Information Literacy Process Models: An Evaluation and Comparison

1
Information Literacy Process ModelsAn
Evaluation and Comparison

• Judy Crawford
• ISTC 651 Information Literacy Access
• Dr. C. Cheeks Ray Meyer, Instructors
• March 30, 2006

2
Sampled Models

• Big 6Model (Eisenberg Berkowitz)
• 8W Model (Annette Lamb)
• I-Search Model (Ken Macrorie)
• Information Search Process (Carol Collier
  Kuhlthau)
• Pathways to Knowledge (Ann Tepe Marjorie
  Pappas)
• The REACTS Taxonomy (Barbara Stripling Judy
  Pitts)
• The Ten-Step Research Process (Barbara Stripling
  Judy Pitts)
• Research Cycle (Jamie McKenzie)
• WebQuests (Bernie Dodge)
• Wrapping Up Research (Central Highlands-Wimmera
  Region of the Department of Education, Victoria
  (Australia) )

3
Selected Models

• The Big6 Model
• Michael Eisenberg Bob Berkowitz
• Elementary School
• The Research Cycle
• Jamie McKenzie
• Middle School
• The Ten-Step Research Process in conjunction
  with the REACTS Taxonomy
• Barbara Stripling Judy Pitts
• High School

4
The Big6 ModelMichael EisenbergBob Berkowitz
5
Key ComponentsBasic Model

• 1. Task Definition
• 1.1 Define the information problem
• 1.2 Identify information needed
• 2. Information Seeking Strategies
• 2.1 Determine all possible sources
• 2.2 Select the best sources
• 3. Location and Access
• 3.1 Locate sources (intellectually and
  physically)
• 3.2 Find information within sources
• 4. Use of information
• 4.1 Engage (e.g., read, hear, view, touch
• 4.2 Extract relevant information
• 5. Synthesis
• 5.1 Organize from multiple sources
• 5.2 Present the information
• 6. Evaluation
• 6.1 Judge the product (effectiveness)
• 6.2 Judge the process (efficiency)

6
Key ComponentsSuper3 (K-2)

• What am I supposed to do?
• What will the result look like if I do a
  really good job?
• What do I need to make to show what I learned?
• What do I need to find out about in order to
  do the job?
• How can I do the job?
• What can I use to find what I need?
• Now I need to make something to show what I
  learned!
• Is my job done?
• Did I do what I was supposed to do?
• Do I feel OK about this?
• Should I do something before I turn it in?

7
Key ComponentsBig6 (3-6)

• Big6 1 Task Definition What do I need to do?
• 1.1 Define the information problem
• 1.2 Identify the information you need in order
  to complete the task (to solve the information
  problem)
• Big6 2 Information Seeking Strategies What
  can I use to find what I need?
• 2.1 Determine the range of possible sources
  (brainstorm)
• 2.2 Evaluate the possible sources to determine
  priorities (select the best sources)
• Big6 3 Location Access Where can I find
  what I need?
• 3.1 Locate sources
• 3.2 Find information within sources

8

• Big6 4 Use of Information What information
  can I use?
• 4.1 Engage the source (read, listen, view,
  touch)
• 4.2 Take out the relevant information from a
  source
• Big6 5 Synthesis What can I make to finish
  the job?
• 5.1 Organize information from multiple sources
• 5.2 Present the information
• Big6 6 Evaluation How will I know if I did
  my job well?
• 6.1 Judge your product
• 6.2 Judge your information problem-solving
  process

9
Key ComponentsBig6 (7 12)

• Big6 1 Task Definition
• 1.1 Define the information problem
• 1.2 Identify the information you need in order
  to complete the task (to solve the information
  problem)
• Big6 2 Information Seeking Strategies
• 2.1 Determine the range of possible sources
  (brainstorm)
• 2.2 Evaluate the different possible sources to
  determine priorities (select the best sources)
• Big6 3 Location Access
• 3.1 Locate sources
• 3.2 Find information within sources

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• Big6 4 Use of Information
• 4.1 Engage in the source (read, listen, view,
  touch)
• 4.2 Take out the relevant information from a
  source
• Big6 5 Synthesis
• 5.1 Organize information from multiple sources
• 5.2 Present the information
• Big6 6 Evaluation
• 6.1 Judge your product (how effective were you)
  
