evaluating information literacy process models
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Evaluating Information Literacy Process Models. ISTC 651 CLAIRE DEROSE. 13 Information Literacy Process Models. PLUS Model 8Ws of Information Inquiry Louisiana Information Literacy Model for Lifelong Learning Big6 Research Steps to Success Stripling and Pitts Research Process Model - PowerPoint PPT PresentationTRANSCRIPT
EVALUATING INFORMATION LITERACY PROCESS MODELSISTC 651 CLAIRE DEROSE
13 Information Literacy Process Models
PLUS Model 8Ws of Information
Inquiry Louisiana Information
Literacy Model for Lifelong Learning
Big6 Research Steps to
Success Stripling and Pitts
Research Process Model SAUCE
Seven Steps of the Research Process
Digital Information Fluency Model
Super3 Seven Pillars Research Cycle Alberta Model for
Teaching the Research Process
Category PLUS MODELCreator J. E. Herring
http://athene.riv.csu.edu.au/~jherring/PLUS%20model.htm
Grade Level Used
Middle and high
Steps to Process
Purpose Location Use Self- evaluation
Additional Information
- Emphasis on thinking skills and self evaluation- not linear (can go back to steps when needed)
Category 8Ws of Information
Literacy Creato
rAnnette Lambhttp://www.virtualinquiry.com/inquiry/ws.htm
Grade Level Used
Middle school
Steps to
Process
Watching (exploring) wondering (questioning) webbing (searching) wiggling (evaluating) weaving (synthesizing) wrapping (creating) waving (communication) wishing (assessing)
Additional Informatio
n-Similar to Eisenberg, McKenzie, Kuhlthau, Pappas, and Tepe- alliteration was added to stimulate student interest
WWWWWWWW
Category Louisiana Information
Literacy Model for Lifelong Learning
Creator Louisiana Department of Educationhttp://mconn.doe.state.la.us/lessonplans/lit_model.htm
Grade Level Used
All levels
Steps to Process
Defining/ focusing selecting tools and resources extracting and recording processing information organizing information presenting findings evaluating efforts
Additional
Information
- Each step is broken down into further sub steps and objectives
Category Big6Creator Mike Eisenberg and Bob Berkowitz
http://www.big6.com/what-is-the-big6/
Grade Level Used
K- higher education
Steps to Process
Task definition information seeking strategies location and access use of information synthesis evaluation
Additional Information
-Most widely-known and widely- used approach to teaching information and technology skills in the world. -Not necessary to complete in linear order-Given stage does not have to take a lot of time
Category Research Steps to Success Creator Sandra Hughes
http://www3.sympatico.ca/sandra.hughes/sandra.hughes/research/researchs.html
Grade Level Used
Elementary level
Steps to Process
Preparing for research accessing resources processing information transfer your learning
Additional Information
-Recommends the Big6 for more detailed process model -Acknowledges the correlation between this model and a curriculum
Category Stripling and Pitts Research
Process Model Creator Stripling and Pitts
http://slisweb.sjsu.edu/courses/250.loertscher/modelstrip.html
Grade Level Used
K-12
Steps to Process
Choose a broad topic get an overview of the topic narrow the topic develop a thesis or statement of purpose formulate questions to guide research plan for research and production find/ analyze/ evaluate sources evaluate evidence/ take notes/ compile bibliography establish conclusions/ organize information into an outline create and present final product
Additional
Information
- Reflection points direct students to evaluate the work they have just completed
Category SAUCE
Creator
Trevor Bondhttp://ictnz.com/SAUCE.htm
Grade Level Used
High school
Steps to
Process
Set the scene acquire use celebrate understanding evaluate
Additional
Information
-Uses Bloom’s taxonomy for higher thinking levels in the using stage-Learners formulate the information seeking questions during the acquiring stage
Category Seven Steps of the Research
Process Creator Michael Engle
Cornell University Libraryhttp://olinuris.library.cornell.edu/ref/research/skill1.htm
Grade Level Used
College
Steps to Process
Identify and develop your topic find background information use catalogs to find books and media use indexes to find periodical articles find internet resources evaluate what you find cite what you find using a standard format
Additional
Information
-Steps can be rearranged or recycled depending on topic being researched and student’s familiarity to the library
Category Digital
Information Fluency Model
Creator 21st Century Information Fluency http://21cif.com/resources/difcore/index.html
Grade Level Used
6-12
Steps to Process
What information am I looking for? Where will I find the information? How will I get there? How good is the information? How will I ethically use the information?
