1. Information Literacy Process Models
Julia Bell
Towson University
ISTC 651

2. 12 Sampling Models Information Search Process 5-As
I-Search
Pathways to Knowledge
The REACTS Taxonomy
Research Cycle
Super 3
5-As
8Ws of Information Inquiry
AGOPPE
Big6
Building Blocks of Research
FINDS

3. 5-As (Jukes) Promotes informational, technological, and media fluency
Goal is to create and apply this knowledge within the context of real time, real life tasks
Asking - key questions to be answered
Accessing - relevant information
Analyzing - the acquired information to turn it into knowledge
Applying - the information to a task
Assessing - the end result and the process
(Information Age Inquiry, 2006a; Premiere Speakers Bureau, 2008)

4. 8Ws of Information Inquiry (Lamb)
Developed to bring together perspectives in library media, technology, and traditional content areas
Focuses on the unique way students expresses themselves
Alliteration used to capture the students’ perspective and foster interest
Watching (Exploring)
Wondering (Questioning)
Webbing (Searching)
Wiggling (Evaluating)
Weaving (Synthesizing)
Wrapping (Creating)
Waving (Communicating)
Wishing (Assessing)
(Information Age Inquiry, 2006b; Johnson & Lamb, 2007)

5. AGOPPE (MCPS) Adopted throughout many school clusters within MCPS
Not a linear sequence, but spiraling
New questions arise as students find info--this requires more resources
Must continually assess info gathered to determine if it meets the informational need
Ask Questions
Gather Information
Organize Information
Prepare and Produce
Present
Evaluate, Assess, and Reflect
(Montgomery County Public Schools, 2007)

6. Big6 (Eisenberg & Berkowitz)
The most widely known & used model
Each step has two sub-stages which defines exactly what is expected of the student
Not necessary to complete stages in linear order or spend a lot of time on each
1. Task Definition
- Define the information problem
- Identify information needed
2. Information Seeking Strategies
- Determine all possible sources
- Select the best sources
3. Location and Access
- Locate sources (intellectually and physically)
- Find information within sources
4. Use of Information
- Engage (e.g., read, hear, view, touch)
- Extract relevant information
5. Synthesis
- Organize from multiple sources
- Present the information
6. Evaluation
- Judge the product (effectiveness)
- Judge the process (efficiency)
(Eisenberg & Berkowitz, 2008)

7. Building Blocks of Research (Abilock)
Includes a description of information literacy, student skills and strategies, student outcomes, and curriculum and teaching design for each of the steps
Focuses on core thinking- and problem-solving meta-skills across different disciplines
Engaging
Defining
Initiating
Locating
Examining, Selecting, Comprehending, Assessing
Recording, Sorting, Organizing, Interpreting
Communicating, Synthesizing
Evaluating
(Information Age Inquiry, 2006c; NoodleTools, 2007)

8. FINDS (The Florida Department of Education, Library Media Services and the Florida Sunlink Project)
Based on the literacy skills that are in the Florida standards
Provides a framework for the application of these standards through a sequential research process
Used statewide
Common language
Transferable
Focus on the information need
Investigate resources to look for an answer
Note and evaluate facts
Develop information into knowledge for a presentation
Score presentation and search
(Florida Department of Education. (2006; Space Coast Media Center, 2008)

9. Information Search Process (Carol Kuhlthau)
Based on extensive observations of students
Model of user’s holistic experience of research process
Focuses on attitudinal and emotional aspects of the inquiry process
Central idea: uncertainty increases and decreases during the process of information seeking
Initiating a Research Assignment
apprehension, uncertainty
Selecting a Topic
confusion, sometimes anxiety, brief elation, anticipation
Exploring Information
confusion, uncertainty, doubt, sometimes threat
Formulating a Focus
optimism, confidence in ability to complete task
Collecting Information
realization of extensive work to be done, confidence in ability to complete task, increased interest
Preparing to Present
sense of relief, sometimes satisfaction, sometimes disappointment
Assessing the Process
sense of accomplishment or sense of disappointment
(Kuhlthau, 2008; Information Age Inquiry, 2006d)

10. I-Search (Macrorie; Joyce & Tallman)
Students select topics of personal interest to build an understanding of research process
The key is to work on meaningful projects
Stresses metacognitive thinking
Students keep logs and reflect on the experience
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
Reflect to build appreciation
(Information Age Inquiry, 2006e)

11. Pathways to Knowledge (Pappas &Tepe; Follet sponsored)
Non-linear process
continuously explore and reassess at each step
Stresses the importance of questioning authentic learning, reflection and non-linearity
Tied to constructivist (student centered) learning
Appreciation and Enjoyment -examine the world
Presearch - develop an overview; explore relationships
Search - identify information providers; select information resources; seek relevant information
Interpretation - interpret information
Communication - apply information; share new knowledge
Evaluation - evaluate process and product
(Information Age Inquiry, 2006f; Library and Literary Miscellany, 2008)