• 6.2 Judge your information problem-solving
  process (how efficient were you)

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Selection Justification

• The Big6 Model was chosen for the following
  reasons
• Appropriate to elementary school due Super3 (K-2)
  and Big6 (3-6) versions
• Most widely-recognized model by scholars
  educators
• Applicable to all grade levels
• User-friendly approach for teachers, students,
  parents
• Clearly delineated step-by-step model
• Extensive resources available including lessons,
  research, resources
• Currently in use in AACPS
• Current Use
• Thousands of schools K-12 and other learning
  institutions also applicable to daily life
  situations

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Research Support

• A review of the current literature reveals a
  strong anecdotal record supporting the use of the
  Big Six information skills model (Big6) in
  kindergarten through twelfth-grade curricula. .
  . . However, empirical studies dealing with Big6
  in a K-12 setting are not similarly represented
  in the literature. (Murray, n.d., 2)
• Extensive information is available print and
  web-based much of it authored by Eisenberg
  Berkowitz

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Curriculum AlignmentInformation Literacy
Standards (Information Power)

• 1 Task Definition
• Standard 1 The student who is information
  literate accesses information efficiently and
  effectively.
• 1. Recognizes the need for information
• 3. Formulates questions based on information
  needs
• 2 Information Seeking Strategies
• Standard 1 The student who is information
  literate accesses information efficiently and
  effectively.
• 4. Identifies a variety of potential sources of
  information
• Standard 7 The student who contributes
  positively to the learning community and to
  society is information literate and recognizes
  the importance of information to a democratic
  society.
• 1. Seeks information from diverse sources,
  contexts, disciplines, and culture

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• 3 Location and Access
• Standard 1 The student who is information
  literate accesses information efficiently and
  effectively.
• 5. Develops and uses successful strategies
  for locating information
• 4 Use of Information
• Standard 1 The student who is information
  literate accesses information efficiently and
  effectively.
• 2. Recognizes that accurate and comprehensive
  information is the basis for intelligent decision
  making
• 3. Formulates questions based on information
  needs
• Standard 2 The student who is information
  literate evaluates information critically and
  competently.
• 1. Determines accuracy, relevance, and
  comprehensiveness
• 2. Distinguishes among fact, point of view,
  and opinion
• 4. Selects information appropriate to the
  problem or question at hand

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• 5 Synthesis
• Standard 3 The student who is information
  literate uses information accurately and
  creatively.
• 1. Organizes information for practical
  application
• 2. Integrates new information into ones own
  knowledge
• 3. Applies information in critical thinking
  and problem solving
• 4. Produces and communicates information and
  ideas in appropriate formats
• Standard 9 The student who contributes
  positively to the learning community and to
  society is information literate and participates
  effectively in groups to pursue and generate
  information.
• 1. Shares knowledge and information with
  others
• 6 Evaluation
• Standard 6 The student who is an independent
  learner is information literate and strives for
  excellence in information seeking and knowledge
  generation.
• 1. Seeks information from diverse sources,
  contexts, disciplines, and cultures

16
Curriculum AlignmentStandards for School Library
Media Programs in Maryland

• 3.0 The school library media center program is an
  instructional program that guides students to
  become independent learners. The library media
  specialist provides direct instruction to
  students and collaborates with teachers to
  provide authentic learning experiences that
  develop proficiency in information literacy,
  communication, and technology skills.
• 3.01 Provide instruction that teaches
  information literacy skills to students in
  various ways. Collaborative planning with the
  classroom teacher and teaching by the library
  media specialist in small or large groups
  accomplish the goal of the library media program
  to create independent learners with the ability
  to
• 3.01.01 locate and use information resources,
  equipment, and other technologies effectively and
  efficiently (Location and Access)
• 3.01.02 review, evaluate, and select materials
  for an identified information need (Location and
  Access)
• 3.01.03 learn and apply reading, research and
  critical thinking skills to organize information
  (Synthesis)
• 3.01.04 comprehend content in various types of
  media (Synthesis)
• 3.01.05 retrieve and manage information (Use of
  Information)
• 3.01.07 create materials in various formats
  (Synthesis)

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Curriculum AlignmentMaryland Voluntary State
Curriculum (Grade 4)

