Our PowerPoint Presentation
The PowerPoint slides are available to view on SlideShare.net.
The URL is:
http://www.slideshare.net/TimCarse/t-carse-esoloctober20133dresearchpresentation
Information Literacy Models
All of the models build upon the IPO model in different ways to accommodate the unique learning styles and ages of students and adults. The Information Literacy Models do share the common goal of being a catalyst to genuine authentic research by students. The following is a brief description of a few (and by all means not all) of the models used for research.
The Big6
This is probably the most popular and widely adopted model, developed by Michael Eisenberg and Robert Berkowitz. It debuted in 1990, and has gained enormous popularity. Consult the Website http://www.big6.com/ for more useful information.
The Super 3
To help younger learners, Eisenberg and Berkowitz modified their Big6 into a simpler model known as the Super 3. This model consists of only 3 steps, Plan, Do, and Review, and is suitable for early years students (K through level 2 or 3). An excellent example of implementing the Big6 and the Super 3 can be found in a pdf file from the Randolph County North Carolina school district using this URL: http://www.randolph.k12.nc.us/Departments/MediaTechnology/Documents/RCS%20Big6%20Super3%20Handbook.pdf
Research Process Helper
This is a four-step approach designed for elementary students by Sandra Hughes. These steps are:
1. Exploring and preparing
2. Investigating and accessing information
3. Processing, and;
4. Creating or transferring information.
A great Website that is student (and teacher) friendly is found at: http://www3.sympatico.ca/sandra.hughes/sandra.hughes/research/default.html
The REACTS Model
This model was developed by Barbara K. Stripling and Judy M. Pitts in the late 1980s. The model was designed to assist student with term papers. The acronym REACTS stands for Recalling, Explaining, Analyzing, Challenging, Transforming, and Synthesizing. This model comes from their book called Brainstorms and Blueprints: Teaching Research as a Thinking Process (Englewood, CO: Libraries Unlimited, 1988 ISBN 978-0872876385. This title may be out of print at this time.)
I - Search
This model was developed by M. Z. Joyce and J. I. Tallman circa 1996, and was published in a book titled Making the Writing and Research Connection with the I-Search Process (New York: Neal-Schuman ISBN 978-1555705343. The second edition was published in 2006). The unique thing about this model is that it is designed to help the student find a topic based on their personal interests (a good way to "hook" students in the process).
Flip-IT
This model was developed by Alice Yucht and comes from her book, "FLIP IT! An Information Skills Strategy for Student Researchers" (1997: Worthington, OH: Linworth Publishing, ISBN 978-0938865629). In this model, there are four steps or stages in the research process:
1. Focus
2. Links or logistics
3. Input or implementation, and ;
4. Payoff or proof.
After this there are two steps in the process:
5. Information (i.e., prior knowledge and facts gathered), and;
6. Tactical maneuvers or "Have I demonstrated Intelligent Thinking throughout the research process?"
Kuhlthau's ISP Model
Carol Kulhthau is the pioneer in connecting the emotive process which parallels a student's efforts in starting, working on, and completing a research project. It is constructivist in nature, and acknowledges the feelings of the student throughout the information seeking process. Her Information Seeking Process Model (ISP) is made up of seven steps:
1. Initiating a project
2. Selecting a topic
3. Exploring information
4. Forming a focus for research
5. Collecting the relevant information
6. Preparation of the presentation, and;
7. An assessment of the process.
The Kuhlthu biography Website at Rutgers University is found at: http://comminfo.rutgers.edu/~kuhlthau/ (updated September 2013).
My sources for this information are:
A. Thomas, Nancy Pickering, Crow, Sherry R., & Franklin, Lori L. Information Literacy and Information Skills Instruction (3rd Ed.). Santa Barbara, CA: Libraries Unlimited.
B. This is a great Website based on a University of Indiana class: http://virtualinquiry.com /index.html (please look this one over).
C. Milam, P. (2004). A Road Map for the Journey. Library Media Connection, 22(7), 20.
Website Evaluation Models
In this area there are many different models which all support a common theme of helping students properly separate "the wheat from the chaff" when utilizing online information. A general summary of the criteria that students should adopt in evaluating a Website and online information is:
1. The authority of the author
2. The Website content
3. evidence of bias
4. Evidence of the authenticity of information
5. Quality of presentation, and;
6. Is the information current?
This summary is based on ISTE's NETs and ALA recommendations.
WWWDOT
I personally like this model which can be used in elementary grades as well as secondary. This model uses an acronym to help students remember the six steps in the process as follows:
1. Who wrote this and what credentials do they have?
2. Why was it written?
3. When was it written?
4. Does it help meet my needs?
5. Organization of the site?
6. To-do list for the future.
My source for this information is: Zhang, Shenglan, Duke, Nell K., & Jimenez, Laura M (2011). The WWWDOT Approach to Improving Students' Critical Evaluation of Websites. The Reading Teacher, Vol. 65 Issue 2 pp. 150–158 DOI:10.1002/TRTR.01016
The PowerPoint slides are available to view on SlideShare.net.
