Thoretical Review - RB#4

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