INFORMATION LITERACY PROCESS MODELS The Big 6 Web

INFORMATION LITERACY PROCESS MODELS The Big 6 Web. Quests Pathways to Knowledge ISTC 651 Fall 2009 Linda C. Zvitkovitz

Table of Contents (with hyperlinks) Title Slide The Big Six Introduction � Background � Curricular Alignment � Scaffolding Web. Quests Introduction � Background � Curricular Alignment � Scaffolding Pathways to Knowledge Introduction � Background � Curricular Alignment � Scaffolding Similarities and Differences Conclusion Resources

Big 6 Introduction Big 6 is a student-centered, information problem-solving strategy that enables students to handle any problem, assignment, decision or task. The Six Stages are: 1. 2. 3. 4. 5. 6. Task Definition Information Seeking Strategies Location and Access Use of Information Synthesis Evaluation Table of Contents Image from http: //www. big 6. com/

Big 6 Background Developed in 1990 by educators Mike Eisenberg and Bob Berkowitz Perhaps the most widely-used model I chose the Big 6 model because I know that it is used throughout many schools in Harford County and I believe it is a complete model that fosters collaboration between classroom teachers and media specialists. There is much support available for teaching the Big 6 It’s stages align well with many of the AASL Standards for the 21 st Century Positively reviewed (Carey, 2003; James-Maxie, 2007). Journal article on differentiation with Big 6 (Jansen, 2009) Many supportive tools available (Tooley, 2005). Table of Contents Big 6 Introductio n

Big 6 Curricular Alignment Big 6 Stages AASL 21 st Century Standards 1. Task Definition 1. 1. 1 Follow an inquiry-based process in seeking knowledge. . . 1. 1. 3 Develop and refine a range of questions to frame the search for new understanding • • Define problem Identify information needed 2. Information Seeking Strategies • • Determine range of sources Evaluate sources 3. Location and Access • • Locate sources Find info within sources 4. Use of Information • • Engage information Extract relevant info 5. Synthesis • • Organize information Present information 6. Evaluation • • 1. 1. 4 Find, evaluate and select appropriate sources to answer questions 1. 1. 5 Evaluate on basis of accuracy, validity, appropriateness etc. Judge the product Judge the process 1. 1. 8 Demonstrate mastery of technology tools for accessing information and pursuing inquiry 1. 3. 2 Seek divergent perspectives during information gathering and assessment 1. 1. 6 Read, view, and listen for information presented in any format 2. 1. 1 Continue an inquiry based process by applying critical-thinking skills 1. 1. 7 Make sense of information gathered from diverse sources. . . 2. 1. 2 Organize knowledge so that it is useful 2. 1. 4 Use technology and other information tools to analyze and organize information 3. 1. 4 Use technology and other information tools to organize and display knowledge and understanding in ways that others can view, use, and assess. 1. 4. 1 Monitor own information-seeking processes. . . 2. 4. 2 Reflect on systematic process and assess for completeness of investigation 3. 1. 1 Conclude and inquiry-based research process by sharing new understandings and reflecting. . . 3. 4. 2 Assess the quality and effectiveness of the learning product Table of Contents Big 6 Introductio n

Big 6 Scaffolding The beauty of the Big 6 model is the clarity and focus it provides students, while putting them in control of their information seeking, analyzing and synthesizing. The structure of Big 6 assignments should keep students on task and does allow for scaffolding. LMS’s and teachers can begin by offering lots of assistance throughout a Big 6 project and then can expect students to be gradually more independent. For example, for the first few Big 6 experiences, the students might be given a limited choice of resources to use, and later they could be given more independence in locating, accessing and evaluating their sources. Another great feature is that there is a related model, Super 3, which is suitable for students in younger grades. Students introduced to Super 3 can certainly transition easily to Big 6. Table of Contents Big 6 Introductio n

Web. Quests Introduction A Web. Quest is an inquiry-oriented lesson format in which most or all the information that learners work with comes from the web. Characteristics of Web. Quests: • Require higher level thinking • Make good use of the web. • Are doable and interesting Critical Attributes of Web. Quests: 1. Introduction 2. Task 3. Process 4. Information Sources 5. Evaluation 6. Conclusion Table of Contents Image from http: //webquest. org/img/front. jpg

