Process Approach to Process Approach to Teaching Information SkillsTeaching Information Skills

LIS 591LIS 591by Alana Crear, Janelle Hernandez, Darlene Morganby Alana Crear, Janelle Hernandez, Darlene Morgan

April 21, 2007April 21, 2007

Process ModelsProcess Models

1.1. Big 6Big 62.2. Super 3Super 33.3. Flip-it!Flip-it!4.4. Noodle ToolsNoodle Tools5.5. Research Process HelperResearch Process Helper6.6. 8 Ws8 Ws

Big 6Big 6 Most widely-known and Most widely-known and

used approach to used approach to teaching information and teaching information and technology skillstechnology skills

Based on information Based on information literacy researchliteracy research

Developed by educators Developed by educators Mike Eisenberg and Bob Mike Eisenberg and Bob BerkowitzBerkowitz

6 steps6 steps

Big 6 StepsBig 6 Steps 1. Task Definition1. Task Definition

1.1 Define the information problem 1.1 Define the information problem 1.2 Identify information needed1.2 Identify information needed

2. Information Seeking Strategies2. Information Seeking Strategies 2.1 Determine all possible sources 2.1 Determine all possible sources 2.2 Select the best sources2.2 Select the best sources

3. Location and Access3. Location and Access3.1 Locate sources (intellectually and 3.1 Locate sources (intellectually and physically) physically) 3.2 Find information within sources…3.2 Find information within sources…

Big 6 Steps (cont.)Big 6 Steps (cont.) 4. Use of Information4. Use of Information

4.1 Engage (e.g., read, hear, view, 4.1 Engage (e.g., read, hear, view, touch) touch) 4.2 Extract relevant information4.2 Extract relevant information

5. Synthesis5. Synthesis5.1 Organize from multiple sources 5.1 Organize from multiple sources 5.2 Present the information5.2 Present the information

6. Evaluation6. Evaluation6.1 Judge the product (effectiveness) 6.1 Judge the product (effectiveness) 6.2 Judge the process (efficiency)6.2 Judge the process (efficiency)

Big 6 ProsBig 6 Pros Problem-solving skills learned Problem-solving skills learned

are applicable to any setting: are applicable to any setting: school, life, workschool, life, work

Teaches to be discriminate Teaches to be discriminate users of informationusers of information

Teaches to manage information Teaches to manage information overloadoverload

Uses all levels of thinkingUses all levels of thinking

Big 6 ConsBig 6 Cons May be too difficult for young May be too difficult for young

children to understandchildren to understand Not the only approach to Not the only approach to

teaching information literacy and teaching information literacy and problem solvingproblem solving

Super 3Super 3 Contains the same basic Contains the same basic

elements as the Big6, but elements as the Big6, but makes the language and the makes the language and the concepts easier for younger concepts easier for younger students to understandstudents to understand

Based on Big6 by educators Based on Big6 by educators Mike Eisenberg and Bob Mike Eisenberg and Bob BerkowitzBerkowitz

3 steps (beginning, middle, end)3 steps (beginning, middle, end)

Super 3 StepsSuper 3 Steps 1. Plan - (Beginning)1. Plan - (Beginning)

Task definitionTask definition Information seeking strategiesInformation seeking strategies

2. Do - (Middle)2. Do - (Middle) Location and accessLocation and access Use of informationUse of information SynthesisSynthesis

3. Review - (End)3. Review - (End) EvaluationEvaluation

Super 3 Super 3 Pros / ConsPros / Cons

Pros Vocabulary K-3 students understandVocabulary K-3 students understand Can begin to teach concepts of Can begin to teach concepts of

information literacy to young childreninformation literacy to young children Like the Big3, there are many tools and Like the Big3, there are many tools and

trainings for teachers and parentstrainings for teachers and parents Cons

Limited to young childrenLimited to young children

FLIP-it!FLIP-it! Designed by Alice Yucht in 1988 Designed by Alice Yucht in 1988

in response to a need she saw in response to a need she saw within her weekly “library” class. within her weekly “library” class.

With feedback from her With feedback from her students, Ms. Yucht was able to students, Ms. Yucht was able to implement a very intuitive implement a very intuitive learning process. learning process.

