1. Research Models By: Lisa-Dai Keen Venker

2. Research Models ® The Big6 Skills Information Problem-Solving Approach to Information Skills Instruction,TM- Michael B. Eisenberg and Robert E. Berkowitz http://big6.com/ http://big6.com/ ® INFOZONE, from the Assiniboine South School Division of Winnipeg, Canada http://www.assd.winnipeg.mb.ca/infozone/ http://www.assd.winnipeg.mb.ca/infozone/ ® Pathways to Knowledge, Follett's Information Skills Model, by Marjorie Pappas and Ann Tepe http://www.pathwaysmodel.com http://www.pathwaysmodel.com ® The Organized Investigator (Circular Model) by David Loertscher, presented on the California Technology Assistance Project, Region VII's web site: http://ctap.fcoe.k12.ca.us/ctap/Info.Lit/infolit.htmlhttp://ctap.fcoe.k12.ca.us/ctap/Info.Lit/infolit.html ® The Research Cycle, created by Jamie McKenzie. http://questioning.org http://questioning.org ® Information Literacy: Dan's Generic Model - Dan Barron, University of South Carolina. ® Kuhlthau's Model of the Stages of the Information Process http://library.humboldt.edu/ic/general_competency/ku hlthau.html http://library.humboldt.edu/ic/general_competency/ku hlthau.html

3. Research should include… –QUESTIONING –PLANNING –GATHERING –SORTING & SIFTING –SYNTHESIZING –EVALUATING (McKenzie, 1999) All good models should include these, Big 6, Slam Dunk’s, and WebQuests do.

4. Good models include… “The best of all of these efforts always made significant use of scaffolding to organize and support the student investigation or inquiry, to keep students from straying too far off the path while seeking "the truth” (McKenzie, 1999)” Inquiry provides a framework for learning (McKenzie, 1999) “To become independent learners, students must gain not only the skills but also the disposition to use those skills, along with an understanding of their own responsibilities and self-assessment strategies. Combined, these four elements build a learner who can thrive in a complex information environment (AASL, 2007).” “Inquire, think critically, and gain knowledge. Draw conclusions, make informed decisions, apply knowledge to new situations, and create new knowledge (AASL, 2007).” Slam Dunk’s, Big6, and WebQuest do.

5. ALA Standards that are found in models… Standard 1 The student who is information literate accesses information efficiently and effectively. Standard 2 The student who is information literate evaluates information critically and competently. Standard 3 The student who is information literate uses information accurately and creatively Standard 4 The student who is an independent learner is information literate and pursues information related to personal interests. Standard 5 The student who is an independent learner is information literate and appreciates literature and other creative expressions of information. Standard 6 The student who is an independent learner is information literate and strives for excellence in information seeking and knowledge generation (AASL, 2007)

6. ALA Standards that align with Models 1.Inquire, think critically, and gain knowledge. 2.Draw conclusions, make informed decisions, apply knowledge to new situations, and create new knowledge. 3.Share knowledge and participate ethically and productively as members of our democratic society. 4. Pursue personal and aesthetic growth (AASL, 2007)

7. ALA Key Questions that all models should help students develop… Is the student aware that the foundational traits for 21st-century learning require self-accountability that extends beyond skills and dispositions? Can the student recognize personal strengths and weaknesses over time and become a stronger, more independent learner? Is the student disposed to higher-level thinking and actively engaged in critical thinking to gain and share knowledge? Does the student have the right proficiencies to explore a topic or subject further? (AASL, 2007)

8. What is Big6 Mike Eisenberg and Bob Berkowitz, Big6 Co-creators Recommended for elementary (super 3) and middle school, and High School “Similarly, the Big6 Skills model is flexible enough to apply to 21st century information needs and the newly adopted standards (Murray, 2008).”

9. Big 6 Skills (Late Elementary, Middle, High School) 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) (Eisenberg, 2007)

10. Super 3 (Early Elementary) #1 - Plan What am I supposed to do? What will the result look like if I do a really good job? What do I need to make to show what I learned? What do I need to find out about in order to do the job? #2 - Do How can I do the job? What can I use to find what I need? Now I need to make something to show what I learned! #3 - Review Is my job done? Did I do what I was supposed to do? Do I feel OK about this? Should I do something before I turn it in? (Wurster, 2007)

11. Big 6 Alignments ICTAASLISTC Define1.1.3, 1.2.13a, 4a Access1.1.4, 1.1.84c Manage2.1.21a, 4a Integrate2.1.1, 2.1.43b, 3d Evaluate1.1.5, 1.1.73c Create3.1.41b, 2a Communication2.1.6, 3.1.62b, 5a (Eisenburg & Berkowitz, 2008)