Web. Quests Background The model was developed by Bernie Dodge at San Diego State University in February, 1995 with early input from Tom March. Tens of thousands of teachers have used Web. Quests to engage their students in the kinds of thinking that the 21 st century requires. The model has spread around the world, with special enthusiasm in Brazil, Spain, China, Australia and Holland. (Dodge, 2007) Much research has been done regarding the effectiveness of Web. Quests and teachers’ perceptions about them (Zheng, Perez, Williamson, & Flygare, 2008). Several studies indicate that Web. Quests increase collaboration skills and enhance student attitudes (Abbitt & Ophus, 2008; Maddux & Cummings, 2007; Hassanien, 2006). One of the main reasons I selected Web. Quests for this analysis is their popularity with educators and students, which became apparent to me when I saw how many Web. Quests are being shared online. Table of Contents Web. Quest s Introductio

Web. Quests Curricular Alignment Web. Quests offer students much guidance, providing a specific task, the resources to be used and the evaluation criteria. However, the process can still address the following AASL standards: 1. 1. 1. 2 1. 1. 6 Follow an inquiry- based process in seeking knowledge in curricular subjects, and make the real-world connections. . . 1. 1. 7 Make sense of information gathered from diverse sources by identifying misconceptions, main and supporting ideas, . . . 1. 1. 8 Demonstrate mastery of technology tools for accessing information and pursuing inquiry. 1. 1. 9 Collaborate with others to broaden and deepen understanding. 2. 1. 1 2. 1. 2 Continue an inquiry-based research process by applying critical-thinking skills (analysis, synthesis, evaluation, organization). . . Organize knowledge so that it is useful. 2. 1. 3 Use strategies to draw conclusions from information and apply knowledge to curricular areas, real-world situations, and. . . 2. 1. 4 2. 1. 5 3. 1. 1 3. 1. 2 3. 1. 3 3. 1. 4 Use technology and other information tools to analyze and organize information. Collaborate with others to exchange ideas, develop new understandings, make decisions, and solve problems, process … 3. 1. 5 Connect learning to community issues. Use prior and background knowledge as context for new learning. Read, view, and listen for information presented in any format in order to make inferences and gather meaning. Conclude an inquiry-based research process by sharing new understandings and reflecting on the learning. Participate and collaborate as members of a social and intellectual network of learners. Use writing and speaking skills to communicate new understandings effectively. Use technology and other information tools to organize and display knowledge and understanding in ways that others can view, use, and assess. Table of Contents Web. Quest s Introductio

Web. Quests Scaffolding Web. Quests certainly include the characteristics needed for scaffolding. If designed well, they provide students with a purpose and clear instructions that should keep students on task and build momentum. Efficiency is clearly a goal of a good Web. Quest, because students are given a limited number of resources to use and direct links to all or most of them are provided. Students should not experience uncertainty at any stage of the Web. Quest because expectations and grading criteria are also provided. Because Web. Quests are carefully designed by educators to guide students through their analyses, they can be created specifically for students of certain ability levels. Scaffolding occurs as students gradually experience more challenging Web. Quests. Table of Web. Quest Contents s Introductio

Pathways to Knowledge Introduction This model stresses the importance of the student being at the center of the information-seeking process, which is a cyclical rather than linear process. “The Pathways Model is like a roadmap for navigating through the informationseeking process. Sometimes you will take one path, sometimes another—how you find, analyze and use information depends on many things including how you learn, the resources you have available, your task, and what you may already know about your topic. ” (Follett, 2000) The authors emphasize that appreciation and evaluation should occur at every stage Table of Contents Image from http: //www. intime. uni. edu/modelarticle. html

Pathways to Knowledge Background Follet’s Information Skills Model Developed by Marjorie L. Pappas and Ann E. Tepe in 1997. Integrates some of Kuhlthau’s (1993) ideas about the affective domain in students during research process Discussed in literature (Callison, 2002), but not as much as the other two models I chose this model because aligns directly with AASL standards, and while it is similar to the Big 6 model, it more strongly emphasizes metacognition, which I think is an important aspect of the information. While the complete model can look a bit intimidating, the basic stages can be simplified for younger students. Table of Contents Pathways Introduction

