This document provides an overview of several different information search and research process models that can be used to teach students information literacy skills: 1. The INFOhio DIALOGUE Model outlines a 6-step process for students to Define, Initiate, Locate, Organize, Guide, and Use information to complete research projects. 2. The I-Search model involves students Selecting a topic, Finding information, Using information, Developing a final product, and allows them to take ownership of their research. 3. The Pathways to Knowledge model focuses on Appreciation and Enjoyment, Presearch, Search, Interpretation, Communication, Evaluation, and sharing new knowledge gained through research.

1. LIB 601 Libraries and Learning Fall 2010 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 Go to the Pathways to Knowledge website for more information 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. Pathways to Knowledge 10

11. 11 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

12. 12 Research Cycle Questioning Planning Gathering Sorting & Sifting Synthesizing Evaluating Reporting * (after several repetitions of the cycle)

13. 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 13 Stripling and Pitts Research Process Model Barbara Stripling, director of library services for the New York City Department of Education

14. 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 14

15. 15 http://www.ucalgary.ca/~ahayden/kuhlth.html

16. 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? 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

21. 23