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Models of Information Searching
Models of Information Searching
Models of Information Searching
Models of Information Searching
Models of Information Searching
Models of Information Searching
Models of Information Searching
Models of Information Searching
Models of Information Searching
Models of Information Searching
Models of Information Searching
Models of Information Searching
Models of Information Searching
Models of Information Searching
Models of Information Searching
Models of Information Searching
Models of Information Searching
Models of Information Searching
Models of Information Searching
Models of Information Searching
Models of Information Searching
Models of Information Searching
Models of Information Searching
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Models of Information Searching

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  • 1. Models of Information SearchingLIB 601 Libraries and Learning Fall 2012
  • 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 2
  • 3. Advantages of a school- wide modelHaycock: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 3
  • 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‖ 4
  • 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 5
  • 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 6
  • 7. I-SearchSelecting a topicexploring interests, discussing ideas, browsing resourcesFinding informationgenerating questions, exploring resourcesUsing informationtaking notes, analyzing materialsDeveloping 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). 7
  • 8. Pathways to KnowledgeAppreciation and EnjoymentExamine the worldPresearchDevelop an overview; explore relationshipsSearchIdentify information providers; select information resources; seek relevant informationInterpretationInterpret information 8
  • 9. Pathways to KnowledgeCommunicationApply information; share new knowledgeEvaluation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. 9
  • 10. Ws of Information InquiryWatching (Exploring)Wondering (Questioning)Webbing (Searching)Wiggling (Evaluating)Weaving (Synthesizing)Wrapping (Creating)Waving (Communicating)Wishing (Assessing)Developed by Annette Lamb in the early 1990s 10
  • 11. Research Cycle Questioning Planning Gathering Sorting & Sifting Synthesizing Evaluating Reporting * (after several repetitionsof the cycle) 11
  • 12. Stripling and Pitts Research Process Model1. Choose a broad topic2. Get an overview3. Narrow the topic4. Develop thesis statement5. Formulate questions Barbara6. Plan for research Stripling, professor of practice at Syracuse7. Find, analyze, evaluate University School of Information Studies8. Evaluate evidence (iSchool) from 1/1/20129. Establish conclusions10. Create and present final product  Barbara Stripling and Judy Pitts 12
  • 13. Carol Kuhlthau’s ISPInformation 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. http://www.ucalgary.ca/~ahayden/kuhlth.html 14
  • 15. Guided InquiryGuided Inquiry: Learning in the 21st Centuryby Carol C. Kuhlthau, Leslie K. Maniotes, andAnn K. Caspari. Libraries Unlimited, 2007 https://icwc.wikispaces.com/file/view/Guided+Inquiry.doc 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. Maniotes School Library Monthly/Volume XXVI, Number 5/January 2010 16
  • 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. 17
  • 18. The Big6 for Grades 3-6 18
  • 19. The Super3 19
  • 20. An adaptation of the Big 61. Assignment • What am I supposed to do?2. Plan of Action • How do I get the job done?3. Doing the Job • Let’s do it!4. Product Evaluation • What do I have to show for it?5. Process Evaluation • How well did I do? 20
  • 21. The Savvy Seven Research Model Developed by Nancy Miller and Connie Champlin1. What is the Question?2. What Resources Should I Use?3. How Do I Find the Information?4. How Do I Gather the Information?5. Which Information Do I Use?6. How Do I Share What I Learned?7. How Do I Evaluate My Work?  http://www.davidvl.org/savvy7.html 21
  • 22. So Many Research ModelsResearch 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] 22
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