• Language Arts
• Standard 2.0 Comprehension of Informational Text
• Students will read, comprehend, interpret,
  analyze, and evaluate informational text.
• A. Comprehension of Informational Text
• 1. Develop comprehension skills by reading a
  variety of self-selected and assigned print and
  electronic informational texts (Use of
  Information)
• 4. Determine important ideas and messages in
  informational texts (Use of Information)
• 6. Read critically to evaluate informational
  text (Use of Information)
• Standard 4.0 Writing
• Students will compose in a variety of modes by
  developing content, employing specific forms, and
  selecting language appropriate for a particular
  audience and purpose.
• A. Writing
• 2. Compose oral, written, and visual
  presentations that express personal ideas,
  inform, and persuade (Synthesis)
• 7. Locate, retrieve, and use information from
  various sources to accomplish a purpose
  (Location and Access Use of Information)

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• Math
• Standard 7.0 Processes of Mathematics
• Students demonstrate the processes of mathematics
  by making connections and applying reasoning to
  solve problems and to communicate their findings.
• A. Problem Solving
• 1. Apply a variety of concepts, processes, and
  skills to solve problems
• a. Identify the question in the problem
  (Task Definition)
• b. Decide if enough information is present
  to solve the problem (Task Definition)
• c. Make a plan to solve a problem
  (Information Seeking Strategies)
• d. Apply a strategy, i.e., draw a picture,
  guess and check, finding a pattern, writing an
  equation (Location and Access Use of
  Information)
• e. Select a strategy, i.e., draw a picture,
  guess and check, finding a pattern, writing an
  equation (Information Seeking Strategies)
• C. Communications
• 1. Present mathematical ideas using words,
  symbols, visual displays, or technology(Synthesis
  )

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• Social Studies
• The VSC is content-specific. Language Arts
  standards above are applicable.
• Science
• Standard 1.0 Skills and Processes
• Students will demonstrate the thinking and acting
  inherent in the practice of science.
• A. Constructing Knowledge
• 1. Gather and question data from many different
  forms of scientific investigations which include
  reviewing appropriate print resources, observing
  what things are like or what is happening
  somewhere, collecting specimens for analysis,
  and doing experiments. (Task Definition
  Information Seeking Strategies Location and
  Access Use of Information)
• C. Communicating Scientific Information
• 1. Recognize that clear communication is an
  essential part of doing science because it
  enables scientists to inform others about their
  work, expose their ideas to criticism by other
  scientists, and stay informed about scientific
  discoveries around the world. (Synthesis)
• Language Arts standards above are also applicable.

20
Scaffolding Process

• Scaffolding
• The transfer of gradual fading of support for
  the student is a central element of scaffolding.
  (Murray, n.d., 4)
• Use of scaffolding in the Big6 model
• adapt steps as students become more familiar with
  the model
• increase the complexity of the model presented
• increase expectations of student ability and
  product

21

• Metacognition
• Thinking about thinking (Murray, n.d., 4)
• Not instinctive for students (Murray, n.d., 4)
• Palinscars (1986) definition of metacognition
  as the ability to plan, implement, and evaluate
  strategic approaches to learning and problem
  solving is supported by the six steps of Big6.
  Students who engage in task definition and
  information-seeking strategies area formulating a
  plan . . . Engaging in location and access, use
  of information, and synthesis is the
  implementation of that plan. Evaluating the
  process and product resulting from the synthesis
  activity is the final step. (Murray, n.d., 6)
• Metacognition is applicable to all steps of the
  model, in particular to Step 6 Evaluation.

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Audience Analysis and Comprehension

• Age and Grade Level Appropriateness
• 3 forms of the model are designed for specific
  age and grade levels these may be adapted
  further for diverse learners and abilities
• for example
• Individual rubrics may be formulated with respect
  to
• Number of resources required to be used
• Level of detail expected
• Size and scope of final product
• Modification of 6 steps to match grade level,
  reading level, technological competencies of
  students

23
The Research Cycle2000Jamie McKenzie
24
Key Components

• Philosophy
• Focus on forming essential questions and
  subsidiary questions early in the process
• Rejects topical research and information
  binges
• Supports critical-thinking and problem-solving
  approaches
• Based upon a cycle of evaluation and revision of
  questions and plan
• students are actively revising and rethinking
  their research questions and plans throughout the
  process, and cycle back repeatedly through the
  stages so that the more skill they develop, the
  less linear the process. (McKenzie, 1999,3)
• Encourages cooperative learning groups