12. The REACTS Taxonomy (Stipling & Pitts)
Different from previous methods because it asks students to reflect on each step
Focuses on:
Critical thinking in the research process
High level thinking that results in quality products
Designed a 10 step research process for developing papers
Ten Step Research Process
1.  Choose a broad topic
2.  Get an overview of the topic
3.  Narrow the topic
4.  Develop a thesis or statement of purpose
5.  Formulate questions to guide research
6.  Plan for research and production
7. Find / Analyze / Evaluate sources
8.  Evaluate evidence / Take notes / Compile bibliography
9.  Establish conclusions
10.  Create and present final product
REACTS
Recall
Explain
Analyze
Challenge
Transform
Synthesize
Reflecting leads to critical & higher level thinking
(Information Age Inquiry, 2006g)

13. Research Cycle (McKenzie)
Focuses on questioning
Requires students to make decisions, create answers, and show independent judgment
Students are information producers, not information gatherers
Requires students to revise and rethink research questions throughout the process
Forced to cycle back through model
More skill = a less linear process
Questioning
Planning
Gathering
Sorting & Sifting
Synthesizing
Evaluating
Reporting
(McKenzie, 2000; Information Age Inquiry, 2006h)

14. Super 3 (Eisenberg & Berkowitz)
Based upon the Big6
But simplified
Fewer steps are less overwhelming for younger learners
Super 3
Big6
Plan
Task Definition
Information Seeking Strategies Do
Location and Access
Use of Information
Review
Synthesis
Evaluation
Plan Do
Review
(Information Age Inquiry, 2006i)

15. Narrowed Down

16. Elementary: why AGOPPE
Provides:
a methodical sequence for research in all curricular areas
A framework with a common language
A format that can be used repeatedly; over time it becomes intuitive
Can be used as a linear process when first teaching young students the research process step-by-step
Later introduce the idea of using it in a non-linear manor
Steps are concrete and simple enough for young learners to understand and manage
Students aren’t always aware they are performing these steps
Ask Questions
Gather Information
Organize Information
Prepare and Produce
Present
Evaluate, Assess, and Reflect
(Montgomery County Public Schools, 2007)

17. Middle: why REACTS
10 detailed steps walk student through the complex research process
Structure helpful for middle school students
Can be modified to use for research projects other than papers
Focus on critical thinking high level thinking quality products
If only collect facts, produce recall-type work
Need to integrate, conclude, and conceptualize so product will be a synthesis of info
Reflection points ask students to evaluate step just completed
Revise step until reflection question can be answered
This keeps the student on the right track and focused
(Information Age Inquiry, 2006g; CSU, 1997)

18. Step
Reflection Point
Choose a broad topic
Get an overview of the topic
Narrow the topic
Is my topic a good one?
Develop a thesis or statement of purpose
Does my thesis of statement of purpose represent an effective, overall concept for my research?
Formulate questions to guide research
Do the questions provide a foundation for my research?
Plan for research and production
Is the research / production plan workable?
Find / Analyze / Evaluate sources
Are my sources usable and adequate?
Evaluate evidence / Take notes / Compile bibliography
Is my research complete?
Establish conclusions / Organize information into an outline
Are my conclusions based on researched evidence?
Does my outline logically organize conclusions and evidence?
Create and present final product.
Is my paper / project satisfactory?

19. High: why Research Cycle
A more complex model
Non-linear process encourages higher level thinking
More skill= less linear
Prepares students for college and real world
a more accurate and realistic representation of research process
Student produces info NOT consumes info
Emphasis on questioning
Have to reassess and rethink the research question throughout the process
Leads to cycling through model before reporting
Questioning
Planning
Gathering
Sorting & Sifting
Synthesizing
Evaluating
Reporting
(McKenzie, 2000; Information Age Inquiry, 2006h)

21. Comparison of Steps

22. Comparison of Essential Characteristics

23. Scaffolding AGOPPE REACTS Research Cycle
Elementary
REACTS
Middle
Research Cycle
High
Simple, straightforward steps are a good to initially teach the research process
As students develop more skill…
The process becomes less linear and students start to reassess info gathered
Students need less support from teachers
Leads to increased metacognition as students become more aware that they are performing these steps
Provides a foundation for later models to build on
Builds on skills learned in AGOPPE
As research topics become more complex, this model walks students through the process
Metacognition: reflection points encourage reevaluation of process and information gathered
Can be used beyond middle school to help write scholarly papers
Students don’t need as much structure now that they understand and appreciate the research process
This model prepares students for college and beyond
Represents the higher level thinking involved in complex research assignments
Metacognition: students are asked to continuously reassess the research question and cycle back through the process

