Research Models


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Research Models

  1. 1. Wendy Stephens Library Research Models MCLA September 11, 2009
  2. 2. Some Library Research Models “Beyond location” Most existing models created in the 1980s (Callison, 2007) A response to the dramatically increasing amount of information available? Developmentally appropriate Perhaps best used to accomplish information literacy instruction in collaboration with content area curricular goals?
  3. 3. Kuhlthau’s Information Search Process (ISP) Task Topic Pre-focus Focus Information Preparing Assessing Initiation Selection Exploratio Formulatio Collection to Write Searching n n Prepare for Decide on Investigate Formulate a focus Gather Conclude Evaluating the selecting topic topic information with based from information to search for research process Task intent to find information define, extend, & information focus encountered support the focus Contemplate Compare topic Unable to always Thoughts: predict Define, extend, & Identify any An increase in self- assignment, criteria to express precise outcome, consider elaborate on additional awareness, identify prior learning, personal information again focus, select most information for problems and Thoughts consider interest, needed, identify requirements of pertinent specific gaps, successes options information several assignment, information, notice much available, time possibilities for available organize notes information allotted focus resources redundant Apprehension Confusion, Confusion, Optimism, Realize extensive Relief, Sense of and anxiety, brief doubt, confidence in work completed & satisfaction, but accomplishment, Feelings uncertainty elation, uncertainty ability to complete gain confidence in disappointment perhaps anticipation task project work if not all needs disappointment met Talk with Consult with Locate relevant Consider project Seek out specific Review sources, Evaluate evidence others, browse others, read for information, list themes and focus resources in confirm of meeting focus, overview interesting facts, libraries and take information and use of time, use of Actions ideas, names detailed notes complete resources, use of and events, relevant to focus bibliography, library and maintain citations construct outline librarians Brainstorm, Discuss Tolerate Chose a particular Use descriptors to Return to library Visualize the discuss, options, read inconsistency focus and discard refine search and to make a process in time line tolerate widely and others or combine locate most summary search or chart format; writ uncertainty incompatibility of several themes pertinent ensuring all an evaluative Strategies information, into one information, seek information summary especially with additional info. leads have been statements, discuss own assumptions formats exhausted problems w/ teacher, librarian
  4. 4. Alice Yucht’s Flip It Focus – keywords and search terms to be used Links – locations and call numbers of resources Input – kinds of information needed; note taking and bibliographic information Properties – use a variety of sources, share materials, put materials away
  5. 5. Alberta Inquiry Model
  6. 6. Alberta Inquiry Model Phases Inquiry Skills and Strategies Planning Establish topic and topic focus Identify information sources Identify audience and presentation format Establish evaluation criteria Retrieving Develop information retrieval plan Locate resources Collect resources Select relevant information Processing Evaluate information Choose pertinent information Record information Make connections and inferences Creating Organize information Create product Think about the audience Revise and edit Sharing Understand the audience Present findings Demonstrate appropriate behavior Evaluating Evaluate product Evaluate inquiry procedures Transfer learning to new students, including beyond school
  7. 7. Information Problem Solving (Eisenberg & Berkowitz, 1988) A metacognitive scaffold Helps students to visualize the problem-solving process gain confidence in larger information literacy and management assignments can be learned quickly, which makes it ideal for younger students
  8. 8. Eisenberg & Berkowitz’s Big6 Stage Aspects Task Definition 1.1 Define the problem 1.2 Identify information requirements Information Seeking Strategies 2.1 Determine a range of sources 2.2 Prioritize sources Location and Access 3.1 Locate sources 3.2 Find information Information Use 4.1 Engage with information (read/view/listen) 4.2 Extract information Synthesis 5.1 Organize information 5.2 Present information Evaluation 6.1 Judge the product 6.2 Judge the process
  9. 9.
  10. 10. Task Definition
  11. 11. Task Definition
  12. 12. Task Definition
  13. 13. Information- Seeking Strategies Brainstorming
  14. 14. Information- Seeking Strategies Evaluating resources
  15. 15. Information- Seeking Strategies Alternative search engines
  16. 16. Information- Seeking Strategies Reviewing search strategies
  17. 17. Location and Access Pathfinders
  18. 18. Location and Access
  19. 19. Location and Access
  20. 20. Notetaking: citation, summary, Information Use paraphrase, and quotation
  21. 21. Information Use Organization of information
  22. 22. Information Use Citation formulation and management
  23. 23. Information Use Copyright and plagiarism
  24. 24. Information Use Copyright and plagiarism
  25. 25.
  26. 26. Big 6 • Super 3 Task Definition Plan Information Seeking Strategies Location and Access Do Information Use Review Synthesis Evaluation