tps/quarterly/0907/article.html

EUREKA:Created by:Joy Alter Hubel2005

Target Population:9-12

Summary:The EUREKA model offers a "memory aid" to help students recall the major steps of the research process. Modeled after the Big6 skills.

Steps:

E - establish a research topicU - understand the variety of possible resourcesR - retrieve the best resources for the jobE - examine and extract the relevant information from those resourcesK - knit the resulting information into a fluid wholeA - assess the product

(Hubel, 2005)

Thoughtful Learning CycleTarget Population:All learners

Steps:REACTSRecallingExplainingAnalyzingChallengingTransformingSynthesizing

10 Step Research Process1. Choose a broad topic2. Get an overview of the topic3. Narrow the topic4. Develop a thesis statement or purpose5. Formulate questions to guide research6. Plan for research7. Find/analyze/evaluate sources8. Evaluate evidence9. Establish conclusions10. Create and present final project

Summary:Learning is a social activity that involves building on prior knowledge and constructing mental modelsCreated by:Barbara K. Stripling Judy M . PittsLate 1980s(Stripling, 1995)(Callison & Lamb, n.d.)http://www.ala.org/ala/mgrps/divs/aasl/aaslpubsandjournals/slmrb/editorschoiceb/infopower/selctstripling1.cfm

Information Seeking ProcessCreated by:Carol Collier Kuhlthau1992

Steps:InitiationSelectionExplorationFormulationCollectionPresentationAssessmentTarget Population:All learnersSummary:Focuses on the emotional needs and reactions of students during the research process. (Kuhlthau, 1997, 2003)http://www.scils.rutgers.edu/-kuhlthau/

I-Search ProcessTarget Population:K-12+Special Education

Steps: Let a topic choose you Search for information Test the information Write the paper in first person Edit the paperSummary:Throughout the research process, students must make the process personally relevant by describing their search process and reflecting on their learning (Milam, 2004)Created by:Ken Macrorie1988Adapted by: Marilyn Joyce Julie Tallman(Callison & Lamb, n.d.)(Education Development Center [EDC], 2000)

http://www.edc.org/FSC/MIH/i-search.html

The Research CycleCreated by:Jamison McKenzie2000

Target Population:K-12

Steps:QuestioningPlanningGatheringSorting and SiftingSynthesizingEvaluatingReportingSummary:The Research Cycle model includes seven steps that help students deal with the massive amounts of both relevant and irrelevant information that is available on the Internet. As they complete the steps, students continue to investigate and refine their results until they are ready to present in a final project or paper. (McKenzie, 1995, 2000)www.fromnowon.org

Flip- It!Steps:F Focus (specifying)L Link/Logistics (strategizing)I - Input/Implementation (sorting, sifting, storing)P Payoff/Proof (solving, showing)I Information (facts and prior knowledge)T Tactical maneuvers and thinking strategies

Summary:The Flip-It! Model uses a mnemonic to help students recall the stages of the research process. It can also be used as a framework for decision-making and problem-solving Target Population:All learnersCreated by:Alice Yucht1988(Yucht, 2000, 2010)http://www.aliceinfo.org/

Pathways to KnowledgeCreated by:Marjorie Pappas Ann Tepe1997

Target Population:K-12Summary:The Pathways to Knowledge model uses a nonlinear, visual format to introduce students to the research process. It is used by the Follett Company.Steps:Appreciation Presearch Search Interpretation Communication Evaluation (Harada & Tepe, 1998)(Callison & Lamb, n.d.)http://www.sparkfactor.com/clients/follett/overview.html

InfoQuest S.T.A.I.R.STarget Population:All learners

Steps:InquiringSearchingOrganizingSharingSummary:InfoQuest uses a game format to teach information literacy skills. Each week, students are presented with a new question that requires them to use library resources to locate the information needed to answer the question. InfoQuest encourages students to use multiple resources, evaluate sources, and document their findings.Created by:Peggy Milam2002(Milam, 2003, 2004)www.infoquestonline.net

Kentucky Virtual Library ModelSummary:The Kentucky Virtual Library utilizes a space exploration theme as the basis for its information literacy model.

