• you will identify information research goals, seek, use, and assemble relevant, credible information, then to reflect
• completely transferable to any grade level, subject area, or workplace
• 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)
• The Big6 is based on a rich foundation of research into how humans find and process information (information literacy)
• Data collected from thousands of students showed that students who were taught informative nonfiction using the Big6 approach with a combination of analytical, creative, and practical activities, outperformed students who were taught two alternative approaches (see PACE Center materials below).” — Linda Jarvin, Ph.D., Associate Director, PACE Center, Yale University

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• FLIP it!™ is a decision-making framework
  that can be used for both personal and professional applications.
• By keeping in mind
  the targets identified in the initial FOCUS step,
  and that key phrase:
• F/THEN;
  or,
  what do I already know that will help me here?
   
  the problem-solver now has a set of guideposts
  to help him stay on track
  throughout the decision-making process.

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• The understandings that students develop through inquiry are deeper and longer lasting than any pre-packaged knowledge delivered by teachers to students.
• First, they transform the learning process by provoking critical thinking: questioning; making inferences; interpreting different points of view; using critical thinking skills to analyze and evaluate; drawing conclusions; and pulling together disparate pieces of evidence to think conceptually.
• primary sources engage students in inquiry
• Second
• engage students both emotionally and personally because the sources represent authentic voices and images. Students connect to the people who produced or were subjects of the primary sources as they rarely, if ever, connect to textbooks and other secondary sources.
• Finally
• helps students see the complexity of issues and recognize the importance of context for credible interpretation.
• Primary sources effectively support learning throughout the inquiry process when teachers and librarians select appropriate sources, teach students essential thinking skills, and carefully structure learning experiences
• Connect Phase of Inquiry  Guidelines for Selecting Primary Sources Skills and Strategies to Teach Cautions to Consider  Find primary sources that: Show students how to: Be aware that:   
   
  • Connect to major theme or concept
   
  • Represent alternative perspectives
   
  • Present conflicting evidence
   
      
   
  • Identify prior knowledge and misconceptions
   
  • Identify point of view and its effect on information presented
   
  • Use concept mapping to develop framework of overall themes, major concepts
   
  • Make valid inferences
   
  • Develop context through acquiring background knowledge
   
      
   
  • Lack of context and background knowledge makes interpretation of primary sources difficult
   
  • Students without a clear conceptual focus may see primary sources as disconnected bits of information
   
  • Students may develop misinterpretations based on their limited prior exposure
• Wonder: Students should develop focus questions to guide their inquiry investigations.
• Wonder Phase of Inquiry  Guidelines for Selecting Primary Sources Skills and Strategies to Teach Cautions to Consider  Find primary sources that: Show students how to: Be aware that:   
   
  • Contain provocative or conflicting images and texts
   
  • Represent major facets of overall topic or theme
   
  • Provide enough detail to invite interpretation, provoke questions
   
      
   
  • Develop focus questions at different levels of thought that lead to manageable investigations
   
  • Connect focus questions to larger theme or essential question
   
      
   
  • Students tend to use primary sources as illustrations only, without probing deeper into their meaning
   
  • Students tend to be enticed by graphic images and might ignore relevant text-based sources
• Investigate: Students will use a combination of primary and secondary sources to pursue their questions in depth.
• Investigate Phase of Inquiry  Guidelines for Selecting Primary Sources Skills and Strategies to Teach Cautions to Consider  Find primary sources that: Show students how to: Be aware that:   
   
  • Represent a variety of formats
   
  • Offer different perspectives
   
  • Provide in-depth information on relevant topics and questions
   
  • Are appropriate for students’ reading levels
   
  • Allow students to corroborate evidence
   
      
   
  • Determine the authority, purpose, point of view, and accuracy of sources
   
  • Corroborate evidence by using multiple sources
   
  • Take notes on main ideas and supporting evidence
   
  • Make inferences
   
  • Interpret evidence
   
       
   