25
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• Steps
• Questioning
• Problem-solving or decision-making
• Brainstorming to form a cluster diagram or all
  related questions
• essential and subsidiary questions
• Planning
• Finding Pertinent and Reliable Information
• Use of librarian for information mediation
• Thinking About Selection, Storage and Retrieval
• Ask telling questions (sufficient specificity)
• Create a storage system for information
• Organize information around key ideas,
  categories and questions

27

• Gathering
• Only what is relevant and useful
• Begin to sort and sift
• Choose efficient and useful sources (not always
  the Internet)
• Sorting and Sifting
• Continued from previous step in more systematic
  manner
• Synthesizing
• Arrange and rearrange information
• Evaluating
• Is more research needed?
• Usually requires several repetitions of the cycle
• Reporting
• Making a decision or creating a solution

28
Selection Justification

• The Research Cycle 2000 was selected for the
  following reasons
• Thinking skills approach developmentally
  appropriate to the middle school learner
• Focus on formulation of question and question
  quality (applicable to all models and essential
  to the success of further steps)
• Focus on problem-solving and decision-making
• Use of collaborative approach
• Focus on evaluation throughout process model

29
Research Support

• Information re The Research Cycle appears in
  books or journals written or edited by Jamie
  McKenzie
• From Now On The Educational Technology Journal
  (www.fno.org)
• Beyond Technology Questioning, Research and the
  Information Literate School
• Resources by other authors are listed in the
  bibliography

30
Curriculum AlignmentInformation Literacy
Standards (Information Power)

• Questioning
• Standard 1 The student who is information
  literate accesses information efficiently and
  effectively.
• 1. Recognizes the need for information
• 3. Formulates questions based on information
  needs
• Standard 9 The student who contributes
  positively to the learning community and to
  society is information literate and participates
  effectively in groups to pursue and generate
  information.
• 3. Collaborates with others, both in person
  and through technologies, to identify information
  problems and to seek their solutions
• Planning/Gathering
• Standard 1 The student who is information
  literate accesses information efficiently and
  effectively.
• 2. Recognizes that accurate and comprehensive
  information is the basis for intelligent decision
  making
• 4. Identifies a variety of potential sources
  of information
• 5. Develops and uses successful strategies
  for locating information

31

• (Planning/Gathering contd)
• Standard 2 The student who is information
  literate evaluates information critically and
  competently.
• 1. Determines accuracy, relevance, and
  comprehensiveness
• 2. Distinguishes among fact, point of view,
  and opinion
• 4. Selects information appropriate to the
  problem or question at hand
• Sorting and Sifting/Synthesizing
• Standard 3 The student who is information
  literate uses information accurately and
  creatively.
• 1. Organizes information for practical
  application
• 3. Applies information in critical thinking
  and problem solving
• Standard 9 The student who contributes
  positively to the learning community and to
  society is information literate and participates
  effectively in groups to pursue and generate
  information
• 1. Shares knowledge and information with
  others

32

• Evaluating
• Standard 6 The student who is an independent
  learner is information literate and strives for
  excellence in information seeking and knowledge
  generation.
• 1. Seeks information from diverse sources,
  contexts, disciplines, and cultures
• 2. Devises strategies for revising,
  improving, and updating self-generated knowledge
• Reporting
• Standard 3 The student who is information
  literate uses information accurately and
  creatively.
• 4. Produces and communicates information and
  ideas in appropriate formats
• Standard 9 The student who contributes
  positively to the learning community and to
  society is information literate and participates
  effectively in groups to pursue and generate
  information
• 4. Collaborates with others, both in person
  and through technologies, to design, develop, and
  evaluate information products and solutions

