The document discusses various information search models that can be used to teach students research and problem-solving skills. It summarizes 12 different models, including the INFOhio DIALOGUE Model, I-Search, Pathways to Knowledge, Ws of Information Inquiry, Research Cycle, Carol Kuhlthau’s ISP, Big6, Super3, Savvy Seven Research Model, and emphasizes the importance of having a school-wide model to provide a common language and scaffolding for students. It also notes the library media specialist should make multiple models available for teachers to consider.

1. Models of Information
Searching
LIB 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
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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
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
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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-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).
7

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
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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.
9

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
10

11. Research Cycle
Questioning
Planning
Gathering
Sorting & Sifting
Synthesizing
Evaluating
Reporting * (after several repetitions
of the cycle)
11

12. Stripling and Pitts Research
Process Model
1. Choose a broad topic
2. Get an overview
3. Narrow the topic
4. Develop thesis statement
5. Formulate questions Barbara
6. Plan for research Stripling, professor of
practice at Syracuse
7. Find, analyze, evaluate University School of
Information Studies
8. Evaluate evidence (iSchool) from 1/1/2012
9. Establish conclusions
10. Create and present final product
 Barbara Stripling and Judy Pitts
12

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. http://www.ucalgary.ca/~ahayden/kuhlth.html 14

15. Guided Inquiry
Guided Inquiry: Learning in the 21st Century
by Carol C. Kuhlthau, Leslie K. Maniotes, and
Ann 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.
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18. The Big6 for Grades 3-6
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19. The Super3
19

20. An adaptation of the Big 6
1. 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?
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21. The Savvy Seven Research
Model
Developed by Nancy Miller and Connie Champlin
1. 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
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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]
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