FLIP-it! FLIP-it! mnemonicmnemonic The mnemonic for this process was The mnemonic for this process was

invented through what the students invented through what the students and Yucht felt would be appropriate and Yucht felt would be appropriate as well as memorable: as well as memorable: FLIP-it!FLIP-it!

FF – Focus on your topic – Focus on your topic LL – Locate the appropriate resources – Locate the appropriate resources II – Investigate and Implement the – Investigate and Implement the

Information you find, and finallyInformation you find, and finally PP – Produce the results of your findings – Produce the results of your findings

The word The word itit was added to represent was added to represent IIntelligentntelligent T Thinking.hinking.

FLIP-it! FLIP-it! Info-Skills CategoriesInfo-Skills Categories

Focus Focus skills: Zooming in on the skills: Zooming in on the subject.subject.

LinksLinks / locations / logistics / locations / logistics skills: skills: Exploring Resources – finding useful Exploring Resources – finding useful data.data.

Input / implementation Input / implementation skills: skills: Choosing, Recording, Using the Choosing, Recording, Using the information gathered.information gathered.

Payoff / presentationPayoff / presentation skills: skills: Creating & Demonstrating Creating & Demonstrating Knowledge – putting it all together.Knowledge – putting it all together.

FLIP-it! FLIP-it! In many SettingsIn many Settings

The The FLIP-itFLIP-it mnemonic may be used for mnemonic may be used for several different information skills several different information skills strategies: strategies:

Homework AssignmentsHomework Assignments FF – Focus – Unit topic, sub-topic, key questions – Focus – Unit topic, sub-topic, key questions LL – Lug home from Locker – resources needed – Lug home from Locker – resources needed II – Info due – assignment specifics – Info due – assignment specifics PP – Pass it on – due date – Pass it on – due date

Study Guide / Unit PlannerStudy Guide / Unit Planner FF – Focus – Unit topic, sub-topic, key questions – Focus – Unit topic, sub-topic, key questions L L – Links – Connections to previous units studied– Links – Connections to previous units studied II – Important details – Important details P P – Probable test dates and kinds of evaluations– Probable test dates and kinds of evaluations

FLIP-it!FLIP-it! Settings (cont.) Settings (cont.)

Classroom Behavior GuidelinesClassroom Behavior Guidelines FF – Focus – Arrive promptly – Focus – Arrive promptly LL – Logistics – Daily organizational steps – Logistics – Daily organizational steps I I – Involvement – Pay Attention and – Involvement – Pay Attention and

ParticipateParticipate PP – Payoffs – Achieve good grades – Payoffs – Achieve good grades

Conflict Resolution ProcessConflict Resolution Process FF – Focus on the cause – Focus on the cause LL – Look at each persons point of view – Look at each persons point of view II – Identify details both agree upon – Identify details both agree upon PP – Plan an agreeable way to solve the – Plan an agreeable way to solve the

ProblemProblem

FLIP-it!FLIP-it! Pros Pros

Due to the great need of student / Due to the great need of student / teacher involvement, this approach teacher involvement, this approach appears to create a working appears to create a working relationship between them.relationship between them.

Various uses for this model.Various uses for this model. Gives encouragement to follow Gives encouragement to follow

throughthrough Students helped create itStudents helped create it May be enhanced for use in higher May be enhanced for use in higher

education education

FLIP-it!FLIP-it! Cons Cons

Would have to be changed greatly to Would have to be changed greatly to reach a younger audiencereach a younger audience

The process assumes that students The process assumes that students will understand the given directiveswill understand the given directives

Students would have to be taught a Students would have to be taught a high level of disciplinehigh level of discipline

Teachers would have to be willing to Teachers would have to be willing to spend much time coaching students spend much time coaching students through the process.through the process.

Noodle ToolsNoodle Tools

NoodleTools, Inc.NoodleTools, Inc. (2002) is a (2002) is a California based company that was California based company that was founded by Debbie and Damon founded by Debbie and Damon Abilock in 1999. The company was Abilock in 1999. The company was incorporated in 2002 and has incorporated in 2002 and has become the leading bibliography become the leading bibliography software on the Internet (n.p.).software on the Internet (n.p.).