Pathways to Knowledge Curricular Alignment Stages AASL 21 st Century Standards 1. Appreciation 2. 3. 1 Connect understanding to the real world 4. 1. 5 Connect ideas to own interests 4. 2. 1 Display curiosity by pursuing interests through multiple resources • • Appreciate information in many formats To foster curiosity and imagination 2. Pre-search • • Examine what you know and need to know Gain broad overview then narrow focus 3. Search • • Identify sources Plan search strategy 4. Interpretation • • Engage information Extract relevant info 5. Communication • • Organize and apply information Select format and present information 6. Evaluation • • Evaluate self and peer at every stage Judge the process and the product 1. 1. 1 Follow an inquiry-based process in seeking knowledge. . . 1. 1. 2 Use prior and background knowledge as context for new learning 1. 1. 3 Develop and refine a range of questions to frame the search for new understanding 1. 2. 1 Display initiative and engagement by posing questions and investigating the answers. . . 1. 1. 4 Find, evaluate and select appropriate sources to answer questions 1. 1. 5 Evaluate information found on basis of accuracy, validity, appropriateness for needs. . . 1. 1. 8 Demonstrate mastery of technology tools for accessing information. . . 1. 2. 2 Demonstrate confidence & self-direction by making independent choices in the election of resources. . . 1. 1. 6 Read, view, and listen for information presented in any format in order to make inferences. . . 1. 1. 7 Make sense of information gathered from diverse sources by identifying misconceptions. . . 2. 1. 1 Continue an inquiry-based process by applying critical-thinking skill 2. 1. 3 Use strategies to draw conclusions from information and apply knowledge to curricular areas. . 2. 1. 2 Organize knowledge so that it is useful 2. 1. 4 Use technology and other information tools to analyze and organize information 3. 1. 4 Use technology and other information tools to organize and display knowledge and understanding 1. 4. 1 Monitor own information-seeking processes for effectiveness and progress, and adapt as necessary 1. 4. 2 Use interaction with and feedback from teachers and peers to guide own inquiry process 1. 4. 3 Monitor gathered information, and assess for gaps or weaknesses. 2. 4. 2 Reflect on systematic process and assess for completeness of investigation Table of Pathways 3. 1. 1 Conclude and inquiry-based research process by sharing new understandings and reflecting. . . Contents Introduction 3. 4. 1 Assess the processes by which learning was achieved in order to revise strategies and learn. . .

Pathways to Knowledge Scaffolding The Pathways to Knowledge process allows for scaffolding in much of the same ways as the Big 6 model; it provides structure while keeping the student’s thought processes at the center of focus. Also, LMS’s and teachers can work together to design assignments that gradually allow for more student independence (particularly in the variety of information sources they may use). Perhaps the greatest feature of the Pathways to Knowledge process, in regard to scaffolding, is the emphasis on metacognition. It is stressed that students should be appreciating and evaluating at every stage of the information-seeking process. These reflections should help students build confidence Table of Pathways and momentum. Contents Introductio n

Similarities and Differences Model Big 6 Audienc e Level Grades 4 and above (Super 3 for K-3) Web. Quests K-12 and beyond Pathway s to Knowledge Grades 4 and above Student Centere d Yes Require s Critical Thinkin g Aligns with 21 st Century Standards Yes Emphasize s Self. Evaluation Online Resources Linear Process Yes Lessons/Tutoria ls Videos Games Student/parent/t eacher support Yes No No Yes No Design templates Many ready-touse Web. Quests Yes Yes Some; Through Follet Table of Contents

