Process Approach to Teaching Information Skills LIS 591 by Alana Crear, Janelle Hernandez, Darlene Morgan April 21, 2007

Process Models 1. Big 6 2. Super 3 3. Flip-it! 4. Noodle Tools 5. Research Process Helper 6. 8 Ws

Big 6 Most widely-known and used approach to teaching information and technology skills Most widely-known and used approach to teaching information and technology skills Based on information literacy research Based on information literacy research Developed by educators Mike Eisenberg and Bob Berkowitz Developed by educators Mike Eisenberg and Bob Berkowitz 6 steps 6 steps

Big 6 Steps 1. Task Definition 1.1 Define the information problem 1.2 Identify information needed 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 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… 3. Location and Access 3.1 Locate sources (intellectually and physically) 3.2 Find information within sources…

Big 6 Steps (cont.) 4. Use of Information 4.1 Engage (e.g., read, hear, view, touch) 4.2 Extract relevant information 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 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) 6. Evaluation 6.1 Judge the product (effectiveness) 6.2 Judge the process (efficiency)

Big 6 Pros Problem-solving skills learned are applicable to any setting: school, life, work Problem-solving skills learned are applicable to any setting: school, life, work Teaches to be discriminate users of information Teaches to be discriminate users of information Teaches to manage information overload Teaches to manage information overload Uses all levels of thinking Uses all levels of thinking

Big 6 Cons May be too difficult for young children to understand May be too difficult for young children to understand Not the only approach to teaching information literacy and problem solving Not the only approach to teaching information literacy and problem solving

Super 3 Contains the same basic elements as the Big6, but makes the language and the concepts easier for younger students to understand Contains the same basic elements as the Big6, but makes the language and the concepts easier for younger students to understand Based on Big6 by educators Mike Eisenberg and Bob Berkowitz Based on Big6 by educators Mike Eisenberg and Bob Berkowitz 3 steps (beginning, middle, end) 3 steps (beginning, middle, end)

Super 3 Steps 1. Plan - (Beginning) 1. Plan - (Beginning)  Task definition  Information seeking strategies 2. Do - (Middle) 2. Do - (Middle)  Location and access  Use of information  Synthesis 3. Review - (End) 3. Review - (End)  Evaluation

Super 3 Pros / Cons Pros Vocabulary K-3 students understand Vocabulary K-3 students understand Can begin to teach concepts of information literacy to young children Can begin to teach concepts of information literacy to young children Like the Big3, there are many tools and trainings for teachers and parents Like the Big3, there are many tools and trainings for teachers and parents Cons Limited to young children Limited to young children

FLIP-it! Designed by Alice Yucht in 1988 in response to a need she saw within her weekly “library” class. Designed by Alice Yucht in 1988 in response to a need she saw within her weekly “library” class. With feedback from her students, Ms. Yucht was able to implement a very intuitive learning process. With feedback from her students, Ms. Yucht was able to implement a very intuitive learning process.

FLIP-it! mnemonic The mnemonic for this process was invented through what the students and Yucht felt would be appropriate as well as memorable: FLIP-it! The mnemonic for this process was invented through what the students and Yucht felt would be appropriate as well as memorable: FLIP-it!  F – Focus on your topic  L – Locate the appropriate resources  I – Investigate and Implement the Information you find, and finally  P – Produce the results of your findings The word it was added to represent Intelligent Thinking. The word it was added to represent Intelligent Thinking.

FLIP-it! Info-Skills Categories Focus skills: Zooming in on the subject. Focus skills: Zooming in on the subject. Links / locations / logistics skills: Exploring Resources – finding useful data. Links / locations / logistics skills: Exploring Resources – finding useful data. Input / implementation skills: Choosing, Recording, Using the information gathered. Input / implementation skills: Choosing, Recording, Using the information gathered. Payoff / presentation skills: Creating & Demonstrating Knowledge – putting it all together. Payoff / presentation skills: Creating & Demonstrating Knowledge – putting it all together.

FLIP-it! In many Settings The FLIP-it mnemonic may be used for several different information skills strategies: Homework Assignments Homework Assignments  F – Focus – Unit topic, sub-topic, key questions  L – Lug home from Locker – resources needed  I – Info due – assignment specifics  P – Pass it on – due date Study Guide / Unit Planner Study Guide / Unit Planner  F – Focus – Unit topic, sub-topic, key questions  L – Links – Connections to previous units studied  I – Important details  P – Probable test dates and kinds of evaluations