Noodle Tools Noodle Tools Areas of ExpertiseAreas of Expertise

NoodleBibNoodleBib – a fully-integrated note-taking and – a fully-integrated note-taking and documentation program.documentation program.

NoodleBib ExpressNoodleBib Express – a quick and easy way to – a quick and easy way to create a citation in either MLA or APA form.create a citation in either MLA or APA form.

NoodleBib StarterNoodleBib Starter – designed for students in – designed for students in grades 1-5. This program introduces even the grades 1-5. This program introduces even the youngest researcher to the basics of source citing.youngest researcher to the basics of source citing.

NoodleTools Knowledge BaseNoodleTools Knowledge Base – a web-based FYI – a web-based FYI forum. Many questions and answers may be found forum. Many questions and answers may be found here.here.

NoodleQuestNoodleQuest – allows users to find the best search – allows users to find the best search strategies with which to do research.strategies with which to do research.

NoodleTeach NoodleTeach – Debbie Abilock’s award winning – Debbie Abilock’s award winning Web projects, Web projects, 21st Century Literacies21st Century Literacies and the and the Curriculum Collaboration Toolkit Curriculum Collaboration Toolkit (n.p.).(n.p.).

Noodle ToolsNoodle ToolsNoodleTeachNoodleTeach (2002) is the basis of the entire (2002) is the basis of the entire

program; it is based on teaching intelligently. There program; it is based on teaching intelligently. There are seven building blocks of research on which this are seven building blocks of research on which this process was built: process was built:

1.1. Engaging the searcher Engaging the searcher 2.2. Defining the searchDefining the search3.3. Initiating the searchInitiating the search4.4. Locating materials and resourcesLocating materials and resources5.5. Recording, sorting, organizing, interpreting, Recording, sorting, organizing, interpreting,

synthesizingsynthesizing6.6. Communicating and SynthesizingCommunicating and Synthesizing7.7. Evaluating the process and the product (n.p.)Evaluating the process and the product (n.p.)

Each of the building blocks is explained in great detail Each of the building blocks is explained in great detail to give viable information to both the student and to give viable information to both the student and the teacher.the teacher.

Noodle Tools Noodle Tools Pros / ConsPros / Cons

ProsPros Can reach a vast audienceCan reach a vast audience In-depth and engaging on all levels of research In-depth and engaging on all levels of research Various types of uses within the modelVarious types of uses within the model The user may use this program from start to The user may use this program from start to

completion within the general framework of the completion within the general framework of the model.model.

ConsCons There is a large amount of information the user There is a large amount of information the user

must learn in order to put the model into practice. must learn in order to put the model into practice. Although the information is clear and easy to Although the information is clear and easy to

understand, there is much data to be sorted through understand, there is much data to be sorted through before the process may be used.before the process may be used.

Research Process HelperResearch Process Helper Developed by Sandra HughesDeveloped by Sandra Hughes 4 Step Research Process4 Step Research Process

Research Process HelperResearch Process Helper

1. Preparing1. Preparing for Research for Research Define information needs using a Define information needs using a

variety of strategiesvariety of strategies Explore information using a variety Explore information using a variety

of group activitiesof group activities Identify varied ways of organizing Identify varied ways of organizing

informationinformation Relate prior knowledge to Relate prior knowledge to

information tasksinformation tasks

Research Process HelperResearch Process Helper

2. Accessing2. Accessing resources resources Locate a variety of appropriate Locate a variety of appropriate

resources from a variety of resources from a variety of sources sources

Select information appropriate to Select information appropriate to needs using a variety of strategies needs using a variety of strategies

Gather information from resources Gather information from resources using internal organizers and using internal organizers and conventions of texts conventions of texts

Collaborate with others to share Collaborate with others to share findings and ideasfindings and ideas