Target Population:ElementaryCreated by:Kentucky Virtual Library Kids and Teachers Workgroup2004Steps:1. Plan2. Search for Information3. Take Notes4. Use the InformationReport6. Evaluate(Kentucky Virtual Library Kids and Teachers Workgroup, 2004)http://www.kyvl.org/kids/homebase.html

8Ws of Information InquiryCreated by:Annette Lamb1990

Steps:WatchingWonderingWebbingWigglingWeavingWrappingWavingWishingSummary:This inquiry-based model uses alliteration to help students. The model is based on the premise the children learn and express themselves in unique waysTarget Population:K-5(Callihan & Lamb, n.d.)http://virtualinquiry.com/inquiry/ws.htm

Building Blocks of ResearchCreated by:Debbie Abilock2007

Target Population:6-12Summary:The Building Blocks of Research model can be found on the official website for NoodleTools, creator of bibliographic and note taking software for schools.Steps:EngagingDefiningInitiatingLocatingExamining, Selecting, Comprehending, AssessingRecording, Sorting, Organizing, InterpretingCommunicating, SynthesizingEvaluatinghttp://www.noodletools.com/debbie/literacies/information/1over/infolit1.html (Abilock, 2007)

Pre-SearchTarget Population:Originally designed for middle school, can be extended for K-12

Steps:Pre-searchPlan the searchSearch for informationSelect informationInterpret and record informationEvaluate informationCommunicate informationEvaluate the processSummary:The Pre-Search model emphasizes the importance of building a solid foundation prior to exploring research materials. Created by:Virginia Rankin1992(Rankin, 1992)http://www.virtualinquiry.com/inquiry/presearch.htm Elementary

Middle

High

Finding Our Way:

I-SearchPathways to KnowledgeStripling Model of Inquiry

I-SearchKen Macrorie, 1988http://www.edc.org/FSC/MIH/i-search.html

Students immerse themselves in a theme study by engaging in learning activities and building background knowledge about a topic. Students select research topics based on personal interest. Throughout the research process, students must make the process personally relevant by describing their search process and reflecting on their learning(Milam, 2004)(EDC, 2000)A Closer Look:

I-Search 1. Let a topic choose you 2. Search for information3. Test the information4. Write the paper in first person, including the following:What I want to know about my topicWhy the topic is important to meThe story of my search for informationHow I applied the information I found to my answer5. Edit the paperStages of the ModelI-Search

I-Search(Milam, 2004)

http://www.edc.org/FSC/MIH/i-search.htmlBarbara K. Stripling, 2003http://www.loc.gov/teachers/tps/quarterly/0907/article.html

Based on a constructivist approach to teaching and learning. Actively engages students by building on prior knowledge, generating thoughtful questions, and creating new understandingsEmphasizes reflection and critical thinking so that students can develop the ability to use information literacy skills independentlyA Closer Look:

Stripling Model of Inquiry Stripling(Berger, 2010)ConnectConnect to self, previous knowledgeGain background and contextWonderDevelop questionsMake predication, hypothesisInvestigateFind and evaluate information to answer questions, test hypothesesThink about information to illuminate new questions and hypothesesConstructConstruct new understanding connected to previous knowledgeDraw conclusions about questions and hypothesesExpressApply understanding to a new context, new situationExpress new ideas to share learning with othersReflectReflect on own learningAsk new questions

Stages of the ModelStripling Model of Inquiry (Stripling, 2010)

http://aam.govst.edu/pdfs/StriplingModelInquiry.pdf

Marjorie Pappas and Ann Tepe, 1997http://www.sparkfactor.com/clients/follett/home.html A Closer Look:

Pathways to KnowledgePathways to KnowledgeUses a nonlinear, visual format to introduce students to the research process (Callison & Lamb, n.d.). Used by the Follett Company. The website includes resources to help students understand the model, and use it effectively to conduct research. Constructivist model that helps students learn by building on their prior knowledge (Milam, 2004) Stresses the importance of questioning and authentic learning experience (Callison & Lamb, n.d.). Students use a variety of sources to gather information, and can present their results in any format (Milam, 2004)Appreciation examine the worldPresearch develop an overviewexplore relationshipsSearch identify information providersselect information resourcesseek relevant informationInterpretation interpret informationCommunication apply information share new knowledgeEvaluation evaluate process and productStages of the Model:

Pathways to KnowledgePathways to Knowledge(Pappas & Tepe, 1997)

http://www.sparkfactor.com/clients/follett/home.html

http://www.sparkfactor.com/clients/follett/follett_model_big.html

Comparing the StagesI-SearchStripling Model of InquiryPathways to KnowledgeSelect a topicConnectAppreciationFind informationWonderPresearchInvestigateSearchUse informationConstructInterpretationDeveloping a final productExpressCommunicationReflectEvaluationSimilarities Between the Models

Differences Between the Models

I-SearchStriplings Model of InquiryPathways to KnowledgeExtensive visual models for studentsLayers of complexity allow the model to be used with a wide age-range Appreciation and evaluation stages are incorporated throughout the information gathering process (Harada & Tepe, 1998)

