1. Development and Implementation of Concept Models Blanche Woolls Professor and Director Emerita San Jose State University

2. British Model, 1981 Formulate and analyze need Identify and appraise likely sources Trace and locate individual sources Examine, select, reject single resources Interrogate resources Record and sort information Interpret, analyze, synthesize,evaluate Presenting, communicating Evaluation

3. Stripling and Pitts, 1981 Choose a broad topic Get an overview of the topic Narrow the topic (Reflection Point: Is my topic a good one?) Develop a thesis or statement of purpose Formulate questions to guide research Plan for research and production

4. Stripling/Pitts (cont.) Find, analyze/evaluate sources Evaluate evidence Establish conclusions/Organize information into an outline Create and present final product

5. Kulthau, 1989 Task initiation Topic selection Prefocus exploration Focus formulation Information collection Search closure Starting writing

6. The Big Six: Eisenberg & Berkowitz, 1988 Task Definition Information Seeking Strategies Location and Access Use of information Synthesis Evaluation

7. CSLA, 1997 Why do I need information? What is the problem, topic, question? What do I already know about the problem/topic/question? Where can I find the information I need? How do I get started? What resources can I find?

8. CSLA (continued) How shall I use/research/ these resources? What information will help me? What should I record? Have I found the information I need? How will I use/present the information? How have I done? In my opinion? According to others?

9. McClure, 1994 Traditional literacy Network literacy Computer literacy Media literacy INFORMATION LITERACY

10. Pappas and Tepe, 1995 Appreciation Research Search Interpretation Communication Evaluation

11. Stripling, 1995 Content: Need to know Concept and Essential Questions –feedback Process Inquiry Content: Information Process: Synthesis/Decision-Making Content: New Understanding –confrontation Process: Expression –confrontation Content: Assessment Product –reflection Content: Need to know

12. Herring, 1996 Purpose –Cognitive skills in identifying existing knowledge; thinking skills such as brainstorming or concept; skills in identifying information resources Location –Ability to find information in library catalogs, books, journals, CD-ROMS and online information resources, selection skills in assessing the relevance of information sources, IT skills in using electronic sources such as the Internet.

13. Herring (continued) Use –reading skills, ability to skim and scan information to find relevant resources; interactive skills, ability to understand what is being read, viewed or listened to and relate this to existing knowledge; selective skills- ability to select appropriate information and reject information; evaluation skills, ability to evaluate information and ideas; recording skills, ability to take notes in a systematic way; synthesis skills, ability to bring together related ideas, facts, and information; and writing or presentation skills, ability to write an essay or report a project.

14. Herring, concluded Self-evaluation –Ability to reflect on the processes involved in assignment-related work and to identify areas of improvement in the effective use of information resources in the future.

15. Exit Model, 1997 Activation of previous knowledge Establishing purposes Locating information Adopting an appropriate strategy Interacting with text Monitoring understanding Making a record Evaluating Assisting memory Communication of information

16. Flip It!, 1997 Focus: What do I really need to find out? Link: What connections can I use to get the information I need? Input: What kind do I need, How can I organize this? Payoff: How can I best demonstrate what I have learned; what is now the best solution to my original problem?

17. Netsavvy Group, 1998 Awareness Asking Accessing Analyzing Applying Assessing

18. ISTE, 1998 Communicate using a variety of media and formats Access and exchange information in a variety of ways Compile, organize, analyze, and synthesize information Draw conclusions and make generalizations

19. ISTE (continued) Use information ad select appropriate tools to solve problems Know content and be able to locate additional information as needed Be self-directed learners Interact with others in ethical and appropriate ways

20. INFO Ohio, 1998 DIALOGUE Define: Explore/identify, determine basic question Initiate Assess: Identify keywords, concepts, possible resources Locate Organize

21. DIALOGUE, (continued) Organize: Identify the best and most useful information sources, evaluate the information retrieval Guide, search Use: determine presentation formats Evaluate: project results, process, teaching and learning

22. Empowering 8, 2005 Identify Explore Select Organize Create Present Assess Apply Identify

23. Commonalities Focus on student learning/assessing/evaluating Problem solving skills Finding information, how to, reflection on what is found Ability to judge information Determining how to communicate Evaluating the process, the product

24. Choosing vs. using vs. implementation Reaching the major players At the school level: teachers, principal At the regional level: regional personnel At the national level: Ministers of Education Who reaches them? How? When? What do you take with you?

25. Implementation Some suggestions

26. Who is your audience Local School personnel –Students –Teachers –Principal Regional Groups Government –Ministry of Education, or? Faculties of Education or LIS

27. How will reach them? What is the background of the group? What will be the best way to reach them? When is the best time to reach them? What will you need to take with you?

28. What do they need to know? What, if anything, do they already know? What must they know? How much? How will you present your case? What is the most effective way? What questions might they ask? What do you want them to do? What do you think they will do? How will you follow-up? If they say, “Yes? If they say, “No?”

29. Strategies you might use With students: Working with teachers, place information literacy into curriculum School newspaper (student written articles about information literacy) Student presentation to a group to which you are explaining information literac ?

30. With parents Send home a flyer explaining the chosen model with examples of student work implementing the model. Invite parents to visit the library and have students explain their work to the parents. Ask a parent who is especially proud of the information literacy skills being taught in the student’s classroom to share this with other parents. ?

31. With teachers A brief presentation and write-up of what you learned at this workshop Your plan for implementing information literacy with one curriculum unit. Ask someone to volunteer to work with you. A plan you have already completed with one teacher (The teacher should explain this.) ?

32. Your principal Your report of what you accomplished or learned or thought was a good idea from this workshop that would be good to try at your school. A sample implementation of information literacy skills into a curriculum unit ?

33. Regional office personnel A report of this workshop, well written, brief, interesting Completed curriculum units with information literacy embedded in them. Demonstration by students and teachers of effective curriculum units with information literacy embedded in them ?

34. Teachers of Teachers See how much they teach their students about information literacy. Volunteer to explain an integrated I.L. module you and your teacher(s) have completed. ?

35. Teachers of teacher-librarians Ask them if information literacy skills are taught in the curriculum preparing teacher- librarians Tell them how important it is to place information literacy into the curriculum Ask them to help research the effects of information literacy implementation ?

36. Ministers of Education Go to the highest person FIRST. Don’t start at the bottom. Start at the top! Show the difference it will make preparing their students who will be citizens in a global society, not just one country or even one region of the world. Show them that implementing I.L. costs only the time to plan units. They will learn you need resources later. ?

37. This conference Provides an opportunity for YOU to take a leadership role in implementing I.L. for all of Asia and beyond. Offers you the opportunity to meet others who can share your and their ideas today and tomorrow. Shows you a venue to ask for help meeting challenges and, best of all, an audience for your successes. I wish you well.

38. Thank you bwoolls@slis.sjsu.edu