Presentation is loading. Please wait.

Presentation is loading. Please wait.

Kuhlthau's Information Search Process Cathy Hill & Yvonne Hammer St Paul's Grammar School Penrith Australia.

Similar presentations

Presentation on theme: "Kuhlthau's Information Search Process Cathy Hill & Yvonne Hammer St Paul's Grammar School Penrith Australia."— Presentation transcript:

1 Kuhlthau's Information Search Process Cathy Hill & Yvonne Hammer St Paul's Grammar School Penrith Australia

2 Kuhlthau’s Information Search Process “Kuhlthau’s ISP model is a good, understandable foundation for teaching students about the research process. It also offers a possible means of easing negative emotions that are associated with doing research.” (Kracker, 2002:284)

3 Kuhlthau’s Information Search Process The six stage process identified by Kuhlthau as the Information Search Process Stage 1 Task initiation: Prepare for selecting a topic Stage 2 Topic Selection: Decide on a topic for research Stage 3 Prefocus Exploration: Investigate information to form a focus Stage 4 Focus Formulation: Formulate a focus from information gathered Stage 5 Information Collection: Gather information that defines, supports, extends, the focus Stage 6 Search Closure: Concluding the research

4 Model of the Information Search Process Tasks Initiation Selection Exploration Formulation Collection Presentation ----------------------------------------------------------------------------------------------------------------------------------------------------→ Feelings uncertainly optimism confusion clarity sense of satisfaction or (affective) frustration direction/ disappointment doubt confidence Thoughtsvague-------------------------------------→focused (cognitive) -----------------------------------------------→ increased interest Actions seeking relevant information----------------------------→seeking pertinent information (physical) exploring documenting Kuhlthau, C.C. updated March,2007. Information search process.: Slide 2 Accessed 28th March 2007

5 Affective Domain in Research Activities – Anxiety levels decrease and enable further investigative action. – The balance between challenge and skill development is restored. – The experience of “Flow” is more likely to occur as skill in the information process increases.

6 Kuhlthau’s ISP & Consequence of FLOW “ One of the essential conditions for flow to occur is that the opportunities for action in a situation match the person’s capacity to act; that is, when challenges and skills are in balance, the activity becomes its own reward.” (Csikszentmihalyi, Rathunde, & Whalen 1997:35)

7 The Combined Model

8 Kuhlthau’s Zones of Intervention There are 5 Zones of Intervention, which Kuhlthau (2004, 129-130) identifies as follows: Zone 1 – where the information user self diagnoses the problem and the search for information is self-directed Zones 2-5 are product based and related to assistance in acquiring resources which is identified though interview with the information user Zone 2 - provision of the right source Zone 3 – provision of relevant sources Zone 4 – provision of a sequence of sources Zone 5 – is process based and requires assistance over time and throughout the stages of the information search process.

9 What do I know about this topic? What do I know about my question? What do I need to know? What could an answer be? What are the phases of the inquiry process? What are some possible ideas about my topic that I am interested in? How do I know it? What am I feeling? How are my feelings likely to change during the inquiry process? Planning What kinds of resources might help? Where do I find them? How do I know the information is valid? Who is responsible for the information? What other information is there? What search words/approaches are most useful? What am I feeling at this phase about my inquiry? How can I deal with these feelings in ways that will enhance my success? Retrieving What information is relevant to my questions? What parts support my answers? How does it relate to what else I know? What parts do not support my answer? Does it raise new questions? Processing How might I organize my information and ideas? What is important to know about the presentation format I am using? How do I know when my research is finished? How do I feel about the amount of information I have collected? What am I feeling now that I must create a product to share? Am I satisfied with my creation? Creating What is my main point I wish to make? Who is my audience? How does it connect to what we are studying? How do I use media to express my message? What would I do differently in my next presentation? What am I feeling at this phase? Sharing What have I learned about the topic? Why is it important to engage in inquiry activities? What have I learned that I can use elsewhere? How have my feelings changed throughout the inquiry process? What was the highlight of this inquiry? Evaluating From Branch J. &. Oberg, D. 2005. Focus on Inquiry: A Teacher’s Guide to Implementing Inquiry-Based Learning - PowerPoint presentation - IASL Conference, Hong Kong, July 2005 – Slide 12. Available at Accessed 25th March 2007

10 The NSW Information Skills Process 2007 Update. (Information skills in the school, 2007)

11 References American Library Association (ALA) Presidential Committee on Information Literacy (1989) Final Report. Chicago: The Association. Accessible from cached version from Google accessed 10th March 2007 Bruce, C. S. 1994. Information literacy blueprint. Brisbane. Griffith University. Division of Information Services. Accessible at int.html Accessed 19th February, 2007 int.html Csikszentmihalyi, M. 1991. Flow: The psychology of optimal experience. New York: HarperCollins Publishers. Csikszentmihalyi, M. 1997. Finding flow: The psychology of engagement with everyday life. New York: Basic Books. Csikszentmihalyi, Rathunde & Whalen. 1997. Talented teenagers: The roots of success and failure. Cambridge: Cambridge University Press.

12 References Doyle, C. 1992. Outcome measures for information literacy within the national education goals of 1990. Final Report to the National Forum on Information Literacy. Summary of Findings. ED 351033. Accessible /4a/12.pdf accessed 10th March 2007 /4a/12.pdf Eisenberg, M.and Berkowitz, B. Big Six. Accessed 19th January 2007 Focus on inquiry. 2004. Edmonton. Alberta Learning. Learning and Teaching Resources Branch. Available at Accessed 11th March 2007 Information skills in the school. 1989. NSW Dept of Education. Information Skills in schools. 2007. s/info_skills/assets/infoprocesscycle.pdf Accessed 14 th September 2007 s/info_skills/assets/infoprocesscycle.pdf

13 References Kracker, J. 2002. Research anxiety and students' perceptions of research: An experiment. Part 1. Effect of teaching Kuhlthau's ISP model. Journal of the American Society for Information Science and Technology. Vol. 53, No. 4 pp. 282- 294 Kuhlthau, C.C. 1994. Teaching the library research process. 2nd Ed. Metuchen, NJ. The Scarecrow Press. Kuhlthau, C.C. 2004. Seeking meaning: A process approach to Library and Information Sciences (2nd Ed.). Westport: Libraries Unlimited. Inc. Kuhlthau, C.C. updated March 2007. Information search process. tion.ppt tion.ppt accessed 28th March 2007. Maker, C.J. & Neilson. 1995. Teaching models in education of the gifted. 2nd ed. Austin, Texas. Pro-ed.pp132-3

14 References Maker, C.J. & Schiever, S.W. 2006. Teaching models in education of the gifted. 3rd ed. Austin, Texas. Pro-ed.pp195-229. McKenzie, J. 2000. The Research Cycle. Available at Accessed 19th January 2007 Ontario Library Association n.d. Information Studies: Inquiry & research: Appendix A: Irving Information Skills. Available at accessed 11th March 2007 Primary years Program: Making the PYP happen. 2000. Geneva. International Baccalaureate Organisation.

Download ppt "Kuhlthau's Information Search Process Cathy Hill & Yvonne Hammer St Paul's Grammar School Penrith Australia."

Similar presentations

Ads by Google