The URL is:
http://www.slideshare.net/TimCarse/t-carse-esoloctober20133dresearchpresentation
Information Literacy Models
All of the models build upon the IPO model in different ways to accommodate the unique learning styles and ages of students and adults. The Information Literacy Models do share the common goal of being a catalyst to genuine authentic research by students. The following is a brief description of a few (and by all means not all) of the models used for research.
The Big6
This is probably the most popular and widely adopted model, developed by Michael Eisenberg and Robert Berkowitz. It debuted in 1990, and has gained enormous popularity. Consult the Website http://www.big6.com/ for more useful information.
The Super 3
To help younger learners, Eisenberg and Berkowitz modified their Big6 into a simpler model known as the Super 3. This model consists of only 3 steps, Plan, Do, and Review, and is suitable for early years students (K through level 2 or 3). An excellent example of implementing the Big6 and the Super 3 can be found in a pdf file from the Randolph County North Carolina school district using this URL: http://www.randolph.k12.nc.us/Departments/MediaTechnology/Documents/RCS%20Big6%20Super3%20Handbook.pdf
Research Process Helper
This is a four-step approach designed for elementary students by Sandra Hughes. These steps are:
1. Exploring and preparing
2. Investigating and accessing information
3. Processing, and;
4. Creating or transferring information.
A great Website that is student (and teacher) friendly is found at: http://www3.sympatico.ca/sandra.hughes/sandra.hughes/research/default.html
The REACTS Model
This model was developed by Barbara K. Stripling and Judy M. Pitts in the late 1980s. The model was designed to assist student with term papers. The acronym REACTS stands for Recalling, Explaining, Analyzing, Challenging, Transforming, and Synthesizing. This model comes from their book called Brainstorms and Blueprints: Teaching Research as a Thinking Process (Englewood, CO: Libraries Unlimited, 1988 ISBN 978-0872876385. This title may be out of print at this time.)
I - Search
This model was developed by M. Z. Joyce and J. I. Tallman circa 1996, and was published in a book titled Making the Writing and Research Connection with the I-Search Process (New York: Neal-Schuman ISBN 978-1555705343. The second edition was published in 2006). The unique thing about this model is that it is designed to help the student find a topic based on their personal interests (a good way to "hook" students in the process).
Flip-IT
This model was developed by Alice Yucht and comes from her book, "FLIP IT! An Information Skills Strategy for Student Researchers" (1997: Worthington, OH: Linworth Publishing, ISBN 978-0938865629). In this model, there are four steps or stages in the research process:
1. Focus
2. Links or logistics
3. Input or implementation, and ;
4. Payoff or proof.
After this there are two steps in the process:
5. Information (i.e., prior knowledge and facts gathered), and;
6. Tactical maneuvers or "Have I demonstrated Intelligent Thinking throughout the research process?"
Kuhlthau's ISP Model
Carol Kulhthau is the pioneer in connecting the emotive process which parallels a student's efforts in starting, working on, and completing a research project. It is constructivist in nature, and acknowledges the feelings of the student throughout the information seeking process. Her Information Seeking Process Model (ISP) is made up of seven steps:
1. Initiating a project
2. Selecting a topic
3. Exploring information
4. Forming a focus for research
5. Collecting the relevant information
6. Preparation of the presentation, and;
7. An assessment of the process.
The Kuhlthu biography Website at Rutgers University is found at: http://comminfo.rutgers.edu/~kuhlthau/ (updated September 2013).
My sources for this information are:
A. Thomas, Nancy Pickering, Crow, Sherry R., & Franklin, Lori L. Information Literacy and Information Skills Instruction (3rd Ed.). Santa Barbara, CA: Libraries Unlimited.
B. This is a great Website based on a University of Indiana class: http://virtualinquiry.com /index.html (please look this one over).
C. Milam, P. (2004). A Road Map for the Journey. Library Media Connection, 22(7), 20.
Website Evaluation Models
In this area there are many different models which all support a common theme of helping students properly separate "the wheat from the chaff" when utilizing online information. A general summary of the criteria that students should adopt in evaluating a Website and online information is:
1. The authority of the author
2. The Website content
3. evidence of bias
4. Evidence of the authenticity of information
5. Quality of presentation, and;
6. Is the information current?
This summary is based on ISTE's NETs and ALA recommendations.
WWWDOT
I personally like this model which can be used in elementary grades as well as secondary. This model uses an acronym to help students remember the six steps in the process as follows:
1. Who wrote this and what credentials do they have?
2. Why was it written?
3. When was it written?
4. Does it help meet my needs?
5. Organization of the site?
6. To-do list for the future.
My source for this information is: Zhang, Shenglan, Duke, Nell K., & Jimenez, Laura M (2011). The WWWDOT Approach to Improving Students' Critical Evaluation of Websites. The Reading Teacher, Vol. 65 Issue 2 pp. 150–158 DOI:10.1002/TRTR.01016