Additional
Information
“Digital Information Fluency (DIF) is the ability to find, evaluate and use digital information effectively, efficiently and ethically.”
Category Super3
Creator Tami J. LittleMike Eisenberg and Bob Berkowitzhttp://academic.wsc.edu/redl/classes/tami/super3.html
Grade Level Used
K-2
Steps to Process
Additional
Information
-based on Big6-Teachers can use vocabulary that children understand
Category Seven Pillars
Creator Moira BentSociety of College, National and University Librarieshttp://www.sconul.ac.uk/groups/information_literacy/sp/sp/model.html
Grade Level Used
College, graduate school
Steps to Process
Recognize information need distinguish ways of addressing gap construct strategies for locating locate and access compare and evaluate organize, apply, and communicate synthesize and create
Additional
Information
-combines ideas about the range of skills involved with both the need to clarify and illustrate the relationship between information skills and IT skills
Category Research
Cycle Creator Jamie McKenzie
http://questioning.org/rcycle.html
Grade Level Used
6-12
Steps to Process
questioning planning gathering sorting and sifting synthesizing evaluating reporting
Additional
Information
-requires students to make up their own minds, create their own answers, and show independence and judgment- forced to cycle back repeatedly through the stages so the more skill they develop, the less linear the process
Category Focus on Research: the Alberta Model for Teaching the Research Process
Creator Dianne Oberg with Alberta Education http://archive.ifla.org/IV/ifla65/papers/078-119e.htm
Grade Level Used
k-12
Steps to Process
Planning Information Retrieval Information Processing Information Sharing Evaluation Throughout researching: Reviewing the process
Additional Information
-develops students’ metacognitive abilities-develops emotional literacy-invests time in exploration-supports students during their work-teaches role of librarian
Claire’s Three Choices:Level Information
Literacy Process Model
Why
Elementary
BIG6 -clear, easy to understand- widely used and recommended
Middle FOCUS ON RESEARCH
-has self-reflection at every stage of the process-clear, easy to understand, but with more depth than the BIG6
High DIGITAL INFORMATION FLUENCY MODEL
- guides students throughout the process with extra focus on ethically using the information found in research (important to learn in high school when starting to research more in-depth topics)
Similarities and Differences Resea
rch Step
BIG 6 FOCUS ON RESEARCH
DIGITAL INFORMATION
FLUENCY MODEL1. Task Definition Planning What information
am I looking for?
2. Information Seeking Strategies
Where will I find the information?
3. Location and Access
Information Retrieval
How will I get there?
4. Use of Information
Information Processing
How good is the information?
5. Synthesis Information Sharing
How will I ethically use the information?
6. Evaluation Evaluation
Instructional Generalizations all three models start with a planning
stage; place to organize thoughts elementary model is the one with the
most steps- is clear, and regimented to guide student(s) to success
while the elementary and middle models use broad terms that are more clearly defined in each model, the high school model uses more open-ended questions, to allow for individual interpretation and use
Poetry through k-12 in HCPS and MSDE Language Arts Curriculum
AASL STANDARDS FOR THE 21ST CENTURY LEARNER
To inquire, think critically, and gain knowledge
To draw conclusions, make informed decisions, apply knowledge to new situations, and create new knowledge
To share knowledge and participate ethically and productively as members of our democratic society
Pursue personal and aesthetic growth
MSDE VOLUNTARY STATE CURRICULUM
“In English Language Arts, the alignment of curriculum, instruction, and assessment is needed if our students are going to experience success. The essential English Language Arts that should be taught in every classroom throughout Maryland can be found in the State Curriculum.
Teaching the curriculum in a way that helps students make sense of what they are learning helps them to view English as a useful subject as opposed to a set of rules to memorize. Finally, formative and summative assessments should reflect the instruction while spanning the various levels of cognitive demand in reading.”
Curriculum Used in Evaluation: HCPS
Language Arts in HCPS “The Harford County English/language arts
curriculum, kindergarten through grade twelve, is structured so that students recognize the authentic relationships among reading, writing, listening, and speaking in the real world.
In child-centered, positive learning environments, students strive to master developmental and sequential learning expectations to become self-directed, productive life-long learners.”
ILA in HCPS: Elementary Level “In the elementary Integrated Language
Arts program, teachers model the processes of reading, writing, listening, and speaking while integrating instruction which supports appropriate expectations for the development of basic skills as well as higher level thinking and learning skills.
Teachers, students, and parents work collaboratively to accomplish instructional goals that prepare students to move on to the middle school experience.”