33
Curriculum AlignmentStandards for School Library
Media Programs in Maryland

• 3.0 The school library media center program is an
  instructional program that guides students to
  become independent learners. The library media
  specialist provides direct instruction to
  students and collaborates with teachers to
  provide authentic learning experiences that
  develop proficiency in information literacy,
  communication, and technology skills.
• 3.01 Provide instruction that teaches
  information literacy skills to students in
  various ways. Collaborative planning with the
  classroom teacher and teaching by the library
  media specialist in small or large groups
  accomplish the goal of the library media program
  to create independent learners with the ability
  to
• 3.01.01 locate and use information resources,
  equipment, and other technologies effectively and
  efficiently (Planning)
• 3.01.02 review, evaluate, and select materials
  for an identified information need (Planning
  Gathering Sorting and Sifting Evaluating)
• 3.01.03 learn and apply reading, research and
  critical thinking skills to organize information
  (Synthesizing)
• 3.01.04 comprehend content in various types of
  media (Sorting and Sifting Synthesizing)
• 3.01.05 retrieve and manage information
  (Planning Gathering Sorting and Sifting
  Synthesizing)
• 3.01.07 create materials in various formats
  (Reporting)

34
Curriculum AlignmentMaryland Voluntary State
Curriculum (Grade 4)

• Language Arts
• Standard 2.0 Comprehension of Informational Text
• Students will read, comprehend, interpret,
  analyze, and evaluate informational text.
• A. Comprehension of Informational Text
• 1. Develop comprehension skills by reading a
  variety of self-selected and assigned print and
  electronic informational texts (Gathering
  Sorting and Sifting Synthesizing)
• 4. Determine important ideas and messages in
  informational texts (Gathering Sorting and
  Sifting Synthesizing)
• 6. Read critically to evaluate informational
  text (Gathering Sorting and Sifting
  Synthesizing)
• Standard 4.0 Writing
• Students will compose in a variety of modes by
  developing content, employing specific forms, and
  selecting language appropriate for a particular
  audience and purpose.
• A. Writing
• 2. Compose oral, written, and visual
  presentations that express personal ideas,
  inform, and persuade (Reporting)
• 7. Locate, retrieve, and use information from
  various sources to accomplish a purpose
  (Planning Gathering Sorting and Sifting
  Synthesizing)

35

• Math
• Standard 7.0 Processes of Mathematics
• Students demonstrate the processes of mathematics
  by making connections and applying reasoning to
  solve problems and to communicate their findings.
• A. Problem Solving
• 1. Apply a variety of concepts, processes, and
  skills to solve problems
• a. Identify the question in the problem
  (Questioning)
• b. Decide if enough information is present
  to solve the problem (Planning)
• c. Make a plan to solve a problem
  (Planning)
• d. Apply a strategy, i.e., draw a picture,
  guess and check, finding a pattern, writing an
  equation (Sorting and Sifting Synthesizing)
• e. Select a strategy, i.e., draw a picture,
  guess and check, finding a pattern, writing an
  equation (Evaluating)
• C. Communications
• 1. Present mathematical ideas using words,
  symbols, visual displays, or technology(Reporting
  )

36

• Social Studies
• The VSC is content-specific. Language Arts
  standards above are applicable.
• Science
• Standard 1.0 Skills and Processes
• Students will demonstrate the thinking and acting
  inherent in the practice of science.
• A. Constructing Knowledge
• 1. Gather and question data from many different
  forms of scientific investigations which include
  reviewing appropriate print resources, observing
  what things are like or what is happening
  somewhere, collecting specimens for analysis,
  and doing experiments. (Questioning Planning
  Gathering Sorting and Sifting Synthesizing
  Evaluating)
• C. Communicating Scientific Information
• 1. Recognize that clear communication is an
  essential part of doing science because it
  enables scientists to inform others about their
  work, expose their ideas to criticism by other
  scientists, and stay informed about scientific
  discoveries around the world. (Reporting)
• Language Arts standards above are also
  applicable.

37
Scaffolding Process

• This model incorporates theories of scaffolding
  by
• Suggesting that students be required to seek
  truth and read and think deeply (Milam, 2002,
  22)
• Emphasis on questions that involve
  problem-solving and decision-making that cause
  students to make up their own minds and fashion
  their own answers. (McKenzie, 1999, 4)
• A cyclical structure that emphasizes
  reevaluation
• A goal of scanning and organizing of data to
  set aside and organize the information most
  likely to contribute to insight. (McKenzie,
  1999, 9)
• An emphasis on student teams
• Metacognition is an essential element of the
  model as students are encouraged to reevaluate
  throughout the process and are expected to repeat
  the cycle more than one time.
• Higher level metacognition and reevaluation
  supports the use of this model at the middle
  school level.