FLIP-it! Settings (cont.) Classroom Behavior Guidelines Classroom Behavior Guidelines  F – Focus – Arrive promptly  L – Logistics – Daily organizational steps  I – Involvement – Pay Attention and Participate  P – Payoffs – Achieve good grades Conflict Resolution Process Conflict Resolution Process  F – Focus on the cause  L – Look at each persons point of view  I – Identify details both agree upon  P – Plan an agreeable way to solve the Problem

FLIP-it! Pros Due to the great need of student / teacher involvement, this approach appears to create a working relationship between them. Due to the great need of student / teacher involvement, this approach appears to create a working relationship between them. Various uses for this model. Various uses for this model. Gives encouragement to follow through Gives encouragement to follow through Students helped create it Students helped create it May be enhanced for use in higher education May be enhanced for use in higher education

FLIP-it! Cons Would have to be changed greatly to reach a younger audience Would have to be changed greatly to reach a younger audience The process assumes that students will understand the given directives The process assumes that students will understand the given directives Students would have to be taught a high level of discipline Students would have to be taught a high level of discipline Teachers would have to be willing to spend much time coaching students through the process. Teachers would have to be willing to spend much time coaching students through the process.

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

Noodle Tools Areas of Expertise NoodleBib – a fully-integrated note-taking and documentation program. NoodleBib – a fully-integrated note-taking and documentation program. NoodleBib Express – a quick and easy way to create a citation in either MLA or APA form. NoodleBib Express – a quick and easy way to create a citation in either MLA or APA form. NoodleBib Starter – designed for students in grades 1-5. This program introduces even the youngest researcher to the basics of source citing. NoodleBib Starter – designed for students in grades 1-5. This program introduces even the youngest researcher to the basics of source citing. NoodleTools Knowledge Base – a web-based FYI forum. Many questions and answers may be found here. NoodleTools Knowledge Base – a web-based FYI forum. Many questions and answers may be found here. NoodleQuest – allows users to find the best search strategies with which to do research. NoodleQuest – allows users to find the best search strategies with which to do research. NoodleTeach – Debbie Abilock’s award winning Web projects, 21st Century Literacies and the Curriculum Collaboration Toolkit (n.p.). NoodleTeach – Debbie Abilock’s award winning Web projects, 21st Century Literacies and the Curriculum Collaboration Toolkit (n.p.).

Noodle Tools NoodleTeach (2002) is the basis of the entire program; it is based on teaching intelligently. There are seven building blocks of research on which this process was built: 1. Engaging the searcher 2. Defining the search 3. Initiating the search 4. Locating materials and resources 5. Recording, sorting, organizing, interpreting, synthesizing 6. Communicating and Synthesizing 7. Evaluating the process and the product (n.p.) Each of the building blocks is explained in great detail to give viable information to both the student and the teacher.

Noodle Tools Pros / Cons Pros Can reach a vast audience Can 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 model Various types of uses within the model The user may use this program from start to completion within the general framework of the model. The user may use this program from start to completion within the general framework of the model.Cons There is a large amount of information the user must learn in order to put the model into practice. There is a large amount of information the user must learn in order to put the model into practice. Although the information is clear and easy to understand, there is much data to be sorted through before the process may be used. Although the information is clear and easy to understand, there is much data to be sorted through before the process may be used.

Research Process Helper Developed by Sandra Hughes Developed by Sandra Hughes 4 Step Research Process 4 Step Research Process

Research Process Helper 1. Preparing for Research Define information needs using a variety of strategies Define information needs using a variety of strategies Explore information using a variety of group activities Explore information using a variety of group activities Identify varied ways of organizing information Identify varied ways of organizing information Relate prior knowledge to information tasks Relate prior knowledge to information tasks

Research Process Helper 2. Accessing resources Locate a variety of appropriate resources from a variety of sources Locate a variety of appropriate resources from a variety of sources Select information appropriate to needs using a variety of strategies Select information appropriate to needs using a variety of strategies Gather information from resources using internal organizers and conventions of texts Gather information from resources using internal organizers and conventions of texts Collaborate with others to share findings and ideas Collaborate with others to share findings and ideas

Research Process Helper 3. Processing information Analyze and evaluate information using a variety of strategies Analyze and evaluate information using a variety of strategies Test ideas to adjust research and problem solving strategies Test ideas to adjust research and problem solving strategies Sort information using a variety of organizers and formats Sort information using a variety of organizers and formats Synthesize findings and formulate conclusions Synthesize findings and formulate conclusions

Research Process Helper 4. Transferring learning Revise product appropriate to purpose, audience and format Revise product appropriate to purpose, audience and format Present research findings in a variety of forms for a variety of audiences Present research findings in a variety of forms for a variety of audiences Reflect on and evaluate product and process Reflect on and evaluate product and process Transfer new information skills and knowledge to solve problems and make decisions Transfer new information skills and knowledge to solve problems and make decisions

