|
1. Steps in the process: Do not
worry about listing the steps. Instead, compare/contrast their vision of
information seeking. To what extent do the models differ? Do they present
different visions of information seeking? Or do they describe similar processes
that differ in terminology and the number of steps? |
||
|
The three process models have similar ideas for finding information. They want discovery to be natural for the
student. They do not want the process to be linear and have exact steps lain
out. There is a flexible frame work to follow and having the teacher and
librarian collaborate will provide the best success for the students. All subjects can use the processes. These processes are not limited to
school. They are hopefully, when
utilized correctly, a way to incorporate a processed way to search for information
in all aspects as the students move from education to career. The terminology and stages are different for each model. However, the overall concepts of finding information are similar. |
||
|
Big 6
|
Kuhlthau’s Information Search Process/Guided Inquiry
|
I-Search
|
|
Big 6 model has each stage along with sub stages to help with the
information seeking process. Not all
stages are consciously done. Each
stage does not have to be completed in order. |
ISP model has emphasis on affect when it comes to information
seeking. The feelings of the students
and how the changed during the process id discussed in detail and connected
to each stage in the process. |
The I-Search is not only finding information, but information relevant and
motivating to the learner. The process
of finding the information is what leads to critical thinking and life long
learning. |
|
2. Outcomes: To what degree does each model promote a generic,
one-size-fits-all process? To what extent does each model help the student
discover his personal information seeking process? |
||
|
Big 6
|
Kuhlthau’s Information Search Process/Guided Inquiry
|
I-Search
|
|
The most generic of the three. The
Big 6 does not promote personal response while doing the research. As stated on the Big 6 website one of the
goals is the get students to work smarter in finding, processing, and using
the information effectively. |
In the ISP model there is a lot of emphasis placed on the feelings of the
researcher. For example, the first
step is Initiation. Kuhlthaus states the student is aware of a lack of
knowledge and feelings of uncertainty are common. This is where the student begins to discuss
what is the information needed. |
For the I-Search it suggested that the topic choose the students. What issues truly affect their lives? The student starts with a personal interest
web. Research also relates to prior knowledge and evaluating experiences
related the information need. Metacognitive thinking is also incorporated in
the I-Search process. Students need
keep a learning log to document their thoughts, actions, and feelings as the
move through the information seeking process. |
|
3. Role of the librarian: To what extent do the school librarian and
partner teachers determine how a student moves through the process? To what
degree are they facilitators? What types of choices are given a student? |
||
|
Big 6
|
Kuhlthau's Information Search Process/Guided Inquiry
|
I-Search
|
|
Through each stage of the Big 6 students have questions to help define their
tasks. Teachers and librarians are
there to guide the students and show them the stages. The teacher and librarian teach the
students the stages of the Big 6 and guide the students to the answers
needed. The teacher and librarian are
facilitators but not as much as the other two models. |
In this process, teacher and librarians help the students when they reach
a point of confusion and uncertainty. Kuhlthau
suggest conferences, learning logs, and journals help teachers and librarians
understand what the student needs and when they need it in their information
seeking process. In the ISP model the teacher and librarian
are mediators and the process is more individualized for the students. The
response to the students depends on their individual need. |
The teacher and librarian are facilitators to help students through the
I-Search model and not to a specific piece of information. This model also emphasizes what the learner
wants to do with the information they find. This gives the student a lot of
choice when it comes to the information search process. This does make the I-Search model
individualized and creates a personal connection for the learner. |
|
4. Placement on the continuum: Where does the model fall: library skills,
information skills, information literacy, or inquiry-based learning? |
||
|
Big 6
|
Kuhlthau's Information Search Process/Guided Inquiry
|
I-Search
|
|
The Big 6 seems to be closer to library and information skills. There are
stages and sub-stages that are suggested to make the student work task
oriented. |
The ISP leans more towards information literacy and how to manage the
uncertainty of finding new information. There is also a heavy connection to
writing with the use of journals. |
The I-Search model stresses what a student wants to know for his own life
and the process of finding the information.
Therefore I-Search is inquiry-based learning. |
|
5. Finally, where does instruction and practice in your school or library
fall? How does an understanding of these models help you meet the needs of
and provide services to your students and patrons? How does this
understanding support collaboration? If you are not currently working in a
library, answer this question based on your personal experience as a student.
