Information Literacy 1

The NBPTS ECYA Library Media Standards Standard Three: Knowledge of Library and Information Studies-Thorough knowledge of the job needed to perform as school library media specialist. Information skills: http://www.big6.com/showarticle.php?id=87 Standard Four: Integrating Instruction-Information skills are integrated into instruction through co-planning, co-teaching, and co-assessment or collaboration between the library media specialist and the teacher. Examples of collaboration: http://eduscapes.com/sms/collaboration.html Starting point for information literacy research: http://eduscapes.com/info/models.htm Created by Annette Lamb. Comparison of Models: http://eduscapes.com/info/bakermodel.pdf What is the Big6? The Big6 is an information literacy model. Some people call it a metacognitive scaffold, or an information problem solving strategy. When you apply these stages, you have an essential framework to approach any information-based question. Here are the six stages we call the BIG6. Two sub-stages are part of each main category in the Big6 model: 1. Task Definition 1.1 Define the information problem 1.2 Identify information needed Example: Each student will research a whale collecting the following information: type of whale (toothed or baleen) scientific name and meaning, why scientists give animals scientific names and how they choose a scientific name body size, shape, and color, adaptations for moving through water and avoiding predators feeding habits, senses, adaptations for finding and eating food distribution (How many are there? Where do they live? Are they endangered?) unique characteristics, statistics, or interesting facts Students will create an accordion book displaying their findings. 2. Information Seeking Strategies 2.1 Determine all possible sources 2.2 Select the best sources Example:Information can be found in non-fiction and reference books, in periodicals, in

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videos, at Internet sites, electronic encyclopedias, and on posters and handouts. Students will compare information from three or more sources. These sources should be recorded to be used later in the bibliography. 3. Location and Access 3.1 Locate sources (intellectually and physically) 3.2 Find information within sources Examples: Classroom library School Library Reference books Non-Fiction books Internet Sites*may want to include a web quest or selected bibliography 4. Use of Information 4.1 Engage (e.g., read, hear, view, touch) 4.2 Extract relevant information Examples: Record information collected in notebook with source of information listed. 5. Synthesis 5.1 Organize from multiple sources 5.2 Present the information Examples: Create an accordion book displaying the collected information. 6. Evaluation 6.1 Judge the product (effectiveness) 6.2 Judge the process (efficiency) Examples: Rubric created to note: Accordion book is neat and attractive.. Book contains all the required information and bibliography. Student used time wisely. "Learning and Teaching Information Technology: Computer Skills in Context" by Mike Eisenberg and Doug Johnson (updated September 2002). Examples taken from http://www.kindred.k12.nd.us/CyLib/whale.html Other examples at: http://www.big6.com/showcategory.php?cid=19 Additional Big 6 Sites: http://janetsinfo.com/big6info.htm http://www.big6.com/kids/ http://nb.wsd.wednet.edu/big6/big6_resources.htm

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BIG 3 Beginning When students get an assignment or a task, BEFORE they start doing anything, they should think- What am I supposed to do? What will it look like if I do a really good job? What do I need to find out to do the job? Middle In the Middle the students DO the activity. This is where they read, view, tell, make a picture, something about the activity. End Before finishing the product and turning it in, students should stop and think- Is this done? Did I do what I was supposed to do? Do I feel ok about this? Should I do something else before I turn it in? Kuhlthaus Model of the Stages of the Information Process A. Stage 1: Initiation The search process begins with the announcement of the research assignment, which frequently causes students to express feelings of uncertainty and apprehension. Their thoughts center on contemplating the assignment and comprehending their task. They recall prior experiences with similar assignments and begin to explore the boundaries of possible topics to select. They may talk to each other about the assignment and browse the library collection. B. Stage 2: Selection In the second stage of the search process students select topics to research. They frequently feel uncertain until they have made their choices and then express a brief elation after their selection. Their thoughts involve weighing possible topics against the criteria of personal interest, the assignment requirement, the information available, and the time allotted for the project. They predict possible outcomes of their choices and select the topic that they consider to have the most potential for success. Their actions include continuing to talk to other people, in particular their teacher, classmates, and family; making a preliminary search of the library; and using reference sources to gain an overview of topics under consideration. C. Stage 3: Exploration The third stage, when students explore information to learn about their topics, is often the most difficult. As they seek information, they are likely to become increasingly confused by the inconsistency and incompatibility they encounter among different sources and with their own preconceived notions. Feelings of doubt concerning their topics are prevalent,

