INFORMATION LITERACY PROCESS MODELS EVALUATION

By: Renee Janssen Fall 2008

ISTC 651/ Information Literacy and Access

Instructor: Dr. Cheeks

Timeline

Part 1: A Brief Look

12 Different Information Literacy Process Models. Information Literacy Model Appropriate for Grades Creator(s)

Information Skills K- 12

Ann Irving (1985)

I-Search model 6- 12 Ken Macrorie (1988)

The REACTS Taxonomy 6- 12 Barbara Stripling and Judy Pitts (1988)

Information Search Process 6-12 Carol Kuhlthau (1989)

The Big Six (2-12) / The Super 3 (K-2) K- 12 Mike Eisenberg &Bob Berkowitz (1990)

8 W's Model K- 5 Annette Lamb (1990)

Pathways to Knowledge 6-12 Marjorie Pappas and Ann Tepe (1995)

Research Cycle K-12

Jamie McKenzie (1995)

FLIP IT K-12

Alice Yucht (1997)

5 A's K-12

Ian Jukes (2000)

Building Blocks of Research K-12 Debbie Abiloch (2004)

Information Literacy Process K-12 Baltimore County Public Schools. (2005)

A Brief Look: The Information Skills Model

The Information Skills Model was first published by Ann Irving and the British Library Research and Development Department in 1985.

Irving’s work emphasizes that the research process is connected to all parts of life.

She believes in a cross- curriculum approach and advocates for collaboration amongst educators.

Irving approach is a resource based learning approach that focuses on the needs of individual children.

Click here to learn more about resource based learning.

The Information Skills Model:

1. Formulating2. Identifying3. Tracing4. Examining5. Using6. Recording7. Interpreting8. Shaping9. Evaluating

(Callison & Lamb,2005)

A Brief Look: I-Search model

The Information Skills Model was first published by Ken Macrorie in The I-Search Paper in1988.

Macrorie’s work emphasizes the role of each individual student’s knowledge, interest, feelings and questions.

Macrorie’s approach is a inquiry based learning approach that focuses on the educational power of holistic student involvement.

Therefore the I-Search Model is a flexible that can be tailored to meet the needs of a multitude of different classrooms, students, or projects.

Click here to learn more about inquiry based learning.

The I- Search Model:

1. Student immersion in the theme to allow students to generate personally relevant questions.2. Search plan development3. Gather, analyze, summarize, and integrate information4. Produce, draft, revise, finalize, and share/ publish

(Baas, 2008; Hughes-Hassell &Wheelock, 2001)

A Brief Look: The REACTS Taxonomy Model

The Reacts Taxonomy Model and The ten steps in the Thoughtful Learning Process where first developed by Barbara Stripling and Judy Pitts in the late 1980’s.

Pitts and Stripling’s work emphasizes the need for higher level thinking during the research process so that students produce a higher level product.

Therefore the Reacts Taxonomy Model and the Thoughtful Learning Process encourage users to question and internalize concepts and synthesize ideas throughout the process.

Click here to learn more about synthesizing ideas.

The Reacts Taxonomy Model:

1. Recalling 2. Explaining 3. Analyzing 4. Challenging 5. Transforming 6. Synthesizing

(Callison & Lamb,2005)

Thoughtful Learning Process:

1. Choose a broad topic2. Get an overview3. Narrow the topic4. Develop thesis statement5. Formulate questions6. Plan for research7. Find, analyze, evaluate8. Evaluate evidence9. Establish conclusions10. Create and present final product

A Brief Look: Information Search Process Model

The Information Search Process Model (ISP) was first published by Carol Kuhlthau in 1989.

Kuhlthau’s work emphasizes the role of learners feelings, thoughts, and actions throughout the research process.

Kuhlthau’s approach is a holistic approach that focuses on the users entire range of experiences during the research process.

Therefore ISM enables users and educators to identify the thoughts and feelings that generally occur at each stage in the research process. So they can work to remedy or avoid feelings of confusion or upset.

Click here to learn more about the feelings, thoughts, and actions common to each ISM stage.

The ISP Model:

1. Initiation2. Selection3. Exploration4. Formulation5. Collection6. Presentation

(Kuhlthau,2008)

A Brief Look: The Big 6 and Super 3 Models

The Big 6 and Super 3 models were first published by Mike Eisenberg and Bob Berkowitz in 1990.