One visual model for studentsUseful for working with primary sources (Stripling, 2009) Emphasizes digital tools, such as Web 2.0 technology (Stripling, 2010)One visual model for instructorsMost useful for elementary aged students, or those with special needsFinal product is written in 1st person (EDC, 2000)

Curriculum AlignmentAligning National, State, and Local StandardsStandards for 21st Century Learners(AASL, 2007)School Library Media Curriculum K-8 (MSDE, 2010)School Library Media Curriculum (HCPS, 2010)Science Curriculum 3-8 (MSDE, 2008)Rocks, Minerals, and Materials Engineering (HCPS, 2010)All learnersGrades 4-5Grade 4Grades 3-5Grade 4Standard 1: Inquire, think critically, and gain knowledgeStandard 1.A. Follow an inquiry processCollections (Standard 3) Select appropriate print and non-print resources and collects relevant information from within a sourceStandard 1.A.1.a Support investigative findings with data found in books, articles, and databases, and identify the sources usedAligned with state curriculum standards see Standard 1.A.1.a1.1.1 Follow an inquiry-based process in seeking knowledge in curricular subjects and make the real-world connection for using this process in own life.1.A.1 Follow an inquiry process and connect the process to real life.Collections (Standard 3)Select appropriate media by identifying an individual purpose.Standard 2.A.2 Cite and describe the processes that cause rapid or low changes in the Earths surfaceEnduring Understanding: Rocks are created by the Earths natural forces and composed of minerals that have unique physical properties.1.2.1 Display initiative and engagement by posing questions and investigating answers beyond a collection of superficial facts.Standard 4.A. Interpret recorded data/ information4.A.1 Evaluate and analyze the quality of recorded information/ data to meet the information need.Organization, Interpretation, and Management (Standard 4) Use research skills to select, record, and reorganize information.2.A.2.c Cite examples that demonstrate how natural agents of wind, water, and ice produce slow changes on the Earths surface.Activity 4Guiding Question: How do weathering and erosion change the earths surface slowly?Standard 3: Share knowledge and participate ethically and productively as members of our democratic society3.1.1 Conclude an inquiry-based research process by sharing new understandings and reflecting on the learningStandard 5.B: Evaluate process and product

B. 1.d Respond to a directed reflection onthe inquiry process and how to use itmore effectively and efficiently.Sharing Findings (Standard 5) Practice using, interpreting, and creating a variety of presentations and demonstrates responsible use of information.2.A.2.a Identify and describe events such as tornadoes, hurricanes, volcanic eruptions, earthquakes, and flooding which change surface features rapidlyActivity 5Guiding Question: How does the earths surface change rapidly?Instructional Level: ElementaryDoes the I-Search Model support the curriculum?

Students use an inquiry-based approach to investigate changes in the Earths surface. Students will connect their information to real life situations The I-Search model works effectively as part of a theme study, such as a study of natural disastersAs part of the final product, students reflect on the inquiry process by explaining the story of their research and how it connects to themStandards for 21st Century Learners(AASL, 2007)School Library Media Curriculum K-8 (MSDE, 2010)School Library Media Curriculum (HCPS, 2010)Science Curriculum 3-8 (MSDE, 2008)Geology Unit(HCPS, 2007-2008)All learnersGrades 6-8Grade 6Grades 6-8Grade 6Standard 2.1.3 Use strategies to draw conclusions from information and apply knowledge to curricular areas, real world situations, and further investigations.Standard 4.B. Create new understandings and knowledge 4.B.1 From the recorded data/ information, ethically create new understandings and knowledge related to the information needEnduring Understanding 5 Information from various resources must be collected, analyzed, evaluated, synthesized and applied to generate new understanding and knowledge. Standard 1.C.1 Develop explanations that explicitly link data from investigations conducted, selected readings, and, when appropriate, contributions from historical discoveries.Aligned with state curriculum standards see Standard 1.C.1Standard 3.1.4 Use technology and other information tools to organize and display knowledge and understanding in ways that others can view, use, and assessStandard 5.A.1 Use a variety of formats to prepare findings/conclusions of the information need for sharingEnduring Understanding 6: Using various formats, design and communicate information for a specific purpose.Standard 2.C.2 Recognize and explain how major geological events are a result of the movement of the earths crustal plates. Standard 2.C.2 Recognize and explain how major geological events are a result of the movement of the earths crustal plates.

