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Models of Information Literacy

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  • 1. LIB 601 Libraries and Learning Fall 2011
    Models of Information Searching
  • 2. 2
    What is the function of an information search model?
    Ken Haycock:
    An information process model, as a support structure, fosters the development of research, problem-solving and metacognitive skills through the collaboration of the classroom teacher and teacher-librarian. These concise models inform students of the problem-solving process and provide context for the assignment.    When young researchers understand an information process model, they can comprehend the extent of the task facing them and the necessary strategies to complete it.
    Information Process Models Teacher Librarian 32 no1 34 Oct. 2004
  • 3. 3
    Advantages of a school-wide model
    Haycock:
    When teachers and students understand an information process model, they use common vocabulary to clarify terminology and label behaviors, each necessary to enhance metacognition.    A school-wide information process model allows students to gradually develop expert use patterns that enable them to reduce reliance on the scaffold and to use the model in different contexts, both in and out of school.
    Information Process Models
  • 4. 4
    INFOhio DIALOGUE Model for Information Literacy Skills
    Define:
    Explore/Identify the need for the information
    Determine the basic question
    Initiate
    “Distressing ignorance”
    Assess
    Identify keywords, concepts, and possible resources
    Consider information literacy skills
    “Tapping prior knowledge” and “Building background”
  • 5. 5
    INFOhio DIALOGUE Model
    Locate
    Identify possible sources of information
    Develop a search strategy
    Locate and retrieve available resources
    Organize
    Identify the best and most useful information sources
    Evaluate the information retrieved
  • 6. 6
    INFOhio DIALOGUE Model
    Guide
    Search log or journal
    Student assistance and review
    Educator assistance and review
    Use
    Determine presentation format
    Present results
    Communication information
    Evaluate
    Evaluate the project/results
    Evaluate the process
    Assess the teaching and learning
    Copyright © 1998 by INFOhio – The Information Network for Ohio Schools
  • 7. 7
    I-Search
    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
    Read A Process Approach: The I-Search with Grade 5: They Learn! by Carol Bowen in Teacher Librarian (Dec 2002, Vol, 29, Issue 2, p14, 4p).
  • 8. 8
    Pathways to Knowledge
    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
  • 9. 9
    Pathways to Knowledge
    Communication
    Apply information; share new knowledge
    Evaluation
    Evaluate process and product
    The Pathways to Knowledge website is no longer available
    Sponsored by Follett
    Read Harada, V., & Tepe, A. (1998). Pathways to knowledge. Teacher Librarian, 26(2), 9. Retrieved Thursday, October 19, 2006 from the Academic Search Premier database.
  • 10. 10
    Ws of Information Inquiry
    Watching (Exploring)
    Wondering (Questioning)
    Webbing (Searching)
    Wiggling (Evaluating)
    Weaving (Synthesizing)
    Wrapping (Creating)
    Waving (Communicating)
    Wishing (Assessing)
    Developed by Annette Lamb in the early 1990s
  • 11. 11
    Research Cycle
    Questioning
    Planning
    Gathering
    Sorting & Sifting
    Synthesizing
    Evaluating
    Reporting * (after several repetitions of the cycle)
  • 12. Choose a broad topic
    Get an overview
    Narrow the topic
    Develop thesis statement
    Formulate questions
    Plan for research
    Find, analyze, evaluate
    Evaluate evidence
    Establish conclusions
    Create and present final product
    Barbara Stripling and Judy Pitts
    12
    Stripling and Pitts Research Process Model
    Barbara Stripling, professor of practice at Syracuse University School of Information Studies (iSchool) from 1/1/2012
  • 13. Carol Kuhlthau’s ISP
    Information Search Process
    The Information Search Process (ISP) is a six stage model of the users’ holistic experience in the process of information seeking.  The ISP model, based on two decades of empirical research, identifies three realms of experience: the affective (feelings), the cognitive (thoughts) and the physical (actions) common to each stage. 
    Abstract
    13
  • 14. 14
    http://www.ucalgary.ca/~ahayden/kuhlth.html
  • 15. Guided Inquiry
    Guided Inquiry: Learning in the 21st Centuryby Carol C. Kuhlthau, Leslie K. Maniotes, and Ann K. Caspari. Libraries Unlimited, 2007
    Guided Inquiry is an approach based on Kuhlthau’s ISP, enhanced to offer “an integrated unit of inquiry planned and guided by an instructional team of a school librarian and teachers, together allowing students to gain deeper understandings of subject area curriculum content and information literacy concepts.  It combines often overlooked outside resources with materials in the school library.  The team guides students toward developing skills and abilities necessary for the workplace and daily living in the rapidly changing information environment of the 21st century. ”
    Introduction to Guided Inquiry – what is it, what’s new, why now?
    15
  • 16. Need for inventory of expertise
    Building Guided InquiryTeams for 21st-Century Learners
    Teachers and school librarians experienced in collaborative team teaching have a good basis for implementing this flexible team approach. They can effectively build on what is already in place. The first step is for participants to take inventory of the expertise at the school—where are the strengths? What areas need to be developed? How will gaps be filled?
    Carol C. Kuhlthau and Leslie K. ManiotesSchool Library Monthly/Volume XXVI, Number 5/January 2010
    16
  • 17. 17
    Big6™ Skills
    What is the Big6?
    Developed by educators Mike Eisenberg and Bob Berkowitz, the Big6 is the most widely-known and widely-used approach to teaching information and technology skills in the world.
    Some people call the Big6 an information problem-solving strategy because with the Big6, students are able to handle any problem, assignment, decision or task. Here are the six stages we call the BIG6.
  • 18. 18
    The Big6 for Grades 3-6
  • 19. 19
    The Super3
  • 20. 20
    An adaptation of the Big 6
    Assignment
    • What am I supposed to do?
    Plan of Action
    • How do I get the job done?
    Doing the Job
    • Let’s do it!
    Product Evaluation
    • What do I have to show for it?
    Process Evaluation
    • How well did I do?
  • 21
    The Savvy Seven Research Model
    Developed by Nancy Miller and Connie Champlin
    What is the Question?
    What Resources Should I Use?
    How Do I Find the Information?
    How Do I Gather the Information?
    Which Information Do I Use?
    How Do I Share What I Learned?
    How Do I Evaluate My Work?
    • http://www.davidvl.org/savvy7.html
  • 22
    So Many Research Models
    Research Models
    The library media specialist should have numerous examples of research process models available for consideration by the faculty and can take the lead in teaching this concept to the faculty as a whole.
    [The website is no longer available]
  • 21. 23

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