The Big 6 and Super 3 models emphasize students working smarter during the research process, not harder or faster.

Eisenberg and Berkowitz claim that the tasks Big 6 provides are present in all successful research assignments. If these items are addressed, possibly out of the designated order, than the user will be led through the research process in a way that is effective and easy to understand/ teach.

Click here to learn more about the stages and sub-stages Big 6 and Super 3 provide

The Super 3 Model: (grades K- 2)

1.Plan 2.Do 3.Review

The Big 6 Model: (grades 2- 12)

1. Task Definition2. Information Seeking Strategies 3. Location and Access4. Use of Information5. Synthesis6. Evaluation

(Eisenberg& Berkowitz, 2008)

A Brief Look: 8 W's Model

The 8 W’s Model was first published by Annette Lamb in 1990.

Lamb’s work put an engaging spin on the research process.

Lamb’s approach is an inquiry or project-based learning/community based learning approach that focuses on instructional material that is relevant to the students interests and everyday life.

Therefore 8 W’s Model is flexible and caters to the needs of each individual child.

Click here to view a chart of the 8 W’s model.

The 8 W’s Model:

1. Watching (Exploring)2. Wondering (Questioning)3. Webbing (Searching)4. Wiggling (Evaluating)5. Weaving (Synthesizing)6. Wrapping (Creating)7. Waving (Communicating)8. Wishing (Assessing)

(Callison & Lamb,2005)

A Brief Look: The Pathways to Knowledge Model

The Pathways to Knowledge Model was first published by Marjorie Pappas and Ann Tepe in 1995.

Pappas and Tepe emphasize questioning and authentic learning that focuses on collaborative real world experiences.

Pathways to Knowledge is a non linear fluid process for locating, gathering, assessing, and using information.

Click here to learn more about authentic learning.

The Pathways to Knowledge Model:

1. Appreciation and Enjoyment2. Pre-search3. Search4. Interpretation5. Communication6. Evaluation

(Callison & Lamb,2005)

A Brief Look: The Research Cycle Model

The Research Cycle Model was first published by Jamie McKenzie in 1995.

The Research Cycle Model is meant to allow users to engage in a cycle of questioning, thinking, revising, and expanding upon a research topic throughout the research process.

McKenzie emphasizes the need for students to produce information while gathering materials to avoid students simply executing and regurgitating superficial research.

Therefore the Research Cycle Model is meant to facilitate independent higher thought.

Click here to learn more about questioning.

The Research Cycle Model:

1. Questioning2. Planning3. Gathering4. Sorting & Sifting5. Synthesizing6. Evaluating7. Reporting * (after several repetitions of the cycle)

(Callison & Lamb,2005; McKenzie, 1999)

A Brief Look: The FLIP IT Model

The FLIP IT Model was first published by Alice Yucht in 1997.

Flip it is a decision making model that helps its users stay on task.

Its steps help the user focus and refocus their energies on; what they know and what they need to know, checking back with original goals to stay on track, asking targeted “if” “ then” questions to help use the information collected, and creating a meaningful product.

FLIP IT allows for task definition, purposeful goal oriented research and reflection.

Click here to view the FLIP IT rubric.

The FLIP IT Model:

1. Focus on your topic2. Links the appropriate

resources strategizing3. Investigate / Implement the

Information you find 4. Payoff / Produce the result

of your findings

Use “IT” throughout the process

If I know…Then I should – self evaluation

Or Intelligent Thinking (did you

use your brains to best advantage?)

(Callison & Lamb,2005; Yucht, 2007)

A Brief Look: The NetSavvy 5 A’s Model

The 5 A’s Model was first published by Ian Jukes in 2000.

Most recently Jukes presents the NetSavvy 5 A’s Model which is intended to help students use the internet to fulfill their information needs.

The 5 A’s are concise linear steps. It is a straight forward listing of the skills students use to achieve their research goals.

Therefore the NetSavvy 5 A’s Model is meant to be a closely followed process that will enable teachers and students alike to easily address the how and what of information literacy on the internet.

Click here to learn more about the

Infosavvy group.