Standard 2.1.2 Organize knowledge so that it is usefulStandard 3.C. Record and organize data3.C.1 Record data / information in a variety of formatsEnduring Understanding 4: Information may be organized using study, research, reference, and critical thinking skills.2.C.2.a Recognize and describe the evidence for plate movementLesson 28: Continental DriftLesson 21: Ring of FireStudents will recognize and explain how major geologic events are a result of the movement of the earths crustal platesStandard 2.1.2 Organize knowledge so that it is usefulStandard 3.C. Record and organize data3.C.1 Record data / information in a variety of formatsEnduring Understanding 4: Information may be organized using study, research, reference, and critical thinking skills.

2.C.2.b Recognize and explain that major geologic events occur along crustal boundariesLesson 29: Plate TectonicsLesson 30: Convection ConnectionStudents will recognize and describe the internal and external structure of the earth.Instructional Level: MiddleDoes the Stripling Model of Inquiry support the curriculum?

The model supports the use of a variety of resources, including primary and digital. Students connect their information to real life situations, generate questions, and formulate hypotheses In the Construct stage, students draw conclusions to answer questions and hypotheses In the Express stage, students produce a final product, which will be shared with othersStandards for 21st Century Learners(AASL, 2007)School Library Media Curriculum 9-12 (MSDE, 2010)School Library Media Curriculum (HCPS, 2010)Core Learning Goals - Earth Science (MSDE, 2002)Earth Science Unit(HCPS, 2006)All learnersGrades 9-12Grade 9Grades 9-12Grade 9Standard 1.1.6 Read, view, and listen for information presented in any format (e.g. textual, visual, media, digital) in order to make inferences and gain meaning.Standard 3.A. Find data/ information within a variety of sources 3.A.1 Collaboratively and independently generate new data/information fromobservations, interviews and/or surveys.Enduring Understanding 3: Information may be readily accessed and evaluated through all media types and should meet a specific need. CLG 1 The student will demonstrate ways of thinking and acting inherent in the practice of science. The student will use the language and instruments of science to collect, organize, interpret, calculate, and communicate informationAligned with Core Learning Goals see CLG1Standard 2.1.3 Use strategies to draw conclusions from information and apply knowledge to curricular areas, real world situations, and further investigationsStandard 4.A. Interpret recorded data/information4.A.2 Independently and collaboratively apply critical thinking and problem-solvingstrategies to the recorded data/information to meet the information need.Enduring Understanding 5: Information from various resources must be analyzed, evaluated, synthesized and interpreted appropriately. CLG 2, Expectation 4 The student will analyze the dynamic nature of the geosphere.

Indicator 4.2 The student will explain how the transfer of energy drives the rock cycle

Erosion and Deposition at the BeachStudents will identify the causes of erosion, explain how erosion can be controlled along a coastline, and design an erosion control method for Ocean City

Standard 2.1.4 Use technology and other information tools to analyze and organize informationStandard 4.A. Interpret recorded data/information4.A.1 Independently and collaboratively evaluate and analyze recorded data/informationto meet the information need.Enduring Understanding 5: Information from various resources must be analyzed, evaluated, synthesized and interpreted appropriately.

CLG 2, Expectation 3 The student will explain how the transfer of energy and matter affect Earth systems

Indicator 3.2 The student will explain how global conditions are affected when natural and human-induced changes alter the transfer of energy and matter.Comparing Climate and WeatherStudents will identify the weather trends that determine the climate of an area. Students will use internet resources to compare the climates of two locations and draw conclusions about what factors cause differences in climate.Instructional Level: HighDoes Pathways to Knowledge support the curriculum?

Visual models support independent use of research strategies, which is expected for high school students . Supports the use of multiple sources of information Includes the same higher-level thinking skills that are infused into the high school curriculumAs part of the final product, students reflect on the inquiry process by explaining the story of their research and how it connects to them

AudienceAudience Comprehension and ScaffoldingAudience ComprehensionI-Search Gr. K-8Stripling Model of Inquiry Gr. 3-12Pathways to Knowledge Gr. 3-12Addressing the needs of diverse learnersDo the models address the needs of diverse learners?

I-SearchStripling Model of InquiryPathways to KnowledgeScaffolding ProcessNew scaffolded task(Robb, 2008)Gradual Release of ResponsibilityScaffolding the Models(EDC, 2000)Scaffolding the Models(Berger, 2009)Scaffolding the Models(Harada & Tepe, 1998)47The Importance of Information Literacy ModelsUsing effective information literacy process models ensures that our students leave school with a full tank of skills and strategies that will allow them to access information, draw conclusions, and create new knowledge (AASL, 2007).

Road To Information Literacy

TheBeginningReferences

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