Adopting a Research Model: Cathy Kuhlthau’s Information Search Process A Proposal Created by Peggy Marsiglio, Lori Quirk, Kelly Roth, and Jessica Manger

Why is a Research Model Necessary? Targeted intervention New technology and information overload Encourages life-long learning Builds confidence Transference Targeted intervention: Many students will begin the inquiry process with excitement and motivation. This motivation can quickly turn into uncertainty if they are not given a guide to continue on the road to inquiry. This is where a research model can work as an intervention (Kuhlthau, 27). Giving students guidelines to each major step of an inquiry project targets "specific areas of concern and providing intensive intervention at key points where instruction, guidance, and reflection are required" (Kuhlthau, 27). New Technology and Information Overload: With the development of new types of technology and media, students can become easily bombarded from all directions. This information overload can stop an inquiry project before a student even decides on a focus. Often during an inquiry projects, students are left to manage their research on their own. According to Kuhlthau, "All too often the result is blatant copying, narrow fact finding, and unimaginative repetition of an author's work, with little real learning on the part of the student" (Kuhlthau, 22). Students can quickly experience "disorientation, navigation inefficiency, and cognitive overload" (Branch, 48) if left to tackle this multi-media overload. Using a research model will give students a way to manage each step of the process (including the collection and evaluation of materials). Encourages life-long learning: By implementing a research model for the entire school board, we will encouraging students to be independent, critical thinkers. Once a research model is adopted, students will begin to gain skills that will stay with them well into adulthood (Wallace, 45). Builds Confidence: Once students have practiced this model and are comfortable with it, they will begin to gain confidence as they approach inquiry. According to Cathy Kuhlthau, "Inquiry stimulates learning in students from the youngest age by engaging their innate curiosity, through middle childhood by enabling their quest for independence, and on into their teen years, when they are gaining a sense of self through their developing knowledge and expertise, which prepare them for the challenges of work and daily living in adulthood“ (Kuhlthau, 25). Transference: Instead of students blindly receiving and reiterating information, through a research model, they are taking the information in, absorbing it to think critically about it and synthesize it into something manageable (Wallace, 38). Once students are comfortable with a model, they’ll begin to apply that model in other curriculum areas (Wallace, 45).

Kuhthau’s Information Search Process Constructivist Theory Individuals learn through active participation and reflection on learning George Kelly’s Personal Construct Theory “Information seeking is a process of construction with all the accompanying dynamic complexities” (Shannon 19). Kuhlthau’s Information Search Process (ISP) developed from a need that she saw in her school library. She noticed students becoming confused and frustrated during the research process. This led to a general lack of confidence and motivation while performing research (Shannon 19). She developed the ISP by using the Constructivist theory, or emphasizing that individuals learn through active participation in and reflection on their own learning (Shannon 19). She knew that real learning happens when students actively build their knowledge instead of simply taking facts and spitting them out to their teacher. She added George Kelly’s Personal Construct Theory, which states “that an individual’s personal constructs (how one makes sense of the world) determine behavior (Shannon 19).” Her philosophy is that “through an inquiry-based approach, students should develop competence beyond location and use strategies in their ability to interpret, understand, and learn from information – and that is information literacy (Shannon 22).” This means that students will gain the confidence and abilities needed to conduct research beyond the school environment. This process provides a “conceptual framework for an inquiry-based approach to teaching and learning (Shannon 22).”