12. Big6™ Skills Aligned with ICT Literacy Standards Big6™ Skill Standards for the 21st-Century Learner (AASL,2007) NETS-S (ISTE 2007) 1. Task Definition 1.1.3 Develop and refine a range of questions to frame the search for new understanding. 1.2.1 Display initiative and engagement by posing questions and investigating the answers beyond the collection of superficial facts. 3a. plan strategies to guide inquiry. 4a. identify and define authentic problems and significant questions for investigation. 4b. plan and manage activities to develop a solution or complete a project. 2. Information Seeking Strategies 1.1.4 Find, evaluate, and select appropriate sources to answer questions. 1.1.5 Evaluate information found in selected sources on the basis of accuracy, validity, appropriateness for needs, importance, and social and cultural context. 3c. evaluate and select information sources and digital tools based on the appropriateness to specific tasks. 3. Location and Access 1.1.8 Demonstrate mastery of technology tools for accessing information and pursuing inquiry. 1.3.2 Seek divergent perspectives during information gathering and assessment. 3b. locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media. (Eisenburg & Berkowitz, 2008)

13. Continued… 4. Use of Information 1.1.7 Make sense of information gathered from diverse sources by identifying misconceptions, main and supporting ideas, conflicting information, and point of view or bias. 2.1.1 Apply critical thinking skills (analysis, synthesis, evaluation, organization) to information and knowledge. 1.3.3 Follow ethical and 4c. collect and analyze data to identify solutions and/or make informed decisions. 5a. advocate and practice safe, legal, and responsible use of information and technology. legal guidelines in gathering and using information. 5. Synthesis 2.1.4 Use technology and other information tools to analyze and organize information. 3.1.4 Use technology and other information tools to organize and display knowledge and understanding in ways that others can view, use, and assess. 2a. interact, collaborate, and publish with peers, experts or others employing a variety of digital environments and media. 2b. communicate information and ideas effectively to multiple audiences using a variety of media and formats. 6. Evaluation 3.4.1 Assess the processes by which learning was achieved in order to revise strategies and learn more effectively in the future. 3.4.2 Assess the quality and effectiveness of the learning product. 1a. apply existing knowledge to generate new ideas, products, or processes. 5b. exhibit a positive attitude toward using technology that supports collaboration, learning, and productivity. (Eisenburg & Berkowitz, 2008)

14. WebQuest “A WebQuest is an inquiry-oriented lesson format in which most or all the information that learners work with comes from the web. The model was developed by Bernie Dodge at San Diego State University in February, 1995 with early input from SDSU/Pacific Bell Fellow Tom March, the Educational Technology staff at San Diego Unified School District, and waves of participants each summer at the Teach the Teachers Consortium (Dodge, 2007).”Bernie DodgeTom March, Educational TechnologyTeach the Teachers Consortium

15. Real WebQuest… is wrapped around a doable and interesting task that is ideally a scaled down version of things that adults do as citizens or workers. requires higher level thinking makes good use of the web. isn't a research report or a step-by-step science or math procedure. isn't just a series of web-based experiences. (Dodge, 2007)

16. WebQuests are… Recommendation for all levels of students. “Using WebQuests in our classrooms can help build a solid foundation that prepares them for the future (Educational Broadcast Company, 2004).” “WebQuests are based on the ideas of inquiry and constructivism. (Educational Broadcast Company, 2004).”inquiryconstructivism “WebQuests can also help students meet standards focused on critical-thinking and analysis skills, and may be particularly useful for social studies and science. By using multimedia, WebQuests also help with multiple intelligence work. Alternative kinds of assessment can be used to judge the results of WebQuest projects. And, obviously, WebQuests are one way to use the Internet in education (Educational Broadcast Company, 2004).” “I find it the perfect model for teachers searching for ways to incorporate the Internet into the classroom on both a short-term and long-term basis (Shrock, 2001).”

17. WebQuest “Parts” Introduction Task Process Evaluation Conclusion Credits Teacher Page (Educational Broadcast Company, 2004)

18. WebQuest must provide… “A clear, concise introduction that provides necessary information and sets up the activity. An interesting and concrete central task. A collection of information resources needed, listed on a handout for the students. A step-by-step description of the process to be used for the task. Guidelines on how to organize the information acquired (questions that should be answered, etc.); this will be the backbone for the Web site students create. A closing lesson that reviews what the students have learned and how it can be brought to bear on other subjects. (Educational Broadcast Company, 2004).”

19. Two types of WebQuests Short term Designed to be completed in one to three class periods Longer term Designed to take between one week and one month (Shrock, 2001)

20. Great things about WebQuest… Develop Thinking Skills WebQuests include questions that prompt higher level thinking. Students must transform information WebQuests use “scaffolding” Cooperative Learning Process Students take on a role in the group not realistic that everyone learn all. Students develop expertise which is valued by the group (Shrock, 2001)