38
Audience Analysis and Comprehension

• Age and Grade Level Appropriateness
• - Can be adapted to elementary or high school
  as well as middle school
• - Critical thinking skills would be modified in
  scope and complexity for the elementary school
  learner steps would be simplified and combined
• - Model would be appropriate at the high school
  level (collaborative approach emphasis on
  formulation of question problem-solving
  approach cyclical process of reevaluation)
• - Needs of diverse learners would be met by
  adapting/combining steps in response to student
  age and ability assisting with Questioning step
  adapting final product.
• - for example, a 2nd grade teacher would assist
  students in formulating a basic question
  requiring minimal information to answer while
  continuing to emphasize a problem-solving approach

39
The Ten-Step Research Processand The REACTS
Taxonomy Barbara Stripling Judy Pitts
40
Key ComponentsThe Ten-Step Process

• Each step of the process includes specific
  study and thinking skills as well as teaching and
  learning strategies.
• At critical points in the process, reflection
  points direct students to evaluate the work they
  have just completed.
• (Stripling Pitts, 1988, 20)

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• 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 or statement of
  purpose represent an effective, overall concept
  for my research?

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• 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?

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• 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?

44
The REACTS Taxonomy

• The Ten-Step Process may be used effectively at
  each level of the taxonomy, depending on the
  requirements of an assignment.
• The REACTS Taxonomy
• Recalling
• Explaining
• Analyzing
• Challenging
• Transforming
• Synthesizing

45
Selection Justification

• The Ten-Step Research Process was chosen for the
  following reasons
• Reliance on established research, especially
  Pitts
• Coordination with a learning taxonomy
• Detailed steps
• Focus on critical thinking
• Higher level thinking skills applicable to high
  school level

46
Research Support

• Extensive research and publications by Stripling
  Pitts
• Established reputation of research and authors
• Includes books, journals, online resources

47
Curriculum AlignmentInformation Literacy
Standards (Information Power)

• Step 1 Choose a broad topic
• Standard 1 The student who is information
  literate accesses information efficiently and
  effectively.
• 1. Recognizes the need for information
• Step 2 Get an overview of the topic
• Standard 1.1
• Step 3 Narrow the topic
• Standard 1.1
• Step 4 Develop a thesis or statement of purpose
• Standard 1.1
• Step 5 Formulate questions to guide research
• Standard 1 The student who is information
  literate accesses information efficiently and
  effectively.
• 3. Formulates questions based on information
  needs

48

• Step 6 Plan for research and production
• Standard 1 The student who is information
  literate accesses information efficiently and
  effectively.
• 4. Identifies a variety of potential sources of
  information
• Step 7 Find/Analyze/Evaluate sources
• Standard 1 The student who is information
  literate accesses information efficiently and
  effectively.
• 4. Identifies a variety of potential sources of
  information
• Step 8 Evaluate evidence/Take notes/Compile
  bibliography
• Standard 2 The student who is information
  literate evaluates information critically and
  competently.
• 1. Determines accuracy, relevance, and
  comprehensiveness
• 2. Distinguishes among fact, point of view,
  and opinion
• 4. Selects information appropriate to the
  problem or question at hand
• Standard 3 The student who is information
  literate uses information accurately and
  creatively.
• 3. Applies information in critical thinking
  and problem solving

49

• Step 9 Establish conclusions/Organize
  information into an outline
• Standard 3 The student who is information
  literate uses information accurately and
  creatively.
• 1. Organizes information for practical
  application
• Step 10 Create and present final product
• Standard 3 The student who is information
  literate uses information accurately and
  creatively.
• 4. Produces and communicates information and
  ideas in appropriate formats
• Standard 9 The student who contributes
  positively to the learning community and to
  society is information literate and participates
  effectively in groups to pursue and generate
  information
• 1. Shares knowledge and information with
  others
• Reflection Points
• Standard 6 The student who is an independent
  learner is information literate and strives for
  excellence in information seeking and knowledge
  generation.
• 1. Seeks information from diverse sources,
  contexts, disciplines, and cultures
• 2. Devises strategies for revising,
  improving, and updating self-generated knowledge