The 5 A’s Model:

1. Asking - key questions to be answered.2. Accessing - relevant information.3. Analyzing - the acquired information.4. Applying - the information to a task.5. Assessing - the end result and the process.

(Callison & Lamb,2005; Jukes, 2000)

A Brief Look: Building Blocks of Research Model

The Noodle Tools: Building Blocks of Research Model was first published by Debbie Abiloch in 2004.

The Building Blocks of Research Model provides the user with a way of thinking “habits of mind” and approaching information gathering.

The model presents a cross disciplinary strategy for thinking and problem solving.

These problem solving skills are meant to enable the user to develop independent information literacy skills, over time, that are specific to their needs and the requirements of the problem they are researching.

Click here to learn more about Abiloch’s ideas about “habits on mind”.

The Building Blocks of Research Model:

1. Engaging2. Defining3. Initiating4. Locating5. Examining, Selecting, Comprehending,

Assessing 6. Recording, Sorting, Organizing, Interpreting7. Communicating, Synthesizing8. Evaluating

(Callison & Lamb,2005; Abiloch, 2007)

A Brief Look: The Information Literacy Process Model

The Information Literacy Process (ILP) Model was published by Baltimore County Public Schools in 2005.

The ILP model is a fluid, cross curricular, 9 step guide for students and teachers to utilize when during the research process.

ILP is designed to help the user to be a confident, knowledgeable, focused, organized, aware, reflective, ethical, critical thinker throughout stages of the research process.

ILP maintains that information literacy is a circular process. The user’s reflection on previous work using ILP provides them with knowledge of their needs and their approach to the research process and ways for this understanding to be applied to the research process in the future.

Click here to view an interactive guide for ILP (BCPS & Grimes, 2006)

The ILP Model:

1. Encountering the Task2. Exploring, Questioning, Connecting3. Searching, Locating4. Collecting, Organizing, Managing Monitoring5. Analyzing, Evaluating,

Interpreting, Inferring6. Synthesizing & Solving7. Applying New Understanding8. Communicating9. Reflecting

(BCPS, 2005)

Part 2: The Chosen 3

I have chosen to evaluate the following models:

Information Literacy (IL) Model Chosen for Grade(s)

The Big Six / The Super 3 Kindergarten- Fifth (Appropriate for: Elementary)

Information Literacy Process Sixth- Eighth (Appropriate for: Middle School)

Information Search Process Ninth- Graduation (Appropriate for: High School)

The Chosen 3: Why are Big 6 and Super 3 Appropriate for K- 5?

Super 3 is appropriate for grades K- 2 because: This 3 step process is straight forward linear approach to

the information literacy (IL) that is easy for young children to understand and remember.

Super 3 has boiled a cumbersome, somewhat abstract process, down to it’s most essential aspects.

Each step in the process is represented by one word that can be easily displayed in a concrete way that young children can easily identify with. (Plan, Do, Review)

Super 3 is a wonderful way to begin to teach very young children about what following a process entails as it clearly defines beginning, middle, and end.

Super 3 is a trademarked commercial product that can be costly, but it’s publisher provides countless trainings, support services, instructional materials, and ideas.

Click here to view a presentation on Super 3 (Eisenberg& Berkowitz, 2008)

The Chosen 3: Why are Big 6 and Super 3 Appropriate for grades K- 5?

Big 6 is appropriate for grades2- 5 because: With a foundation in the Super 3 older children are ready

to move on to a more involved approach to information literacy (IL).

Big 6 provides the same straight forward linear approach to IL as Super 3 with additional easy to follow content that is appropriate for elementary age children.

Big 6 allows for creativity within the confines of it’s very defined set of steps, which helps elementary age children work through this complex process with enough room for individuality but little room to loose sight of the goal at hand.

Just as with Super 3, Big 6 is a trademarked commercial product that can be costly, but it’s publisher provides countless trainings, support services, instructional materials, and ideas.Click here to view a presentation on Big 6 (Eisenberg& Berkowitz, 200

8)

The Chosen 3: Why is the Information Literacy Process Model Appropriate for grades 6 – 8?

Information Literacy Process Model is appropriate for grades 6- 8 because:

This fluid 9 step process/ cycle presents very well defined goals that address various aspects (intellectual, organizational, emotional etc…) of the information Literacy (IL) process.