Then consider how you might apply this learning to your future practice. |
||
|
Big 6
|
Kuhlthau's Information Search Process/Guided Inquiry
|
I-Search
|
|
Our school is moving towards information literacy and inquiry based
learning. PBL, problem based learning, has gained momentum within my
district. However, there has been some
confusion in getting the students to understand the process. Upon reflecting, I think some of the
problems may lie in understanding the research process. Using one of these models will help
increase PBL success. Understanding
these models will help me provide better support for the students and staff
in the information seeking process.
Even teachers need to learn the process before they can help the
students. This will provide
opportunities for collaboration. Many teachers
state that the students do not know what the need to know. Maybe they need to ask the students what
topics they want to know more about. Which model is used depends on your ultimate goal. For what I do in my class, the Big 6 will be a good model to use. Being a technology teacher, there are many products that are not text driven. Yet, students still need to present information in a visual or auditory manner. From a personal stand point I can relate to the ISP model because it discusses the feelings of uncertainty, confusion, and accomplishment a person feels when going through the information seeking process. The I-Search model does encourage information to be personal and a topic that sparks your interest. As a student this model does appeal to me the most. In a manner I control what I learn and find information. Each model has positive aspects and is a step up from the traditional research paper project. They can all be incorporated within the classroom and on a personal level. One aspect to think about is what is the teacher asking of me. Which model will work best. |
||
|
Big 6
|
Kuhlthau’s
Information Search Process/Guided Inquiry
|
I-Search
|
|
1. Task Definition
1.1
Define the information problem
1.2
Identify information needed
|
1.
Initiation
Task
is to recognize the need for information.
Feelings of uncertainty are common
|
Choose a topic
Student
creates personal universal web by asking questions about what in important to
them and their life.
|
|
2. Information Seeking Strategies
2.1
Determine all possible sources
2.2
Select the best sources
|
2.
Selection
Task
is to identify and select the general topic and approach. Feelings of
optimism come after a topic has been chosen.
|
|
|
3. Location and Access
3.1
Locate sources (intellectually and physically)
3.2
Find information within sources
|
3. Exploration
Task
is to investigate information on the general topic. Feelings of doubt may arise when looking at
the new information
|
Find Information
In
this stage the students will narrow their topic, find a focus, and create the
research question.
|
|
4. Use of Information
4.1
Engage (e.g., read, hear, view, touch)
4.2
Extract relevant information
|
4.
Formulation
Task
is to form a focus for the information found.
Feelings of confidence begin and understanding of the topic is gained
|
|
|
5. Synthesis
5.1
Organize from multiple sources
5.2
Present the information
|
5.
Collection
The
task is to gather information for the focused topic. Ideas on defining and supporting the
focused information happen during this step.
|
Use the right information
The
student will create a plan of action to help move them from the general to
the specific information and resources they need.
|
|
6. Evaluation
6.1
Judge the product (effectiveness)
6.2
Judge the process (efficiency)
|
6.
Presentation
The
task is the finish finding the information and prepares the completed
product. Feelings of relief are
common.
|
Present the result in a format that
makes the most sense for the topic
In
this stage the student will start the final product of their information
search. The key is for the students to
think critically about the best product for their problem.
|
References
Big
6. (2013). Big6 skills overview. Retrieved from
http://big6.com/pages/about/big6-skills-overview.php
Bowen, C. (2001). A process
approach: The I-Search with grade 5: They learn! Teacher-Librarian,
29(2), 14.
Carey,
J. O. (1998). Library skills, information skills, and information literacy:
Implications for teaching and learning. School Library Media Quarterly
Online, 1, Retrieved from
http://www.ala.org/aasl/aaslpubsandjournals/slmrb/slmrcontents/volume11998slmqo/carey
Kuhlthau,
C. C. (1989). Information search process: A summary of research and
implications for school library media programs. School Library Media
Quarterly, 18(1), 19-25.
Kuhlthau,
C. C. (2013, February). Information search process . Retrieved from
http://comminfo.rutgers.edu/~kuhlthau/information_search_process.htm
Tallman,
J., & Joyce, M. (2006). Making the writing and research connection with
the i-search process. (Second ed.). New York: Neal-Schuman Publishers, Inc.
Wenatchee
School District. (2009, June). Online resources to support. Retrieved
from http://nb.wsd.wednet.edu/big6/big6_resources.htm