Kuhthau’s Information Search Process On this slide you will see a model of the ISP. Along the top row, there are the six basic steps of the ISP: Initiating a topic, selecting a topic, exploring information, forming a focus, collecting information, and preparing to present. Along the left side are the feelings, thoughts, and actions associated with each stage of the process. Kuhlthau added these from George Kelly’s Personal Construct Theory shown on the previous slide. Together, they describe the whole process (actions and feelings) as students experience seeking information. Allow me to explain the steps while including the feelings, thoughts, and actions that are presented during each stage. Initiating a topic – “when a person first becomes aware of a lack of knowledge or understanding and feelings of uncertainty and apprehension are common” (Carol, Information). Students are assigned a project or topic and they must consider what they already know and how they will approach the task. Selecting a topic – “when a general area, topic, or problem is identified and initial uncertainty often gives way to a brief sense of optimism and a readiness to begin the search” (Carol, Information). Students take what they knew previously and consider what they will need to find out. Exploring information – “when inconsistent, incompatible information is encountered and uncertainty, confusion, and doubt frequently increase and people find themselves “in the dip” of confidence (Carol, Information).” Students find information in this stage so that they may begin to form a focus in the next stage. Forming a focus – “when a focused perspective is formed and uncertainty diminishes as confidence begins to increase” (Carol, Information). This is the most important part of the process. Students create a guiding idea that “provides the framework for collection of information” (Shannon 20). If they gain confidence in this stage, they will most likely feel success. Collecting information – “when information pertinent to the focused perspective is gathered and uncertainty subsides as interest and involvement deepens” (Carol, Information). Students get information to support their focus formed in stage 4. Preparing to present – “when the search is completed with a new understanding enabling the person to explain his or her learning to others or in someway put the learning to use” (Carol, Information). Students are able to present their findings and feel confident in their new information.

Engages Student Interest Topic Ownership Active Participation Why Choose Kuhlthau? Engages Student Interest Topic Ownership Active Participation Collaboration and Support Growth Engages Student Interest: This model engages students’ interest throughout the process and allows them to explore their topic in a way that benefits their needs and builds on their individual prior knowledge and interest in the topic. Topic Ownership: According to the constructivist theory, allowing students to choose their topic and use their prior knowledge students will actively participate in their learning and construct its meaning. Active Participation: The constructivist theory also lends to students working together and helping each other learn through guided problem-solving activities. Collaboration and Support: Starts off with a broad topic and narrows it down to be more specific once they have explored the topic a little first. Growth: Once students present their information they have to assess the process they went through to achieve their information. This will help them see where they need improvement for their research methods.

Based on constructivist theory Activates prior knowledge Why Choose Kuhlthau? Based on constructivist theory Activates prior knowledge Builds on knowledge Learn from experiences Based on constructivist theory According to Milam, Kuhlthau “is rooted in constructivist theory, or building knowledge by activating prior learning” (2004). Activates prior knowledge / Builds on knowledge: Students base their research of their own experiences and learn from them along the way. Learn from experiences: Students are able to become better researchers through their research experiences while researching their topics that they chose for themselves.

Keys to Successful Implementation Strong team approach Shared commitment to inquiry learning Well designed activities Kuhlthau’s Information Search Process (ISP) model has been implemented in schools across the US and abroad, and requires effort and competence to successfully achieve student learning (Shannon, 19). Implementation will require a great deal of planning and perseverance, so we should not expect overnight success (Kulhthau). As we consider implementation of the ISP model, we should examine and learn from the efforts of other schools that have gone through the implementation process. According to Kuhlthau’s case study of the implementation of the ISP in a sample junior high school, she has identified some basic “enablers” or indicators of success: Team approach Team should consist of administrators, teachers, school librarians, and reading specialists. Each member needs a clearly defined role. Shared commitment to inquiry-based learning and constructivist view of learning Mutual goal of developing higher-order thinking skills in students Dedicated to creating an environment of student engagement Well designed inquiry activities that engage students in learning Team members are open to trying new methods Team members are reflective and rethink their methods Conversely, Kuhlthau’s study identified the main inhibitors to successful implementation: Lack of time Teams had insufficient collaborative planning time. Students were given insufficient time to work through the ISP. Confusion of roles Poorly designed assignments

Keys to Successful Implementation Year 1: Groundwork Year 2: Trial Year 3-4: Full Implementation Year 1: Groundwork Begin with the formation of a curriculum team The team should consist of representatives of administrators, teachers, school librarians, and reading specialists. The team might consider conducting a curriculum audit to develop an accurate picture of the district’s current level of inquiry-based learning to better inform their future progress. The team will be trained in the ISP model in order to participate in future district-wide training. The team will develop some sample ISP guided inquiry units. The team will be in a position to provide future support and collect feedback throughout the implementation process. Year 2: Trial The Curriculum team will choose one elementary and one secondary grade level to begin implementing the ISP model. They will be asked to implement one ISP unit. The Curriculum team will help provide training and support to these teachers, as well as collect feedback. Year 3 & 4: Full Implementation All grade levels implement the ISP model with a required minimum of 2 guided inquiry units per grade level. The Curriculum team will assist in providing training and support. Feedback will be collected both formally and informally.

