1. Jump to first page Information Management Process Information adapted from Prince William County Information Management Manual

2. 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?

3. 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?

4. 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?

5. 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?

6. 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?

7. 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?.

8. 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?

9. 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?

10. 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)?

11. 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?

12. 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

13. 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

14. 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

15. Jump to first page The Foundation for All Knowledge