Research Process Helper

Pros Pros Can be adapted so that smaller children can use also Can be adapted so that smaller children can use also Helps students select and refine the process of writing research papers Helps students select and refine the process of writing research papers Cons Cons One of the many models for teaching information skills and may often go overlooked One of the many models for teaching information skills and may often go overlooked

8 Ws Developed by Annette Lamb in the 1930’s Developed by Annette Lamb in the 1930’s Similar to the work of Eisenberg, McKenzie, Kuhlthau, Pappas and Tepe Similar to the work of Eisenberg, McKenzie, Kuhlthau, Pappas and Tepe Focuses on the changing roles of the teacher, media specialist, technology coordinator, student, and technology and follows the information and communication process students experience in developing projects Focuses on the changing roles of the teacher, media specialist, technology coordinator, student, and technology and follows the information and communication process students experience in developing projects

8 Ws 1. Watching Exploring Exploring Asks students to explore and become observers of their environment. It asks students to become more in tune to the world around them from family needs to global concerns Asks students to explore and become observers of their environment. It asks students to become more in tune to the world around them from family needs to global concerns 2. Wondering Questioning Questioning Focuses on brainstorming options, discussing ideas, identifying problems, and developing questions Focuses on brainstorming options, discussing ideas, identifying problems, and developing questions

8 Ws 3. Webbing Searching Searching Directs students to locate, search for, and connect ideas and information. One piece of information may lead to new questions and areas of interest. Students select those resources that are relevant and organize them into meaningful clusters Directs students to locate, search for, and connect ideas and information. One piece of information may lead to new questions and areas of interest. Students select those resources that are relevant and organize them into meaningful clusters 4. Wiggling Evaluating Evaluating Toughest phase for students Toughest phase for students Evaluating content, along with twisting and turning information looking for clues, ideas, and perspectives Evaluating content, along with twisting and turning information looking for clues, ideas, and perspectives

8 Ws 5. Weaving Synthesizing Synthesizing Organizing ideas, creating models, and formulating plans. It focuses on the application, analysis, and synthesis of information Organizing ideas, creating models, and formulating plans. It focuses on the application, analysis, and synthesis of information 6. Wrapping Creating Creating Creating and packaging ideas and solutions Creating and packaging ideas and solutions

8 Ws 7. Waving Communicating Communicating Communicating ideas to others through presenting, publishing, and sharing Communicating ideas to others through presenting, publishing, and sharing Share their ideas, try out new approaches, and ask for feedback Share their ideas, try out new approaches, and ask for feedback 8. Wishing Assessing, evaluating, and reflecting on the process and product Assessing, evaluating, and reflecting on the process and product thinking about how the project went and consider possibilities for the future thinking about how the project went and consider possibilities for the future

8 Ws Pros Pros Fun alliteration was used to stimulate student interest and focus on the student's perspective Fun alliteration was used to stimulate student interest and focus on the student's perspective The vocabulary used to make up the 8Ws are words that almost all students can relate to The vocabulary used to make up the 8Ws are words that almost all students can relate to Cons Cons Students may become overwhelmed when trying to follow the steps and all that they entail Students may become overwhelmed when trying to follow the steps and all that they entail

References Abilock, D. & Abilock D. (2002). Noodle tools: Information literacy: the building blocks of research. Retrieved April 17, 2007, from Albert Campbell Collegiate Institute. (n.d.). The inquiry and research process. Retrieved April 13, 2006, from Eisenberg, M. & Berkowitz, B. (1987). Big6™ and Super3 handouts. Retrieved April 14, 2007, from Eisenberg, M. (2006). A Big6™ skills overview. Retrieved April 14, 2007, from Information Age Inquiry. (2006). Virtual information inquiry: Models. Retrieved April 11, 2007, from Hughes, S. (2006). Research helper. Retrieved April 13, 2007, from Kuhlthau, C. C. (1993). Implementing a process approach to information skills: A study identifying indicators of success in library media programs. Retrieved April 10, 2007, from electkuhlthau1.htm. electkuhlthau1.htm electkuhlthau1.htm Lamb, A. (2001). The 8Ws model for information literacy: An overview. Retrieved April 14, 2006, from Little, T. J. (2006). The Super3. Retrieved April 14, 2007, from Lowe, C. (2004). Research foundations of the Big6™ skills. Retrieved April 14, 2007, from Yucht, A. (1988). FLIP-it! : For information skills strategies. Retrieved April 13, 2007 from

Discussion Questions: 1.Which process approach(es) were you familiar with or not familiar? 2.Which process approach(es) will you use? In what context? 3.Other comments? Thank you for your attention!