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as well as doubt in their ability to do the assignment well and in the library to have the information they need. In exploratory thinking, efforts and attention need to concentrate on learning about the general topic and on seeking an appropriate focus. The students' actions involve locating information and evaluating relevance, reading to become informed, and reflecting on new information. Taking notes should consist of listing interesting facts and ideas rather than copying long passages from texts. Tolerating uncertainty while intentionally seeking a focus is helpful for students during the exploration stage. D. Stage 4: Formulation The fourth stage, when students form a focus from information on the general topic, is the critical point in the search process. The focus is a personal perspective, an angle or hypothesis, that is developed from reading and reflecting on information gathered about a general topic. As a focus is formed, feelings shift from confusion and doubt to optimism and confidence. When students do not form a focus during the search process they often experience difficulty throughout the remainder of the assignment that may result in writing blocks. E. Stage 5: Collection In the fifth stage, students collect information on their focused view of the topic rather than on all aspects of the topic in general. Although they realize the considerable amount of work ahead at this point they have more confidence, a sense of direction, and frequently experience an increased interest in their projects. The focus serves as a controlling idea for gathering information and directing the search. Students find it helpful to seek information to define and extend their focused topics, taking detailed notes only on that which pertains to their chosen focus and not on the topic in general. In this stage, a comprehensive search of the library collection and use of a wide range of sources is helpful. F. Stage 6: Preparation The sixth stage of the search process prepares students to write. As closure approaches, they draw the search to an end, frequently noting diminishing relevance and increasing redundancy in the sources of information they encounter. They express feelings of relief, as well as satisfaction and occasionally disappointment, depending on the success of their search. Strategies that students find helpful are to return to the library for a final search before beginning to write and to outline in order to organize their ideas for writing. Kuhlthau, Carol Collier. Learning in digital libraries: An information search process approach. Library Trends; Spring97, Vol. 45 Issue 4, p708, 17p. Kuhlthau, Carol C. Rethinking Libraries for the Information Age: Vital Roles in Inquiry Learning. Library Skills, 2003, Vol. 22, No. 4.

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Stripling and Pitts Research Process Model Step 1: Choose a broad topic. Step 2: Get an overview of the topic. Step 3: Narrow the topic. Reflection Point: Is my topic a good one? Step 4: Develop a thesis or statement of purpose. Reflection Point: Does my thesis of statement of putpose represent an effective, overall concept for my research? Step 5: Formulate questions to guide research. Reflection Point: Do the questions provide a foundation for my research? Step 6: Plan for research and production. Reflection Point: Is the research / production plan workable? Step 7: Find / Analyze / Evaluate sources. Reflection Point: Are my sources usable and adequate? Step 8: Evaluate evidence / Take notes / Compile bibliography. Reflection Point: Is my research complete? Step 9: Establish conclusions / Organize information into an outline. Reflection Point: Are my conclusions based on researched evidence? Does my outline logically organize conclusions and evidence? Step 10: Create and present final product. Reflection Point: Is my paper / project satisfactory? Stripling, Barbara & Pitts, Judy (1988). Brainstorms and Blueprints: Teaching Research as a Thinking Process. Engelwood, CO: Libraries Unlimited. http://witloof.sjsu.edu/courses/250.loertscher/modelstrip.html