Conclusion After completing this analysis of the Big 6, Web. Quests and Pathways to Knowledge processes, I feel ready to collaborate with classroom teachers of all levels and subject matters to create stimulating, thought-provoking assignments that align with the AASL standards for the 21 st century. To summarize what I have learned, I would use the Big 6 for creating student-centered assignments, and, if it were more appropriate to design a task that led students directly to certain online sources, I would create Web. Quests. While creating and implementing these models, I would incorporate the ideas behind the cyclical Pathways to Knowledge process. Because the Big 6 model is used throughout Harford County and there are many support materials for its instruction available, I certainly plan to implement it as a media specialist. I also love the idea of the Super 3, which helps very young students become familiar with the idea of stages within the information seeking process. I also prefer this model because some of the others had too many stages or stages that were just too wordy for students to remember. I look forward to creating Web. Quests as well for many reasons. The reality is that students will not often have the prolonged amounts of time in the school library needed to carry out the entire research process, and Web. Quests provide very efficient use of time. It is true that creating a good Web. Quest might require a lot of my time up front, but once created, it provides each student with direct, individual guidance, and it can be used repeatedly for years. Other benefits to Web. Quests are that they require critical thinking and use online resources in a limited and “safe” manner. Finally, there are many readyto-use Web. Quests available for sharing online. I plan to enhance both models, however, by implementing the philosophies behind Pathways to Knowledge. For example, I will emphasize that students should reflect and evaluate themselves at every stage of the Big 6 model and to remember that they can revisit any stage of the process as needed. I will keep in mind the importance of “Appreciation” from this model when creating Web. Quests. The Pathways model implies that students work best when they feel some connection to a task, for example, so I would be sure to make the introduction to a Web. Quest visually appealing and as meaningful to the students as possible. No matter which model I used, I would try to remember the importance of the final reflection students should do, judging both the process and the product of their work and that of their peers. The Pathways model is the only one of the three that mentions peer-evaluation and again, I would try to implement this step into both Web. Quests and Big 6 assignments. Table of Contents

References part 1 Abbitt, J. , & Ophus, J. (2008). What We Know About the Impacts of Web. Quests: A Review of Research. AACE Journal, 16(4), 441456. Retrieved from Education Research Complete database. Big 6 (2004). The Big 6: Information & technology skills for student achievement. Retrieved November 3, 2009 from http: //www. big 6. com Callison, D. & Lamb, A. (2009). Information age inquiry. Retrieved November 3, 2009 from http: //virtualinquiry. com/about/index. htm Callison, D. (2002). Information Use Models (Part II). School Library Media Activities Monthly, 19(2), 36 -39, 51. Retrieved from ERIC database. Carey, J. O. (2003, January). Michael Eisenberg and Robert Berkowitz’s Big 6 information problem-solving model. School Library Media Activities Monthly, 19(5), 24. Dodge, B. (2007). Web. Quest. Org. Retrieved November 21, 2009 from http: //webquest. org/index. php Follett Software Company (2000). Pathways to Knowledge. Retrieved November 21, 2009 from http: //www. sparkfactor. com/clients/follett/overview. html Hassanien, A. (2006). An evaluation of the webquest as a computer‐based learning tool. Research in Post-Compulsory Education, 11(2), 235 -250. In. Time (2001). Information processing. Retrieved November 21, 2009 from http: //www. intime. uni. edu/model/information/proc. html Table of Contents

References Part 2 Kuhlthau, C. C. (1993). Seeking meaning: A process approach to library and information services. Norwood, NJ: Ablex. Kunimitzu (2008). Pathways to knowledge. Retrieved November 21, 2009 from http: //www. k 12. hi. us/~mkunimit/pathways. htm James-Maxie, D. (2007). Information Literacy Skills in Elementary Schools: A Review of the Literature. Journal of Instruction Delivery Systems, 21(1), 23 -26. Retrieved from Education Research Complete database. Jansen, B. (2009). Differentiating Instruction in the Primary Grades with the Big 6. Library Media Connection, 27(4), 32 -33. Retrieved from Education Research Complete database. Jansen, B. (2005). Evaluation: The Forgotten Stage. Library Media Connection, 24(3), 24 -25. Retrieved from Education Research Complete database. Maddux, C. , & Cummings, R. (2007). Web. Quests: Are They Developmentally Appropriate? . Educational Forum, 71(2), 117 -127. Retrieved from Education Research Complete database. Tooley, M. (2005). Big 6 Turbo. Tools and Evaluation. Library Media Connection, 24(3), 27 -28. Retrieved from Education Research Complete database. Zheng, R. , Perez, J. , Williamson, J. , & Flygare, Table J. (2008). of Web. Quests as perceived by teachers: implications for online teaching and learning. Contents Journal of Computer Assisted Learning, 24(4), 295 -304. doi: 10. 1111/j. 1365 -2729. 2007. 00261