2. Standards for Student Learning 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. Standard 7: The student who contributes positively to the learning community and to society is information literate and recognizes the importance of information to a democratic society. Standard 8: The student who contributes positively to the learning community Standard 9: The student who contributes positively to the learning community and to society is information literate and participates effectively in groups to pursue and generate information.

3. I-Search Selecting a topic - exploring interests, discussing ideas, browsing resources Teacher models the process and activate prior knowledge Finding information - generating questions, exploring resources Students are introduce to citing sources and a variety of materials (print and non-print) Using information - taking notes, analyzing materials Students make connections among sources and follow their search plans-reflecting and making changes when necessary Developing a final product - developing communications, sharing experiences Students review the 5 components, address evaluation criteria, and present their product Introduced by Ken Macrorie, Marilyn Joyce and Julie Tallman Model accommodates collaboration, promotes critical thinking as students evaluate a variety of sources Allows for the use of technology and online research Report has Five Components: My Questions, My Search Process, What I have Learned, What this Means to Me, and References

4. Pathways to Knowledge Created byMarjorie Pappas and Ann Tepe

5. Pathways to Knowledge Explained Appreciation- Enjoy and respond to the material through one’s senses Presearch- Initial questioning and examination of background material Search- Utilizing a variety of tools to complete research Interpretation- Organizing and making connections in the research Communication- Sharing and responding to questions Evaluation- Evaluation, Review, and strategies for improvement Evaluation may occur after each step to determine if research progressing in the appropriate direction.

6. Big 6 Michael B. Eisenberg and Robert E. Berkowitz 1. Task Definition What is the problem and what information is needed? 2. Information Seeking Strategies Determination and selection of appropriate sources 3. Location and Access Finding sources and the information within them 4. Use of Information Explore information uses the senses to determine which sources will be used 5. Synthesis Organizing the various sources and presenting the result 6. Evaluation Judging the finished product on both effectiveness and efficiency

7. Comparison/Contrast of Models Process ModelDifferencesSimilarities I Search Designed to promote inquiry in research Appropriate for students who struggle with information research Reflection of student on the value of research Scaffold-information builds on itself Evaluation is a crucial component of each Searching for materials and evaluating their effectiveness is key Each process allows for students to create a product from the material Activating prior knowledge is an important component of each as it allows students to identify with the research Each process model may be appropriately used with K-12 students of varying ability Pathways to Knowledge Focuses on research and creating knowledge Creation of relationship with prior knowledge allows students to own their product Big 6 Focuses on the process of research and the scaffolding of skills Builds on student’s information literacy Usage is primarily in secondary education-An adaptation of this model is available for elementary users

8. Scaffolding and Usage of Process Models The English 10 curriculum includes an I-Search paper for standard level students. The Big 6 Model builds upon itself with the later stages of the model building from the earlier stages. Both the Pathways of Knowledge and the Big 6 build from the student’s knowledge and experience of the selected material All three process models can be adapted to suit the needs of secondary students. The Super 3 can be used as a gateway model for elementary as it incorporates the basic steps of the Big 6 for younger users.

9. Link to Content Standards-Secondary English Core Learning Goals-MD Expectation 1.1 The student will use effective strategies before, during, and after reading, viewing, and listening to self-selected and assigned materials. Indicator 1.1.1 The student will use pre-reading strategies appropriate to both the text and purpose for reading by surveying the text, accessing prior knowledge, formulating questions, setting purpose(s), and making predictions. Goal 2 Composing in a Variety of Modes The student will demonstrate the ability to compose in a variety of modes by developing content, employing specific forms, and selecting language appropriate for a particular audience and purpose. Expectation 2.3 The student will locate, retrieve, and use information from various sources to accomplish a purpose. Indicator 2.3.1 The student will identify sources of information on a self-selected and/or given topic and assess their appropriateness to accomplish a purpose. Indicator 2.3.3 The student will use a systematic process for recording and documenting information.

10. References American Association of School Librarians & Association of Educational Communications and Technology. (1998). Information power: Building partnerships for learning. Chicago: American Library Association. Eisenberg, M., and Berkowitz, R. (n.d.)"Big6 » What is the Big6?." Big6. 9 Dec. 2008. Lamb, A., & Callison, D. (n.d.). Virtual Information Inquiry: Inquiry. Retrieved December 10, 2008, from http://virtualinquiry.com/inquiry/index.htm.http://virtualinquiry.com/inquiry/index.htm Make It Happen!. (n.d.). Retrieved December 10, 2008, from http://www2.edc.org/FSC/MIH/index.html. http://www2.edc.org/FSC/MIH/index.html Milam, P. (2004, April). A road map for the journey. Library Media Connection, 22(7), 20-23. Retrieved December 10, 2008, from Professional Development Collection database. Pathways to Knowledge. (n.d.). Retrieved December 10, 2008, from http://www.sparkfactor.com/clients http://www.sparkfactor.com/clients Teachers: Content Literacy. (n.d.). Retrieved December 10, 2008, from http://www.literacymatters.org/content/isearch/intro.htmhttp://www.literacymatters.org/content/isearch/intro.htm. What do our students need to know and be able to do in 9-12? ~ Assessments ~ School Improvement in Maryland. (n.d.). Retrieved December 11, 2008, from http://www.mdk12.org/assessments/standards/9-12.html.