Research Process HelperResearch Process Helper

3. Processing 3. Processing informationinformation Analyze and evaluate information Analyze and evaluate information

using a variety of strategies using a variety of strategies Test ideas to adjust research and Test ideas to adjust research and

problem solving strategies problem solving strategies Sort information using a variety of Sort information using a variety of

organizers and formats organizers and formats Synthesize findings and formulate Synthesize findings and formulate

conclusionsconclusions

Research Process HelperResearch Process Helper

4.4. Transferring Transferring learninglearning Revise product appropriate to Revise product appropriate to

purpose, audience and format purpose, audience and format Present research findings in a Present research findings in a

variety of forms for a variety of variety of forms for a variety of audiences audiences

Reflect on and evaluate product Reflect on and evaluate product and process and process

Transfer new information skills Transfer new information skills and knowledge to solve problems and knowledge to solve problems and make decisionsand make decisions

Research Process HelperResearch Process Helper

Research Process HelperResearch Process Helper ProsPros

Can be adapted so that smaller Can be adapted so that smaller children can use alsochildren can use also

Helps students select and refine Helps students select and refine the process of writing research the process of writing research paperspapers

ConsCons One of the many models for One of the many models for

teaching information skills and teaching information skills and may often go overlookedmay often go overlooked

8 Ws8 Ws Developed by Annette Lamb in the Developed by Annette Lamb in the

1930’s1930’s Similar to the work of Eisenberg, Similar to the work of Eisenberg,

McKenzie, Kuhlthau, Pappas and McKenzie, Kuhlthau, Pappas and TepeTepe

Focuses on the changing roles of the Focuses on the changing roles of the teacher, media specialist, technology teacher, media specialist, technology coordinator, student, and technology coordinator, student, and technology and follows the information and and follows the information and communication process students communication process students experience in developing projectsexperience in developing projects

8 Ws8 Ws1. Watching1. Watching

ExploringExploring Asks students to explore and become Asks students to explore and become

observers of their environment. It asks observers of their environment. It asks students to become more in tune to students to become more in tune to the world around them from family the world around them from family needs to global concernsneeds to global concerns

2. Wondering2. Wondering QuestioningQuestioning Focuses on brainstorming options, Focuses on brainstorming options,

discussing ideas, identifying problems, discussing ideas, identifying problems, and developing questionsand developing questions

8 Ws8 Ws3. Webbing3. Webbing

SearchingSearching Directs students to locate, search for, Directs students to locate, search for,

and connect ideas and information. and connect ideas and information. One piece of information may lead to One piece of information may lead to new questions and areas of interest. new questions and areas of interest. Students select those resources that Students select those resources that are relevant and organize them into are relevant and organize them into meaningful clustersmeaningful clusters

4. Wiggling4. Wiggling EvaluatingEvaluating Toughest phase for studentsToughest phase for students Evaluating content, along with twisting Evaluating content, along with twisting

and turning information looking for and turning information looking for clues, ideas, and perspectivesclues, ideas, and perspectives

8 Ws8 Ws5. Weaving5. Weaving

SynthesizingSynthesizing Organizing ideas, creating models, Organizing ideas, creating models,

and formulating plans. It focuses on and formulating plans. It focuses on the application, analysis, and the application, analysis, and synthesis of informationsynthesis of information

6. Wrapping6. Wrapping CreatingCreating Creating and packaging ideas and Creating and packaging ideas and

solutionssolutions

8 Ws8 Ws7. Waving 7. Waving

CommunicatingCommunicating Communicating ideas to others Communicating ideas to others

through presenting, publishing, and through presenting, publishing, and sharingsharing

Share their ideas, try out new Share their ideas, try out new approaches, and ask for feedbackapproaches, and ask for feedback

8. Wishing8. Wishing Assessing, evaluating, and reflecting Assessing, evaluating, and reflecting

on the process and producton the process and product thinking about how the project went thinking about how the project went

and consider possibilities for the futureand consider possibilities for the future

8 Ws8 Ws ProsPros

Fun alliteration was used to stimulate Fun alliteration was used to stimulate student interest and focus on the student interest and focus on the student's perspectivestudent's perspective

The vocabulary used to make up the The vocabulary used to make up the 8Ws are words that almost all students 8Ws are words that almost all students can relate to can relate to

ConsCons Students may become overwhelmed Students may become overwhelmed

when trying to follow the steps and all when trying to follow the steps and all that they entailthat they entail

ReferencesReferencesAbilock, D. & Abilock D. (2002). Abilock, D. & Abilock D. (2002). Noodle tools: Information literacy: the building Noodle tools: Information literacy: the building

blocks of research. blocks of research. Retrieved April 17, 2007, from Retrieved April 17, 2007, from http://www.noodletools.com/debbie/literacies/information/2engage/infolit2.html. .