  • Students’ lack of content knowledge makes valid interpretation of primary sources difficult; teachers must carefully scaffold this thinking process
• Construct
• teaching students to organize and draw conclusions from the information they have found, to confront conflicting ideas and form their own evidence-based opinions, and to be ready to take a stand and defend it
• Construct Phase of Inquiry  Guidelines for Selecting Primary Sources Skills and Strategies to Teach Cautions to Consider  Find primary sources that: Show students how to: Be aware that:   
   
  • Connect to essential question and theme
   
  • Represent a point of view with supporting evidence
   
  • Show explicit development of a line of thinking
   
  • Represent a variety of formats
   
      
   
  • Organize information into main ideas and supporting evidence
   
  • Compare evidence for alternative viewpoints
   
  • Draw conclusions and forming opinions based on evidence
   
       
   
  • Students may have limited experience with drawing valid conclusions or forming evidence-based opinions; they will need support and modeling of the thinking processes involved
• Express
• students develop a product to demonstrate their new understandings and share with others, they solidify their own learning.
• Students will be more motivated and engaged throughout the inquiry experience if they are assigned relevant and creative products
• Express Phase of Inquiry  Guidelines for Selecting Primary Sources Skills and Strategies to Teach Cautions to Consider  Find primary sources that: Show students how to: Be aware that:   
   
  • Represent a variety of formats, if appropriate
   
  • Include authentic examples of the format that students are expected to produce
   
  • Connect to the types of communication that students recognize and relate to
   
      
   
  • Think creatively to generate an original approach to develop a final product
   
  • Employ writing, speaking, and visualizing skills appropriate for developing an inquiry-based product
   
  • Use technology to create a final product
   
       
   
  • Research has shown that students must be taught the skills needed for creating products (especially those involving technology) or they will ignore content learning and focus on production only
• Reflection is embedded throughout the inquiry process,
• tudents to think about what they have learned about the topic or idea and about inquiry itself
• Reflect Phase of Inquiry  Guidelines for Selecting Primary Sources Skills and Strategies to Teach Cautions to Consider  Find models that: Show students how to: Be aware that:   
   
  • Exemplify high-quality, student-created products or real-world examples
   
      
   
  • Use reflective questioning
   
  • Use metacognitive thinking strategies
   
  • Solicit peer consultation and feedback
   
      
   
  • Reflection should not be confused with evaluation and the assignment of a grade. Even students who have received a high grade should reflect on their process and product and set goals for future inquiry
• • Focus the inquiry experience on big ideas and themes;
   
  • Frame the learning experience with an inquiry process;
   
  • Explicitly teach and scaffold the critical thinking and information skills of inquiry;
   
  • Confront students with both conflicting and corroborating evidence; and
   
  • Engage students in locating and interpreting primary sources on their own
• Barbara Stripling is the former president of the American Association of School Librarians
• 

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• REACTS
• REACTS Taxonomy developed by Barbara Stripling and Judy Pitts
• critical thinking in the research process
• This model focuses on strategies for ensuring high level thinking and resulting quality products. If students research at a low level, they're likely to react at a low level
• spend their time in the research process integrating, concluding, and conceptualizing, then their final product will be reflect transformation and synthesis of information.

• The REACTS Taxonomy includes the following elements:

   
   
  • Recalling
     
   
  • Explaining
     
   
  • Analyzing
     
   
  • Challenging
     
   
  • Transforming
     
   
  • Synthesizing
• 10-step process
• • Choose a broad topic
     
   
  • Get an overview
     
   
  • Narrow the topic
     
   
  • Develop thesis statement
     
   
  • Formulate questions
     
   
  • Plan for research
     
   
  • Find, analyze, evaluate
     
   
  • Evaluate evidence
     
   
  • Establish conclusions
     
   
  • Create and present final product

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• Danny Callison, Ed.D, and Annette Lamb, Ph.D
• Information Inquiry for Teacher
• Key Words, Concepts and Methods for Information Age Instruction: A Guide to Teaching Information Inquiry by Daniel Callison (2003)

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• I-Search is "an approach to research that uses the power of student interests, builds a personal understanding of the research process, and encourages stronger student writing"
• Students are asked to keep a log of their action, thoughts, and feelings as they move through the process
• reflect on their previous research experiences to set the stage for an appreciation of the research process.
• the key to I-Search is that students work on meaningful projects.