50
Curriculum AlignmentStandards for School Library
Media Programs in Maryland

• 3.0 The school library media center program is an
  instructional program that guides students to
  become independent learners. The library media
  specialist provides direct instruction to
  students and collaborates with teachers to
  provide authentic learning experiences that
  develop proficiency in information literacy,
  communication, and technology skills.
• 3.01 Provide instruction that teaches
  information literacy skills to students in
  various ways. Collaborative planning with the
  classroom teacher and teaching by the library
  media specialist in small or large groups
  accomplish the goal of the library media program
  to create independent learners with the ability
  to
• 3.01.01 locate and use information resources,
  equipment, and other technologies effectively and
  efficiently (Steps 7, 8, 9)
• 3.01.02 review, evaluate, and select materials
  for an identified information need (Steps 7,8,9)
• 3.01.03 learn and apply reading, research and
  critical thinking skills to organize information
  (Steps 8,9)
• 3.01.04 comprehend content in various types of
  media (Steps 8,9)
• 3.01.05 retrieve and manage information (Steps
  7,8,9,10)
• 3.01.07 create materials in various formats
  (Step 10)

51
Curriculum AlignmentMaryland Voluntary State
Curriculum (Grade 4)

• Language Arts
• Standard 2.0 Comprehension of Informational Text
• Students will read, comprehend, interpret,
  analyze, and evaluate informational text.
• A. Comprehension of Informational Text
• 1. Develop comprehension skills by reading a
  variety of self-selected and assigned print and
  electronic informational texts (Steps 8,9)
• 4. Determine important ideas and messages in
  informational texts (Steps 4,7,8,9)
• 6. Read critically to evaluate informational
  text (Steps 7,8)
• Standard 4.0 Writing
• Students will compose in a variety of modes by
  developing content, employing specific forms, and
  selecting language appropriate for a particular
  audience and purpose.
• A. Writing
• 2. Compose oral, written, and visual
  presentations that express personal ideas,
  inform, and persuade (Step 10)
• 7. Locate, retrieve, and use information from
  various sources to accomplish a purpose (Steps
  7,8,9,10)

52

• Math
• Standard 7.0 Processes of Mathematics
• Students demonstrate the processes of mathematics
  by making connections and applying reasoning to
  solve problems and to communicate their findings.
• A. Problem Solving
• 1. Apply a variety of concepts, processes, and
  skills to solve problems
• a. Identify the question in the problem
  (Steps 1,2,3,5)
• b. Decide if enough information is present
  to solve the problem (Step 8)
• c. Make a plan to solve a problem (Steps
  4,5,6)
• d. Apply a strategy, i.e., draw a picture,
  guess and check, finding a pattern, writing an
  equation (Step 9)
• e. Select a strategy, i.e., draw a picture,
  guess and check, finding a pattern, writing an
  equation
• C. Communications
• 1. Present mathematical ideas using words,
  symbols, visual displays, or technology(Step 10)

53

• Social Studies
• The VSC is content-specific. Language Arts
  standards above are applicable.
• Science
• Standard 1.0 Skills and Processes
• Students will demonstrate the thinking and acting
  inherent in the practice of science.
• A. Constructing Knowledge
• 1. Gather and question data from many different
  forms of scientific investigations which include
  reviewing appropriate print resources, observing
  what things are like or what is happening
  somewhere, collecting specimens for analysis,
  and doing experiments. (Steps 1 10)
• C. Communicating Scientific Information
• 1. Recognize that clear communication is an
  essential part of doing science because it
  enables scientists to inform others about their
  work, expose their ideas to criticism by other
  scientists, and stay informed about scientific
  discoveries around the world. (Step 10)
• Language Arts standards above are also
  applicable.

54
Scaffolding Process

• Scaffolding
• Stripling credits Pitts research for making it
  clear that students need support from teachers
  for all the strands through teaching, coaching,
  scaffolding, modeling, or other techniques
  (Veltze, 2003,19).
• Metacognition
• Reflection Points throughout the model allow the
  student to reflect and reevaluate process and
  content.