Albert Campbell Collegiate Institute. (n.d.). Albert Campbell Collegiate Institute. (n.d.). The inquiry and research processThe inquiry and research process. . Retrieved April 13, 2006, from Retrieved April 13, 2006, from http://schools.tdsb.on.ca/albertcampbell/library/research.html#helpersite.http://schools.tdsb.on.ca/albertcampbell/library/research.html#helpersite.

Eisenberg, M. & Berkowitz, B. (1987). Eisenberg, M. & Berkowitz, B. (1987). Big6™ and Super3 handoutsBig6™ and Super3 handouts. Retrieved April . Retrieved April 14, 2007, from 14, 2007, from http://www.big6.com/files/Big6Handouts.pdf. .

Eisenberg, M. (2006). Eisenberg, M. (2006). A Big6™ skills overviewA Big6™ skills overview. Retrieved April 14, 2007, from . Retrieved April 14, 2007, from http://www.big6.com/showarticle.php?id=16. http://www.big6.com/showarticle.php?id=16.

Information Age Inquiry. (2006). Information Age Inquiry. (2006). Virtual information inquiry: Models.Virtual information inquiry: Models. Retrieved April 11, Retrieved April 11, 2007, from http://virtualinquiry.com/inquiry/models.htm.2007, from http://virtualinquiry.com/inquiry/models.htm.Hughes, S. (2006). Hughes, S. (2006). Research helperResearch helper. Retrieved April 13, 2007, from . Retrieved April 13, 2007, from

http://www3.sympatico.ca/sandra.hughes/sandra.hughes/research/default.html.http://www3.sympatico.ca/sandra.hughes/sandra.hughes/research/default.html.Kuhlthau, C. C. (1993). Kuhlthau, C. C. (1993). Implementing a process approach to information skills: A study Implementing a process approach to information skills: A study

identifying indicators of success in library media programs.identifying indicators of success in library media programs. Retrieved April 10, Retrieved April 10, 2007, from http://www.ala.org/ala/aasl/aaslpubsandjournals/slmrb/editorschoiceb/2007, from http://www.ala.org/ala/aasl/aaslpubsandjournals/slmrb/editorschoiceb/infopower/selectkuhlthau1.htm.infopower/selectkuhlthau1.htm.

Lamb, A. (2001). Lamb, A. (2001). The 8Ws model for information literacy: An overviewThe 8Ws model for information literacy: An overview. Retrieved . Retrieved April 14, 2006, from http://eduscapes.com/tap/topic71.htm.April 14, 2006, from http://eduscapes.com/tap/topic71.htm.

Little, T. J. (2006). Little, T. J. (2006). The Super3.The Super3. Retrieved April 14, 2007, from Retrieved April 14, 2007, from http://www.climbinghill.com/super3/super3.html. http://www.climbinghill.com/super3/super3.html.

Lowe, C. (2004). Lowe, C. (2004). Research foundations of the Big6™ skillsResearch foundations of the Big6™ skills. Retrieved April 14, 2007, . Retrieved April 14, 2007, from http://www.big6.com/showarticle.php?id=145. from http://www.big6.com/showarticle.php?id=145.

Yucht, A. (1988). Yucht, A. (1988). FLIP-it! : For information skills strategies.FLIP-it! : For information skills strategies. Retrieved April 13, 2007 Retrieved April 13, 2007 from http://www.aliceinfo.org/flipit.from http://www.aliceinfo.org/flipit.

Discussion Questions:Discussion Questions:1.1. Which process approach(es) were you Which process approach(es) were you

familiar with or not familiar?familiar with or not familiar?2.2. Which process approach(es) will you Which process approach(es) will you

use? In what context?use? In what context?3.3. Other comments?Other comments?

Thank youThank youfor your attention!for your attention!