• I-Search is a process that includes four general steps:

   
   
  • Selecting a topic - exploring interests, discussing ideas, browsing resources
     
   
  • Finding information - generating questions, exploring resources
     
   
  • Using information - taking notes, analyzing materials
     
   
  • Developing a final product - developing communications, sharing experiences

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• Big 6

   

  The Big 6 is an information problem-solving approach developed by Michael B. Eisenberg and Robert E. Berkowitz. It is the most popular model for information skills. It includes the following steps:

   
   
  • Task definition
     
   
  • Information seeking strategies
     
   
  • Location and access
     
   
  • Use of information
     
   
  • Synthesis
     
   
  • Evaluation
• primary teachers
• Super 3 for very young children
• • Plan
     
   
  • Do
     
   
  • Review

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• 5-As

   

  Ian Jukes focuses on the 5 As of information processing. These include:

   
   
  • Asking - key questions to be answered
     
   
  • Accessing - relevant information
• • 
     
   
  • Analyzing - the acquired information
     
   
  • Applying - the information to a task
     
   
  • Assessing - the end result and the process
   
   
  Learn More
   
  Ian Jukes Blog
   
  Jukes, Ian, Dosai, Anita, Matheson, Kate, McKay, Bruce, McKay, Wendy, Holmes, Lisa, and Armstrong, Sara (1998). NetSavvy: Information Litracy for the Communication Age .(Preview from Google Books)
   
  ---
   
   
   
    
   
   
  • HOME
   
  • INFORMATION INQUIRY

• Noodle Tools: Building Blocks of Research
• information literacy is a transformational process in which the learner needs to find, understand, evaluate, and use information in various forms to create for personal, social or global purposes
• • Engaging
     
   
  • Defining
     
   
  • Initiating
     
   
  • Locating
     
   
  • Examining, Selecting, Comprehending, Assessing
   
  • Recording, Sorting, Organizing, Interpreting
     
   
  • Communicating, Synthesizing
     
   
  • Evaluating

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• Pre-search Process focusing on building a solid foundation prior to materials exploration.
• Presearch Strategies
• • KWL
     
   
  • Brainstorm, Read, Categorize
     
   
  • Relax, Read, Reflect
     
   
  • Newspapers for a Background
     
   
  • Journal Writing
• Questions
• Generating
• • based on knowledge of the topic
     
   
  • focus not too broad or too narrow
     
   
  • interesting to researcher
     
   
  • potentially interesting to others
     
   
  • feasible resources available to answer questions
• Rankin's Research Steps and Strategies
• • Step 1 - Presearch
     
   
  • Step 2 - Plan the search
     
   
  • Step 3 - Search for information
     
   
  • Step 4 - Select information
     
   
  • Step 5 - Interpret and record information
     
   
  • Step 6 - Evaluate information
     
   
  • Step 7 - Communicate the information
     
   
  • Step 8 - Evaluate the proces
• importance of student assessment.
• criteria for judging student's pre-searches.
• • Information from four different sources, with a bulk of the information not from a single source
     
   
  • Four bibliography cards
     
   
  • Note cards keyed to all four sources
     
   
  • Notes help answer researcher's questions (no irrelevant information)
     
   
  • Adequate information for all three questions
     
   
  • Notes summarized
     
   
  • Notes in own words
     
   
  • One idea per note card
     
   
  • Sufficient quantity (15-50 note cards)
     
   
  • No glaring inaccuracies; double-check facts, especially numbers

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