The document outlines several models for academic information seeking, including the Big 6 model and Kuhlthau's model of the library search process. The Big 6 model involves determining the information problem, brainstorming questions, selecting keywords, seeking and evaluating sources, gathering resources, organizing information, and presenting findings. Kuhlthau's model describes the typical emotions experienced during each stage of the search process, from initial uncertainty to feeling satisfied or dissatisfied upon completion. The document also discusses what constitutes plagiarism and strategies for avoiding it, such as using quotation marks, paraphrasing in your own words, and properly citing all sources.

1. Some models for academic
information-seeking

2. - Determine the information problem to be solved
- Brainstorm questions – what you need to know
- Pick out key words embedded in your questions
- Seek a variety of print and electronic materials for sources
- Use appropriate criteria – authority, reliability, coverage, currency -- for
selecting sources.
- Gather resources
- Determine if the source is usable
- Access appropriate information systems, including AVL
online databases, library catalog, and Internet.
- Distinguish facts from opinion
- Accurately and completely summarize or paraphrase the
main idea and supporting details and cite sources
- Read, listen, view, and touch carefully to acquire information.
- Organize information in a clear and systematic way
- Present information in ways appropriate to the assignment
- Produce products to communicate content.
- Assess your product for completeness, strengths, and weaknesses
- Determine the need for further information.
Big 6 Model from Mike Eisenberg and Bob Berkowitz http://www.big6.com/

3. From University of Alberta, “Focus
on Inquiry,” 2004:
http://www.education.gov.ab.ca/k_1
2/curriculum/bysubject/focusoninqui
ry.pdf

4. Kuhlthau’s Model of the Library
Search Process
Stage one: Task Initiation (Assignment)
Feelings of uncertainty
Stage two: Topic Selection
Feelings of optimism
Stage three: Pre-focus Exploration
Feelings of confusion, frustration, doubt

5. Kuhlthau’s Model of the Library
Search Process
Stage four: Focus Formulation
Feelings of clarity
Stage five: Information Collection
Feelings of direction and confidence
Stage six: Search Closue
Feelings of relief
Stage seven: Start writing
Feelings of satisfaction or dissatisfaction

9. What is plagiarism and
how to avoid it…

10. Defining plagiarism
“….the act of appropriating the literary
composition of another author, or
excerpts, ideas, or passages
therefrom, and passing the material
off as one's own creation.”
from “Glossary of Library Terms,” University of Colorodo
at Boulder Libraries,
http://ucblibraries.colorado.edu/about/glossary.htm

11. Direct transfer of material from
original sources
 If you use someone else’s phrasing
without putting it in quotes, you have
blatantly plagiarized.
 Even if you add the source in your
bibliography or works cited, it is still
plagiarism.

12. Paraphrasing someone’s
thoughts on an issue
 When rewriting someone else’s
words, sentences with similar
vocabulary and grammatical structure
as the original source can be
construed as plagiarism.
 The best strategy is to put the text in
your own words, and use either the
body of your paper parenthetical
documentation to cite the author.

13. Someone else’s original ideas
 Give credit to unique ideas and
theories others have thought up.
 If you present the ideas of another
individual without crediting them, you
have committed plagiarism.
 The most obvious and commonly held
ideas might not have to be credited.
 When in doubt, attribute.

14. Avoiding Plagiarism
 Always enclose phrases from your
source text in quotation marks. This is
the easiest way to avoid plagiarism.
 When paraphrasing, be sure you are
changing rather than rearranging words.
 Even when you have rewritten phrases
in your own words, you must credit the
original source.

15. YES! You need to use
Is it plagiarism? quotes and to cite your
source
You read: You write:
“Nineteen percent of
full-time freshmen say Nineteen percent of full-
they spend only 1 to 5 time freshmen say they
hours per week spend only 1 to 5 hours
preparing for classes…” per week preparing for
classes.
From: Young, Jeffrey R.
Homework? What Homework?
Chronicle of Higher Education, 49
(15).12/6/2002.

16. Is it plagiarism? Yes! You must
credit your source
if you paraphrase
You read: text.
"Students are studying about
one-third as much as faculty
say they ought to, to do well,"
said George D. Kuh, director You write:
of the survey and a professor Most students spend
of higher education at about one-third as
Indiana University at much time studying as
Bloomington. faculty say they should.
From: Young, Jeffrey R. Homework? What
Homework? Chronicle of Higher Education, 49
(15).12/6/2002

17. No. As long as you have
included the Young
Is it plagiarism? article in your
bibliography, you have
properly cited your
You read: source.
"Students are studying about one-
You write:
third as much as faculty say they
ought to, to do well," said George According to George D.
D. Kuh, director of the survey and Kuh at Indiana
a professor of higher education at University, students
Indiana University at Bloomington. study about one-third of
the time that is
From: Young, Jeffrey R. Homework?
expected by faculty
What Homework? Chronicle of Higher (Young, 2002).
Education, 49 (15).12/6/2002

18. No. Commonly known
Is it plagiarism? facts or ideas do not have
to be cited. (Can you find
this information in at least
You read: five sources?)
“The tip given most You write:
consistently by professors
and college officials is that
students should simply do College students should
their homework. The most do their homework.
commonly prescribed
amount is at least two hours
of class preparation for
every hour spent in the
classroom…”
From: Young, Jeffrey R. Homework?
What Homework? Chronicle of Higher
Education, 49 (15).12/6/2002

19. Yes! You need to credit the
Is it plagiarism? source of images and
other media as well as
text.
You find:
Your title page:
Should we or
shouldn’t we protect
the gray wolf?
Gray wolf (Canis lupus).
by Buckhorn Senior
© Jeff Lepore/Photo Researchers
Wolf. Encyclopædia Britannica. Retrieved March 31,
2004, from Encyclopædia Britannica Online.
Sept. 1, 2006
<http://search.eb.com/eb/article?eu=79400>