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http://eduscapes.com/info/pitts.html Follett Pathways to Knowledge Appreciation and Enjoyment Examine the world. "Individuals appreciate literature, the arts, nature and information in the world around them through varied and multiple formats, including stories, film, paintings, natural settings, music, books, periodicals, the Web, video, etc. Appreciation often fosters curiosity and imagination, which can be a prelude to a discovery phase in an information seeking activity. As learners proceed through the states of information seeking their appreciation grows and matures" (Pappas & Tepe, 2002, p.4) Presearch Develop an overview; explore relationships "The Presearch stage enables searchers to make a connection between their topic and prior knowledge. They may begin by brainstorming a web or questions that focus on what they know about their topic and what they want to know. This process may require them to engage in exploratory searching through general sources to develop a broad overview of their topic and explore the relationships among subtopics. Presearch provides searchers with strategies to narrow their focus and develop specific questions or define information needs." (Pappas & Tepe, 2002, p.6) Search Identify information providers; select information resources; seek relevant information "During the Search stage, searchers identify appropriate information providers, resources and tools, then plan and implement a search strategy to find information relevant to their research question or information need. Searchers are open to using print and electronic tools and resources, cooperative searching and interacting with experts." (Pappas & Tepe, 2002, p.8) Interpretation Interpret information "Information requires interpretation to become knowledge. The Interpretation stage engages searchers in the process of analyzing, synthesizing and evaluating information to determine its relevancy and usefulness to their research question or information need. Throughout this stage searchers reflect on the information they have gathered and construct personal meaning." (Pappas & Tepe, 2002, p.16) Communication Apply information; share new knowledge "The Communication stage allows searchers to organize, apply, and present new knowledge relevant to their research questions or information need. They choose a format that appropriately reflects the new knowledge they need to convey, then plan and create their product." (Pappas & Tepe, 2002, p.19) Evaluation Evaluate process and product "Evaluation (self and peer) is ongoing in their nonlinear information process model and should occur throughout each stage. Searchers use their evaluation of the process to make revisions that enable them to develop their own unique information seeking process. It is

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through this continuous evaluation and revision process that searchers develop the ability to become independent searchers. Searchers also evaluate their product or the results of their communication of new knowledge." (Pappas & Tepe, 2002, p. 21) Pappas, Marjorie L. & Tepe, Ann E. (2002). Pathways to Knowledge and Inquiry Learning. Libraries Unlimited. http://www.sparkfactor.com/clients/follett/home.html The Research Cycle by Jamie McKenzie was first developed in 1995 to meet the needs of students working on essential questions for school research. The model places emphasis on questioning and rejects many of the model that focus on topical research. His model requires students to make decisions, create answers, and show independent judgment. Another feature of this model is its focus on actively revising and rethinking the research questions throughout the process. McKenzie (2000) stresses the importance of students as information producers rather than simply information gatherers. Students move repeatedly through the following steps in the research cycle: Questioning Planning Gathering Sorting & Sifting Synthesizing Evaluating Reporting * (after several repetitions of the cycle) McKenzie, Jamie (2000). Beyond Technology: Questioning, Research, and the Information Literate School. Bellingham, WA: FNO Press. McKenzie, Jamie. Learning to Question, to Wonder, to Learn. Bellingham, WA: FNO Press. http://questioning.org/rcycle.html Noodle Tools by Debbie Abilock Information Literacy: An Overview of Design, Process and Outcomes Engaging Defining Initiating Locating Examining, Selecting, Comprehending, Assessing Recording, Sorting, Organizing, Interpreting Communicating, Synthesizing

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Evaluating

A problem-solving process for: exploring and questioning defining an information need creating a plan to locate relevant information reading the medium synthesizing information to create knowledge applying insight to personal, social or global contexts to create wisdom self-evaluating the process and the product The student uses habits of mind: recognize problems formulate hypotheses make good predictions ask important questions locate, analyze, interpret, evaluate and record information and ideas assume multiple stances apply heuristic strategies develop complex understanding extend understanding through creative models apply understanding to new problems The student is a learner: independent disciplined planful self-motivated metacognitive flexible adventurous The learning design provides: authentic contexts simulations, real applications and problems reiterative opportunities for unique performances ongoing assessments longitudinal rubrics integration of information literacy creative roles for teachers collegiality

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culture of innovation

http://www.noodletools.com/debbie/literacies/information/1over/infolit1.html