Keys to Successful Implementation Curriculum Team Training Teacher In-Service Training Collaborative Team Meetings Resources Curriculum Team Study the ISP model and brainstorm how to implement to meet standards Develop example guided inquiry lessons using ISP Become the future trainers in staff professional development sessions. Provide assistance to collaborative teams as needed. Teacher In-Service Provide an initial full day in-service with training that addresses the three components recommended by Kuhlthau: Time allowed for first hand experience in researching using ISP model. Opportunity given to reflect on the process they went through. Discussion initiated with colleagues about guiding students in the process. Schedule in-service training that includes five or six 2 hour meetings throughout the school year. Provide time for collaborative teams to form and plan guided inquiry units. Teach tips for working in collaborative teams. Curriculum team will give assistance to collaborative teams as needed. Assign each faculty member to read Kuhlthau’s book, Guided Inquiry: Learning in the 21st Century. Provide time for group discussion of the book. Provide additional professional development opportunities during the summer. Collaborative Team Planning Schedule weekly or biweekly team planning sessions before or after school. Resources Create an online support group, such as a blog or wiki that will allow collaborative group members to quickly download support materials, write questions, or post anecdotes. Curriculum team will monitor the site and provide support as needed. Provide each classroom with posters of the ISP model, as well as hard copy explanations of the ISP model to use with lesson planning.

Works Cited Branch, Jennifer L. “Instructional Intervention is Key: Supporting Adolescent Information Seeking.” School Libraries Worldwide 9.2 (2003): 47-61. Library Literature and Information Science Full Text. Web. 25 Feb. 2012. “Comparison of Information Skills Process Models.” shambles.net. Eisenberg, M. 1996. Web. 7 February 2012. Keeling, Mary. “A District’s Journey to Inquiry.” Knowledge Quest 38.2 (2009): 32-37. American Association of School Librarians. Web. 25 Feb. 2012. http://www.ala.org/‌aasl/‌sites/‌ala.org.aasl/‌files/‌content/‌aaslissues/‌toolkits/‌bldnglvl/‌09_NovDec_Keeling.pdf>. Kuhlthau, Carol C. “Implementing a Process Approach to Information Skills: A Study Identifying Indicators of Success in Library Media Programs.” School Library Media Quarterly 22.1 (1993): 11-18. AASL. Web. 25 Feb. 2012. <http://www.ala.org/‌aasl/‌aaslpubsandjournals/‌slmrb/editorschoiceb/‌infopower/‌slctkuhlthau1>. Kuhlthau, Carol. "Carol Kuhlthau." Information Search Process. Rutgers.edu, Jan. 2012. Web. 26 Feb. 2012. <http://comminfo.rutgers.edu/~kuhlthau/information_search_process.htm>. Kuhlthau, Carol. "Model of the Information Search Process." Chart. Seeking Meaning: A Process Approach to Library and Information Services. 2nd ed. Westport: Libraries Unlimited, 2004. 82. Carol Kuhlthau. Rutgers.edu, Jan. 2012. Web. 26 Feb. 2012. <http://comminfo.rutgers.edu/~kuhlthau/information_search_process.htm>.

Works Cited Kuhlthau, Carol C., Leslie K. Maniotes, and Ann K. Caspari. Guided Inquiry: Learning in the 21st Century. Westport: Libraries Unlimited, 2007. Print. Milam, Peggy. "Destination Information: A Road Map for the Journey." Library Media Connection. April/May 2004. Library Lit & Inf Full Text. Wilson Web. Web. 7 February 12. Rainer, Julie, Edi Guyton, and Christie Bowen. "Constructivist Pedagogy In Primary Classrooms." (2000): ERIC. Web. 22 Feb. 2012. Shannon, Donna. “Kuhlthau’s Information Search Process.” School Library Monthly 19.1 (2002): 19. Library Literature and Information Science Full Text. Web. 25 Feb. 2012. Wallace, Virginia L., and Whitney Norwood Husid. Collaborating for Inquiry-Based Learning. Santa Barbara: Libraries Unlimited, 2011. Print.