Poetry at the Elementary Level: Standard 3.0 Comprehension of Literary Text: Students will read,
comprehend, interpret, analyze, and evaluate literary text Indicator 4. Use elements of poetry to facilitate understanding Objectives: Use structural features such as structure and form including lines and
stanzas, shape, refrain, chorus, rhyme scheme, and types of poems such as haiku, diamonte, etc., to identify poetry as a literary form and distinguish among types of poems
Identify and explain the meaning of words, lines, and stanzas Assessment limit: Literal versus figurative meaning Identify and explain sound elements of poetry Assessment limits: Rhyme, rhyme scheme, Alliteration and other
repetition Identify and explain other poetic elements such as setting, mood, tone,
etc., that contribute to meaning Assessment limit: Elements of grade-appropriate lyric and narrative
poems that contribute to meaning
IL Standards Applied to Language Arts Curriculum: Elementary Level (Grade 4)
Identify and explain other poetic elements such as setting, mood, tone, etc., that contribute to meaning
To draw conclusions, make informed decisions, apply knowledge to new situations, and create new knowledge
Curriculum Objective IL Standard (s)
IL and Diverse Populations: Elementary Level Using the BIG6 with diverse populations:
students with special needs: BIG6 can be broken down into sub steps to help chunk any
research activity enrichment students:
BIG6 allows for students to move through the research process independently, or to spend as much time on one step but not another as needed
non-motivated students: BIG6 can be used for any research topic, and focuses on the
student’s involvement. Students could use it for relevant topics to foster motivation. Student can also become invested in the project by being able to check off steps and feel accomplished.
The middle school language arts program continues to focus on the development of student skills in the areas of reading, writing, listening, and speaking.
Through an integrated, thematic approach, students explore the richness of the human literacy experience.
They refine basic skills and strive to accomplish a higher level of skill development in all areas of the language arts.
Instruction targets success for all students by the time they leave middle school and enter high school.
ILA in HCPS: Middle School Level
Poetry at the Middle School Level:
Standard 3.0 Comprehension of Literary Text: Students will read, comprehend, interpret, analyze, and evaluate literary text.
Indicator 4. Analyze elements of poetry to facilitate understanding and interpretation
Objectives Use structural features to distinguish among types of poetry such as
ballad, narrative, lyric Analyze language and structural features to determine meaning Assessment limit: Literal versus figurative meaning Analyze sound elements of poetry that contribute to meaning Assessment limits: Rhyme, rhyme scheme, Alliteration and other
repetition, Onomatopoeia Identify and explain other poetic elements such as setting, mood, tone,
etc., that contribute to meaning Assessment limit: Elements of grade-appropriate lyric and narrative
poems that contribute to meaning
IL Standards Applied to Language Arts Curriculum: Middle School Level (Grade 7)
Use structural features to distinguish among types of poetry such as ballad, narrative, lyric
To inquire, think critically, and gain knowledge
To draw conclusions, make informed decisions, apply knowledge to new situations, and create new knowledge
Curriculum IL Standard(s)
Using Focus on Research with diverse populations:
IL and Diverse Populations: Middle School Level
Using the Focus on Research with diverse populations: students with special needs:
The reviewing the process stage helps students who are not confident in their research skills to make sure they have completed the step thoroughly before moving on. The fact that reviewing the process is included at each step makes the reflection mandatory and does not single any student out.
enrichment students: Enrichment students can have more freedom in the planning stage
when figuring out what to research. They can also have more control over their project by doing the reviewing the process stages independently instead of with the teacher or librarian.
non-motivated students: The information sharing stage can help motivate students by knowing in
advance that not only will the teacher see their finished product, but other members of the class will as well.
“High school English is a four-year, sequential program of study through which students earn credits toward graduation, as well as a broad selection of electives through which students enrich their learning experiences.
Learning expectations for high school students are aligned with the Maryland Core Learning Goals for English.
As curriculum undergoes revision, this alignment will be clarified and strengthened in order to support success on the Maryland High School Assessments in English.
Electives in drama, journalism, public speaking, humanities, and creative writing offer students a variety of avenues for creative expression and authentic performance.
The high school program strives to prepare all students for success in college and the world of work.”
ILA in HCPS: High School Level
Poetry at the High School Level:
Standard 2: The student will analyze and evaluate a variety of print, non-print and electronic texts, and other media.
Indicator 2.1: The student will analyze and evaluate a variety of texts, including fiction, nonfiction, poetry, drama, and informational texts.