21. Alignment with MD VSC Glencoe has aligned part of it’s math curriculum with a WebQuest and 9 th grade state curriculum. http://www.glencoe.com/correlations/PDFs/9569MD.pdf http://www.glencoe.com/correlations/PDFs/9569MD.pdf Maryland Geography WebQuest (4 th grade) http://infusion.allconet.org/webquest/mhmindex.html http://infusion.allconet.org/webquest/mhmindex.html Impressionism Art WebQuest (9-12 th grades) http://www.teacherwebquest.com/MD/FrancisScottKeyHig hSchool/ImpressionismWebQuest/ap1.stm http://www.teacherwebquest.com/MD/FrancisScottKeyHig hSchool/ImpressionismWebQuest/ap1.stm Allegany County Elementary WebQuests http://infusion.allconet.org/webquest/webquestallegany.ht m#Science http://infusion.allconet.org/webquest/webquestallegany.ht m#Science

22. Jamie McKenzie “Slam Dunk” “Slam dunk digital lessons are designed to deliver learning with simplicity, efficiency and ease. They are meant to enhance existing unit plans by adding new information resources where they will do the most good (McKenzie, 2008).” Follow the Construction Process

23. Types of Slam Dunk’s The Original Type - Rich Site/Essential Question The Dramatic Image The Database The Provocative Article, Poem or Text Passage The Persuasive Image Year - # Homicides 1985 - 301 1986 - 347 1987 - 323 1988 - 366 1989 - 351 1990 - 447 1991 - 500 1992 - 387 1993 - 317 1994 - 295 1995 - 276 1996 - 217 1997 - 209 1998 - 252 1999 - 191 2000 - 231 (McKenzie, 2008)

24. Slam Dunk’s should be… Directions should be brief and clear. The activities should be well structured. Searching and wandering is minimal. The learning should require analysis, synthesis or evaluation. Lessons are standards-based. (McKenzie, 2008)

25. Big6, Slam Dunk, WebQuest similarities All follow standards of ALA, AASL, Maryland State Voluntary Curriculum. All include scaffolding techniques. All build on taught skills in daily lessons. All models can be used in elementary, middle, and high school and can be continued through out school. Literacy standards are followed throughout models. All modes have evaluation pieces before, during, and after processes. Diversity is found and can be developed in all three.

26. Differences Each uses different techniques to research topics Multiple users can be identified in each process. Different intelligences can be found or developed depending on the need of your students. Choices of models offer differences in learning styles. WebQuest and Slam Dunk’s often access internet and web uses. Big6 can be used in conjunction with web or print versions. Big6 offers specifics for early elementary students.

27. sources American Association of School Librarians (2007). Standards for the 21st -Century,Retrieved. May 12, 2009, from Standards for the 21st -Century Learner Web site: http://www.ala.org/ala/mgrps/divs/aasl/guidelinesandstandards/learningstandards/AASL_Lear ngStandards.pdf http://www.ala.org/ala/mgrps/divs/aasl/guidelinesandstandards/learningstandards/AASL_Lear ngStandards.pdf Dodge, Bernie (2007). WebQuest.org, Retrieved May 12, 2009, from WebQuest.Org Web site: http://www.webquest.org/index.php http://www.webquest.org/index.php Educational Broadcasting Company (2004). Explanation, Retrieved May 12, 2009, from Concepts to Classroom Web site: http://www.thirteen.org/edonline/concept2class/webquests/index.htmlhttp://www.thirteen.org/edonline/concept2class/webquests/index.html Eisenberg, Mike (2007). What is the Big6?. Retrieved May 12, 2009, from What is the Big6? Web site http://www.big6.com/what-is-the-big6/ http://www.big6.com/what-is-the-big6/ Eisenberg Michael B. & Berkowitz, Robert E. (2008). Big6 Skills Aligned with ICT Literacy Standards Big6 Skill Standards for the 21st-Century Learner. Retrieved May 12, 2009 from Big6 Skills Aligned with ICT Literacy Standards Big6 Skill Standards for the 21st-Century Learner Web site: http://www.big6.com/go/wp-content/2008/05/jm1207figure-1-11.pdf http://www.big6.com/go/wp-content/2008/05/jm1207figure-1-11.pdf McKenzie, Jamie (1999). Scaffolding for Success. Retrieved May 12, 2009, from Scaffolding for Success Web site: http://fno.org/dec99/scaffold.html Murray, Janet (2008). New ICT Literacy Standards: How does the Big6™ apply?, (eNews 8.4, 1). Retrieved May 12, 2009, from http://www.big6.com/2008/05/27/new-ict-literacy-standards-how- does-the-big6%e2%84%a2-apply/New ICT Literacy Standards: How does the Big6™ apply?, (eNews 8.4, 1)http://www.big6.com/2008/05/27/new-ict-literacy-standards-how- does-the-big6%e2%84%a2-apply/ Schrock, Kathy (2001). WebQuest in our Future. From Kathy Shrock’s Guide for Educators Web site: http://kathyschrock.net/slideshows/webquests/frame0002.htm http://kathyschrock.net/slideshows/webquests/frame0002.htm Wurrster, Dennis (2007). The Super 3. Retrieved May 12, 2009, from The Super 3 Web site: http://www.big6.com/2002/05/29/the-super-3/ http://www.big6.com/2002/05/29/the-super-3/