24. Alignment of the VSC with AGOPPE (Standard 5.0 History)

25. Alignment of AGOPPE with IL Standards
Standard 1: Accesses information efficiently and effectively
Standard 2: Evaluates information critically and competently
Standard 3: Uses information accurately and creatively
Standard 6: Information literate and strives for excellence in information seeking and knowledge generation

26. Alignment of the VSC with REACTS (Standard 5.0 History)

27. Alignment of REACTS with IL Standards
Standard 1: Accesses information efficiently and effectively
Standard 2: Evaluates information critically and competently
Standard 3: Uses information accurately and creatively
Standard 6: Information literate and strives for excellence in information seeking and knowledge generation

28. Alignment the VSC with the Research Cycle (Standard 5.0 History)

29. Alignment of the Research Cycle with IL Standards
Standard 1: Accesses information efficiently and effectively
Standard 2: Evaluates information critically and competently
Standard 3: Uses information accurately and creatively
Standard 6: Information literate and strives for excellence in information seeking and knowledge generation

30. Audience Analysis: AGOPPE
Appropriate for all grade levels (elementary through high school)
Process eventually becomes intuitive
Model can be adapted to meet needs of diverse learners
Teachers can guide students more or less according to individual needs
Process can lead to different final products depending on student capabilities
Rubrics can be created to cater to different student needs and lessons
Can expect varying requirements and detail, scope, number of sources, etc.

31. Audience Analysis: REACTS
Appropriate to use in high school, college, and beyond
Helpful for students that need clear expectations of what is being asked of them
Clear, concrete steps help students understand the process that have trouble grasping abstract concepts
Depending on the individual need, steps can be modified of taken out entirely of the process
For example, the thought of 10 steps could be overwhelming for some, so the first three steps (1. choose a broad topic 2. get an overview of the topic 3. narrow the topic) could be combined to one step of “selecting a topic”

32. Audience Analysis: Research Cycle
Appropriate for middle school and beyond
Best for students who have a high need for cognition (sorting & synthesizing steps)
If the model is too complex, it can be used in a more linear fashion to accommodate for those with lower level thinking skills
As the student becomes more skilled, the process becomes more non-linear

33. References
American Association of School Librarians & Association for Educational Communications and Technology. (1998). Information Power: Building partnerships for learning. Chicago: American Library Association.
CSU School of Library and Information Science. (1997). Brainstorm and blueprints: Teaching library research as a thinking process. Retrieved December 13, 2008 from
Eisenberg, M. B, & Berkowitz, R. E. (2008). What is the Big6? Retrieved December 13, 2008 from
Florida Department of Education. (2006). Introduction to FINDS; Florida research model. Retrieved December 13, 2008 from
Information Age Inquiry. (2006a). 5As. Retrieved December 13, 2008 from
Information Age Inquiry. (2006b). 8Ws of information inquiry. Retrieved December 13, 2008 from
Information Age Inquiry. (2006c). Noodle tools: Building blocks of research. Retrieved December 13, 2008 from
Information Age Inquiry. (2006d). Information search process (ISP). Retrieved December 13, 2008 from
Information Age Inquiry. (2006e). I-Search. Retrieved December 13, 2008 from

34. References
Information Age Inquiry. (2006f). Pathways to knowledge. Retrieved December 13, 2008 from
Information Age Inquiry. (2006g). REACTS. Retrieved December 13, 2008 from
Information Age Inquiry. (2006h). Research cycle. Retrieved December 13, 2008 from
Information Age Inquiry. (2006i). Big 6 and super 3. Retrieved December 13, 2008 from
Johnson, L., & Lamb, A. (2007). Approaches to information and communication literacy. Retrieved December 13, 2008 from
Kuhlthau, C. (2008). Carol Collier Kuhlthau. Retrieved December 13, 2008 from
Library and Literary Miscellany. (2008). Pathways to knowledge. Retrieved December 13, 2008 from
McKenzie, J. (2000). Research cycle Retrieved December 13, 2008 from

35. References
Maryland State Department of Education. (2008). Teaching and learning: Social studies. Retrieved December 14, 2008 from
Montgomery County Public Schools. (2007). Information literacy: A shared responsibility. The Information Literacy Guide,
NoodleTools. (2007). Information Literacy. Retrieved December 13, 2008 from
Premiere Speakers Bureau. (2008). Ian Jukes Speech Topics. Retrieved from
Space Coast Media Center. (2008). Implementing FINDS [PowerPoint slides]. Retrieved December 13, 2008 from