ILP takes a very comprehensive approach to the IL process. It approaches IL from many angles so it is appropriate for an older diverse learning population. As a result of the depth of the process it requires that the student have the ability/patience/ attention span to comprehend and execute this more detailed process.

The Baltimore County Public School website provides many extremely user friendly explanations of the process that are helpful for Middle school age children.

Click here to visit the BCPS web site (BCPS, 2005)

The Chosen 3: Why is the Information Search Process Model Appropriate for grades 9- 12 ?

Information Search Process Model is appropriate for grades 9- 12 because:

This 7 step process presents a different, more personally aware, side of the Information Literacy (IL) process that allows users and educators to identify the thoughts and feelings that generally occur at each stage in the research process. So they can work to remedy or avoid feelings of confusion or upset.

ISP is geared to addressing the user’s needs as a whole so it supports the degree of self awareness displayed by high school students.

This model helps users identify an IL process that will allow the socially aware high school population apply a their research needs to themselves as a whole.

Throughout their journey to adulthood students will benefit from the ISP models holistic way to address research given the complex nature of human thoughts, feelings, and actions. Click here to view presentations on ISP . (

Kuhlthau,2008)

Part 3: Similarities and Differences

Part 4: Curriculum Alignment, Eisenberg & Berkowitz’ s Big 6, Grade 3

Maryland Voluntary State Curriculum (VSC) Standard:

Eisenberg & Berkowitz’ s Big 6 Skills

Grade: 3 Standard: 1.0 General Reading Processes Topic: E. General Reading Comprehension Indicator: 1 Develop comprehension skills through exposure to a variety of print and non-print texts, including traditional print and electronic texts

1. Task Definition

2. Information

Seeking Strategies

3. Location & Access

4. Use of Information

5. Synthesis

6. Evaluation

Objectives:

a. Listen to critically , read, and discuss texts representing diversity in content, culture, authorship, and perspective, including areas such as race, gender, disability, religion, and socio-economic background

+     + +  

b. Read a minimum of 25 self-selected and/or assigned books or book equivalents representing various genres

  + + +    

c. Discuss reactions to and ideas/information gained from reading experiences with adults and peers in both formal and informal situations

+       + +

Part 4: Curriculum Alignment, BCPS ILP , Grade 8

Objectives

Maryland VSC Standard:

BCPS Information Literacy Process Skills

Grade: 8 Standard: 1.0 General Reading Processes Topic: D. Vocabulary Indicator: 3. Understand, acquire, and use new vocabulary

1. Encountering

the Task

2. Exploring/ Formulating/ Questioning/ Connecting

3. Searching/ Locating

4. Collecting/ Organizing/ Managing/ Monitoring

5. Analyzing/ Evaluating/ Interpreting/

Inferring

6.Solving/ Synthesizing

7. Applying New

Understanding

8. Communicating/

Presenting/ Sharing

9. Reflecting/ Extending

a. Use context to determine the meanings of words

+     + +   + + +

b. Use word structure to determine the meaning of words

  + + +     + +

c. Use resources to confirm definitions and gather further information about words

+ + + + + +   + +

d. Use new vocabulary in speaking and writing to gain and extend content knowledge and clarify expression  

+

 

 

 

+ + + +

Part 4: Curriculum Alignment, Kuhlthau’s ISP, Grade 10

Maryland English Core Learning Goal: Kuhlthau's Information Search Process Skills

Grade: 10 Goal 2: Composing in a Variety of ModesThe student will demonstrate the ability to compose in a variety of modes by developing content, employing specific forms, and selecting language appropriate for a particular audience and purpose.

1. Initiation

2. Selection

3. Exploration

4. Formulation

5. Collection

6. Presentation

Expectation 3: The student will locate, retrieve, and use information from various sources to accomplish a purpose.

+ + + + + +

Indicator

1:The student will identify sources of information on a self-selected and/or given topic and assess their appropriateness to accomplish a purpose.

+ + + + +  

2:The student will use various information retrieval sources (traditional and electronic) to obtain information on a self-selected and/or given topic. Electronic sources include automated catalogs, CD ROM products, and on-line services like Internet, World Wide Web, and others.