Objective: The student will analyze stylistic elements in a text or across texts that communicate an author’s purpose.
Determine the tone or voice of a text or a portion of a text or across texts Determine and/or explain the significance of the following as each
contributes to the author’s purposeo repetition and/or exaggeration, parallelism, allusion, analogy, figurative language,
imagery, symbolism, a particular speaker or point of view, transitions, choice of details (e.g., specific examples, events, dialogue), features of language that create tone and voice
Explain the effectiveness of stylistic elements in accomplishing a purpose Evaluate an author’s choice of words, phrases, and sentences for a
particular audience or effect, for a given purpose, to extend meaning in a context, or to provide emphasis
Distinguish among types of irony (e.g., verbal, situational, dramatic)
IL Standards Applied to Language Arts Curriculum: High School Level
Determine and/or explain the significance of the following as each contributes to the author’s purposeo repetition and/or exaggeration,
parallelism, allusion, analogy, figurative language, imagery, symbolism, a particular speaker or point of view, transitions, choice of details (e.g., specific examples, events, dialogue), features of language that create tone and voice
To inquire, think critically, and gain knowledge
To draw conclusions, make informed decisions, apply knowledge to new situations, and create new knowledge
Metacognitive ImplicationsElementary Middle High
-students look at poetry and analyze why specific words were picked by the author
-students reflect on how the words effect themselves as the reader
- students start analyzing their own poetry and how using different literary elements and styles reveal their emotions and feelings towards a subject or theme.
- students analyze more lengthy and classic works of poetry to develop a deeper knowledge base of poetry types and styles
- more discussion oriented to allow students to reflect on how they and other students react to different kinds of poetry and why
Using the Digital Information Fluency Model with diverse populations:
IL and Diverse Populations: High School Level
Using the Digital Information Fluency Model with diverse populations: students with special needs:
each question is supplemented with specific objectives to guide students in understanding what to do in each step
enrichment students: questions are focused on independent work questions are open-ended to allow for creative interpretation
and ability to cater each question to fit the students’ needs ethic oriented question will challenge students to make sure
they research appropriately- could also allow for peer teaching the appropriate way to cite/ use sources
non-motivated students: general questions will not overwhelm the students basic outline will not overwhelm the students
Interpretations and Conclusions Models with less steps are clearer and
easier to understand Just because an alliteration is used
doesn’t make it easier to use More open-ended questions work better
with higher level students Elementary students need a mix of a
flexible but still structured model
References Bent, M. (2007, Nov). The seven pillars of information literacy model. Retrieved from
http://www.sconul.ac.uk/groups/information_literacy/sp/sp/model.html Bond, T. (2009, April 23). Sauce. Retrieved from http://ictnz.com/sauce-resources/SAUCE-
description2.htm (1997, June 11). Brainstorms & blueprints teaching library research as a thinking process. Retrieved
from http://slisweb.sjsu.edu/courses/250.loertscher/modelstrip.html Callison, D. & Lamb. A. (2009). 8Ws of information inquiry. Retrieved from
http://www.virtualinquiry.com/inquiry/ws.htm Eisenberg, M. (2007, Oct 6). What is the big6? Retrieved from http://www.big6.com/what-is-the-big6/ Engle, M. (2010, Nov 23). The seven steps of the research process. Retrieved from
http://olinuris.library.cornell.edu/ref/research/skill1.htm Heine. C. & O’Connor. D. (2009, Dec 13). Digital information fluency model. Retrieved from
http://21cif.com/resources/difcore/index.html Herring, J. E. (2004). The plus model. Retrieved from http://athene.riv.csu.edu.au/~jherring/PLUS
%20model.htm Hughes, S. (2009, Feb 26). Research steps to success. Retrieved from
http://www3.sympatico.ca/sandra.hughes/sandra.hughes/research/researchs.html Little, T. The super3. Retrieved from http://academic.wsc.edu/redl/classes/tami/super3.html Louisiana information literacy model for lifelong learning. Retrieved from
http://mconn.doe.state.la.us/lessonplans/lit_model.htm McKenzie, J. (2000). The research cycle. Retrieved from http://questioning.org/rcycle.html Needham, J. (2010). Meeting the new aasl standards for the 21st-century learner via big6 problem
solving. Library Media Connection, 42-43. Oberg, D. (1999, June 9). Teaching the research process- for discovery and personal growth. Retrieved
from http://archive.ifla.org/IV/ifla65/papers/078-119e.htm