55
Audience Analysis and Comprehension

• Model is applicable to all grade levels
• Detailed steps allow for modification and
  adaptation to different grade levels, abilities,
  curricular requirements, and diverse learner
  characteristics
• Ten Step Model may be used at all six stages of
  the REACTS taxonomy
• Steps will be modified as appropriate to the
  taxonomy level
• Steps may be eliminated, rearranged, or otherwise
  modified to meet needs of the assignment and the
  learners
• For example
• an elementary school teacher might combine Steps
  1 5 into a group brainstorming activity so as
  to give students appropriate support in
  formulating a research question

56
Similarities Among the Models

• Include specific delineated steps
• Provide method for evaluation of content,
  product, and process (metacognition)
• Align with IL Standards and Curricular Standards
• Assume collaboration among students, teachers,
  and SLMS

57
Similarities

• Allow for teacher support and scaffolding as
  needed
• Are capable of flexible adaptation to student
  needs and curricular content
• Can be applied to all grade levels and
  curricular areas
• Are subjects of scholarly analysis but not
  empirical study

58
Differences Among the ModelsBig6 Model

• Has been adapted to specific grade levels
  (process steps, graphics, content)
• Has been applied to non-academic real life
  scenarios
• Linear design
• Best-known and most widely-used model

59
Differences Among the ModelsThe Research Cycle
2000

• Stresses importance of question formulation and
  question quality to the success of the research
  process and product
• Cyclical design stresses and requires
  reevaluation before final product
• Steps involve overlap/clear delineation not
  included
• Stresses problem-solving and critical-thinking
  in process and product

60
Differences Among the ModelsStripling Pitts

• Aligns research process model to taxonomy of
  thoughtful reactions
• Reflection Points provide reevaluation
  throughout model
• Begins with overview approach before formulation
  of question
• Includes thesis/statement of purpose step

61
Instructional Generalizations

• Each of the models evaluated can be applied
  across the grade level and curricular spectrum.
  Educators, including teachers and media
  specialists, must consider the particular needs
  of the learner population and the learning task
  at hand in selecting an appropriate model.
  Consideration should be given to adaptation and
  modification of models to specific purposes.
  Consideration should also be given to consistency
  of use should a school or school system rely
  primarily on one model for student use, thus
  allowing for familiarity and thus mastery of a
  research approach.

62
References

• Eisenberg, M. B. Berkowitz, B. (2006). The
  Big6. Retrieved March 28, 2006 from
  http//www.big6.com
• Eisenberg, M. B. Berkowitz, B. (2006). The Big6
  Kids. Retrieved March 28, 2006 from
  http//www.big6.com/kids
• Eisenberg, M. B., Lowe, C. A., Spitzer, K. L.
  (2004). Information literacy Essential skills
  for the information age. Westport, CT Libraries
  Unlimited.
• Information power Building partnerships for
  learning. (1998). Chicago American Library
  Association.
• Maryland State Department of Education. (2000).
  Standards for school library media programs in
  Maryland. Retrieved February 12, 2006 from
  http//www.mdk12.org/share/standards/statemed.pdf
• Maryland State Department of Education. (1997).
  Voluntary State Curriculum. Retrieved March 28,
  2006 from http//www.mdk12.org/mspp/vsc/index.html

63

• McKenzie, J. (1999). The Research Cycle 2000.
  From Now OnThe Educational Technology Journal,
  9(4). Retrieved March 28, 2006 from
  http//www.fno.org/dec99/rcycle.html
• Milam, P. (2002). Moving beyond technology with
  strategic teaching Jamie McKenzies Research
  Cycle. School Library Media Activities Monthly,
  19(4), 22-23, 34.
• Murray, J. (n.d.) Applying Big6 skills,
  information literacy standards and ISTE Standards
  to internet research. Retrieved March 28, 2006
  from http//janetsinfo.com/big6info.htm
• Stripling, B. K. Pitts, J. M. (1988).
  Brainstorms and blueprints Teaching library
  research as a thinking process. Englewood, CO
  Libraries Unlimited.
• Thomas, N. P. (2004). Information literacy and
  information skills instruction Applying research
  to practice in the school library media center.
  Westport, CT Libraries Unlimited.
• Veltze, L. (2003). The Pitts/Stripling model of
  information literacy. School Library Media
  Activities Monthly, 19(8),19-20, 43.
• Wolf, S. (2003). The Big Six information skills
  as a metacognitive scaffold A case study. School
  Library Media Research, 6. Retrieved March 27,
  2006 from http//www.ala.org/ala/aasl/aaslpubsandj
  ournals/slmrb/slmrcontents/volume62003/bigsixinfor
  mation.htm