+ + + + +  

3:The student will use a systematic process for recording and documenting information.     + + + +4:The student will take a position and support it with documented information from an authoritative source.  

  

+ + +

5: The student will synthesize information from two or more sources to fulfill a self-selected or given purpose.          

+

Part 5: Eisenberg & Berkowitz’ s Super 3 / Big 6 Scaffolding

Models intrinsic scaffolding: Grade appropriate activities within the confines of

Big 6 model= Scaffolding for 2- 12

Methods for integrating IL competencies: Intrinsic because Super 3 grades K- 2 = Scaffolding for Big 6

= Super 3 (which provides scaffolding for Big 6)

= Scaffolding areas Big 6 can cover

Part 5: BCPS ILP Scaffolding

Models intrinsic scaffolding: Grade appropriate activities within the confines of

ILP= Scaffolding for K- 12

Methods for integrating IL competencies: Instructor utilize fantastic examples of grade appropriate activities promoting scaffolding that can

be found on the BCPS Web site

= Scaffolding areas ILP can cover

Part 5: Kuhlthau’s ISP Scaffolding

Models intrinsic scaffolding: Best used for grades 6- 12

Methods for integrating IL competencies: Instructor can create scaffolding exercises for young children. Scaffolding exercises may be

based on other IL models that present a more simplistic approach.

= Scaffolding areas ISP can cover

= Scaffolding areas I feel ISP does not cover

Part 6: Audience Comprehension (AC)

0

1

2

3

Age & GradeAppropriate

Extend below andbeyond target grade?

Special Education Culturally diverseLearners

Super 3/ Big 6 ILPISP

1= Moderate to low AC rating

2= Average or medium AC

3= Above average AC

Resources

Abiloch, D. (2007). Noodle tools: Information literacy building blocks of research. Retrieved November 29, 2008, from http://www.noodletools.com/debbie/literacies/information/1over/infolit1.html

Baas, L. (2008). Information literacy models. Retrieved November 29, 2008, from http://laurabaas.com/information-literacy/information-literacy-models/

Baltimore County Public Schools (BCPS). (2005). Information literacy process: Information seeking behavior. Retrieved November 29, 2008, from

http://www.bcps.org/offices/lis/models/tips/index.html

Baltimore County Public Schools (BCPS), & Grimes, S. (2006). Interactive student guide to using the information literacy process model [PowerPoint slides]. Retrieved from

http://www.bcps.org/offices/lis/office/teacher.html

Callison, D., & Lamb, A. (2005).Information age inquiry models. Retrieved November 29, 2008, from http://virtualinquiry.com

Eisenberg, M.,& Berkowitz, B. (2008). The big 6: Information and technology skills for student achievement. Retrieved November 29, 2008, from

http://www.scils.rutgers.edu/~kuhlthau/information_search_process.htmmat

Eisenberg, M.,& Robinson, L. (2008). Super 3: webinar 2008. [PowerPoint slides]. Retrieved from http://docs.google.com/EmbedSlideshow?docid=df897djd_55dcvhbjcf&size=m

Resources Continued

Hughes-Hassell, S., and Anne Wheelock. 2001. The information-powered school. Chicago: Public Education Network and American Association of School Librarians Publications.

Jukes, I. (2000). The 5 A’s netSavvy skills framework. Retrieved November 29, 2008, from http://web.mac.com/iajukes/thecommittedsardine/Handouts.html

Kuhlthau, C. (2008). Information search process. Retrieved November 29, 2008, from http://www.scils.rutgers.edu/~kuhlthau/information_search_process.htm

Maryland State Department of Education. (2007-2008). Maryland voluntary state curriculum. Retrieved November 29, 2008, from http://mdk12.org/instruction/curriculum/index.html

Maryland State Department of Education. (2007-2008). Maryland english core learning goals. Retrieved November 29, 2008, from http://www.msde.maryland.gov/NR/rdonlyres/F8B1334F-D5DD- 4A2E-B4EF-0B10703D6F51/10272/EnglishCoreLearningGoals.doc

McKenzie, J. (1999). The research cycle 2000. Retrieved November 29, 2008, from http://www.fno.org/dec99/rcycle.html

Yucht, A. H. (2007). Alice in infoland: FLIP it. Retrieved November 29, 2008, from http://www.aliceinfo.org/flipit/