Presentation on theme: "Jump to first page Information Management Process Information adapted from Prince William County Information Management Manual."— Presentation transcript:
Jump to first page Information Management Process Information adapted from Prince William County Information Management Manual
Jump to first page Clarify Information Need Formulate a basic search plan. n What does the student already know about the topic? n What does the student need to find out? n What will the student be doing with the information? n What are the guidelines of the project?
Jump to first page Clarify Information Need Objectives n Student determines and states intended purpose of search. n Student accesses prior knowledge of topic. n Student formulates questions relevant to search. n Student creates and describes a search plan. Student should have completed this step before arriving at the library. Student evaluates: Do I understand the question?
Jump to first page Access & Retrieve Resources n Where should the student look to meet the identified need? n What sources exist to help answer this question? n What sources might be best?
Jump to first page Access & Retrieve Resources Objectives n Student recognizes that information is organized by alphabet, number, chronology, classification (subject), keyword, and/or symbol. n Student determines most appropriate kind of resource. n Student determines most appropriate format of resource. n Student uses various means to locate resources: print indexes, electronic indexes, keyword searching, location guides, bibliographies, author/title/subject searching, Boolean operators, electronic menu systems, and citation codes. Student evaluates: Am I looking in the right place?
Jump to first page Evaluate Resources n Do the sources located have the kind of information the student expects will meet his identified need? n Are the sources timely, well-organized, usable? n Do the sources have the kind of help the student needs: index, table of contents, chapter headings/subheadings, and list of other suggested sources? n Can the student understand the material?
Jump to first page Evaluate Resources Objectives n Students examines resources to determine their usefulness, considering such features as table of contents, index, glossary, cross reference, bibliography, abstract, guide words, readability, copyright date, and format. n Student evaluates success in locating appropriate resources. Instruction available: Librarians can introduce teachers and students to a variety of possible resources. Student evaluates: Should I keep looking, or do I have the resources that I need?.
Jump to first page Analyze the Information n What does this source say? n How does it apply to my question? n What does it mean? n Record information; do bibliography. n Has question been answered?
Jump to first page Analyze the Information Objectives n Student applies appropriate reading/listening strategies to gather data and information: skims, reads for main idea, selects appropriate details, reads boldface print and captions, reads symbols and keys, reads technical writing, and actively listens. n Student evaluates data and information: recognizes omissions and conflicting data. n Student reads and understands information before recording data by writing important words, paraphrasing, summarizing, or using graphic organizers. n Student organizes information appropriately. n Student uses appropriate bibliographic format to cite sources. n Student evaluates search strategy. Student evaluates: Does this information make sense? Does it answer my question?
Jump to first page Synthesize the Information n How does the student pull everything together? n How does the student present the information to others (teacher, classmates, or audience)?
Jump to first page Synthesize the Information Objectives Student combines information from a variety of sources. Student evaluates prior knowledge in light of new information. Student uses what he/she has learned. Student determines appropriate demonstration of knowledge. Student evaluates his or her own learning. Student evaluates: Do I have the answer to my question? Should I reenter the research process at any point?
Jump to first page Strategies for Teaching Clarify Information KWL Chart Brainstorming Practice broadening and narrowing topics Access & Retrieve Use of library catalog to locate resources Knowledge of what resources are available in the library, classroom, and community for various information needs Practice in using appropriate search terms/keywords Use of timelines to access information by time or date
Jump to first page Strategies for Teaching Continued #2 Evaluate the Information Vocabulary – recognizing different ways to express a similar idea Brainstorming of vocabulary that might be encountered for a given information search Index use for subtopic entries; familiarization of subject organization of information; broad to narrow topics; identification of subject relationships Students use of a variety of resources, evaluating which is best for their information need Library use --essential
Jump to first page Strategies for Teaching Continued #3 Analyze the Information Use of keys to understand symbols (maps, charts, signs) Modeling note-taking for students of keywords and phrases using bullets, webs, and other graphic organizers Not acceptable – information copied directly from a source Synthesize the Information Several sources required for combining information Modeling and guidance of student’s reflections on collected information encouraged Planning of ways for students to compare and contrast, and manipulate data to draw conclusions based on findings Opportunities for students to share their knowledge with others in a variety of ways (multiple intelligence); Students given as much choice as possible
Jump to first page The Foundation for All Knowledge