Information http://articles.westga.edu:2048/login?url=http://search.ebscohost.com/login.aspx?

Sources direct=true&db=fth&AN=1427153&site=eds-live&scope=site
Where you (You may be asked to login through Ingram Library in order to access this
located your permalink.)
information
Overview of The basis for this model is that it provides a way for students to acquire literacy skills, and
Model make a connection between the skills and application. The model also stresses the
Description teacher-media specialist collaborative relationship.
of the basis
for the
model
Steps in Appreciation: This step encourages a love and appreciation for a variety of mediums
Model resources. This could be through storytelling at the Elementary level to exposure in High
Description School to more diverse genres and realistic fiction that is relatable.
of each step PreSearch: Provides students with strategies to determine the focus of the research and
the students questions that need to be answered.
will follow Search: This step has students utilize a variety of resources to acquire the information
needed to answer the question. This also provides support from experts during this stage.
Interpretation: This stage is when students analyze and formulate their own reasoning or
claim to what they found during research.
Communication: During this step the student takes the research to answer the question,
and then creates a medium to share or communicate the information to others.
Evaluation: Students reflect and utilize peer feedback to ascertain if learning goals have
been met.
Comparison This model is similar to all of the models with the exception of CTI Literacy Model in
Description that each has 6 steps to help ascertain information. All the models allow learners to
of how identify the problem/task to develop an evidence-based claim to the problem posed. This
model is particular model doesn’t really involve repeating steps whereas most of the other models
similar to with the exception of the Information Search Process, allow for repetition of steps when
and different determining a possible new view after peer review and reflection.
from other
models
Potential High School Earth Systems: Students utilize this model to answer a Guiding Question
Use with an evidence-based claim. Students posed with the Guiding Question: What caused
Grade level this change in landscape? Would be provided with an image of maybe a house falling off
and specific a cliff near the ocean. Students would:
example of Appreciation: Make observations about the image appreciating the information it offers
GPS that Pre Search: Determine the focus for research based on the image
would be Search: Research for information about the causes of cliff breaking away, etc.
supported by Interpretation: After collecting research on potential causes and observations of the image,
the model students will formulate an evidence-based claim to the Guiding Question.
Communication: Students will choose a medium to share their evidence-based claim that
can be justified and shared with class mates. This could be a presentation or just the
whiteboard chart with information or the Lab Report.
Evaluation: Peer Reviews of the Lab Report using Rubric, and then self-assessment of lab
report and whether he or she met the expectation or goals of the exploration.
Research Models Exploration Form
Pathways to Knowledge

Research Models Exploration Form

Critical Thinking and Information Literacy Process Model

Model Critical Thinking and Information Literacy Process Model

Name of
model and
people
involved
Information http://www.bcps.org/offices/lis/models/tips/
Sources
Where you
located your
information
Overview of This model is cyclical and allows students to explore new tasks they encounter
Model in their studies. I could see this model being applied in my Science or
Description of Engineering courses because of the
the basis for
the model
Steps in Encountering the Task: First exposure to the phenomena or task
Model Exploring/Questioning/Formulating/Connecting: brainstorming and
Description of identifying problems
each step the Searching/Locating: identify useful sources, formulate search strategies, and
students will evaluate resources for usefulness
follow Collecting/Organizing/Managing/Monitoring: Conducting research to help in
the model creation or simulation; creation of a web organizer
Gathering data, information,
Analyzing/Evaluating/Interpreting/Inferring: Make inferences from evidence
and research acquired
Synthesizing/Solving: Apply new understanding to task and draw conclusions
Applying New Understanding: Assess scope of information and
develop/implement action plan- ask for peer input
Communicating/Sharing/Presenting: Share with peers through appropriate
medium
Reflecting/Extending: Reflect on action plan and then apply newly developed
skills to new tasks
Comparison This model is similar to the others except it involves more than 6 steps and
Description of appears to be more complex in verbage. However, all of the models have the
how model is same purpose in that it is to solve a problem or task using gathered
similar to and information. This particular model allows the user to get peer review and then
different from reflect and extend on the experience. Much like the Big 6 and ISP model, there
other models is ability to change the answer to the problem after feedback and repeat the
 steps.
Potential Use Encountering the Task: First exposure to the science phenomena and task such
Grade level as impact of UV rays on DNA
and specific Exploring/Questioning/Formulating/Connecting: Developing the question to
example of be answered or the model based on the phenomena- Is there a connection
GPS that between UV rays and DNA
would be Searching/Locating: Conducting research to help in the model creation or
supported by simulation: locating resources that explain UV rays and DNA and possibly
the model isolating the connection between the two
Collecting/Organizing/Managing/Monitoring: Gathering data, information,
that supports the connection between the two if any exists
Analyzing/Evaluating/Interpreting/Inferring: After collecting the research data
then student analyzes and interprets the data to make inferences concerning the
connection between the UV rays and DNA
Synthesizing/Solving: After the connections have been made (if any) then
students develop their evidence-based claim concerning UV rays and DNA
Applying New Understanding: Students will then be able to ascertain if skin
cancer is a result of the UV ray and DNA connection
Communicating/Sharing/Presenting: Writing a lab report explaining findings
and evidence-based claim justifying it with evidence
Reflecting/Extending: Peer Discussion and Review and then self-reflection of
their evidence-based claim

Research Models Exploration Form

The Research Cycle

Model The Research Cycle - Jamie McKenzie.

Name of
model and
people
involved
Information http://questioning.org/index2.html
Sources
Where you
located your
information
Overview of This model allows students to think for themselves and create their own ideas
Model about the Essential Question posed. This model also gives the student freedom
Description of to change the question or ideas throughout the process and going back to
the basis for repeat steps with the new ideas.
the model
Steps in Questioning: Essential questions that require problem solving
Model and mapping out question points
Description of Planning: finding reliable resources and thinking and
each step the organizing through this process – possibly creating a database
students will of appropriate resources that offer valid points
follow Gathering: Collect in an organized manner relevant
information
Sorting and Sifting: Analyzes and categorizes the information
collected
Synthesizing: looking for patterns within the information
gathered to answer the question
Evaluating: Determining if more research is necessary or
maybe changing the claim or answer to the complex question-
do we need to repeat steps?
Reporting: Present the information to peers for feedback to
see their perspective on the findings

Comparison This is similar to the Big 6 and ISP with the exception that Reporting is done
Description of after the Evaluation but in both cases they can repeat steps and make changes
how model is after the feedback. All of the models assist learners in acquiring information to
similar to and answer questions posed.
different from
other models
Potential Use This model is a perfect fit for any Argument Driven Inquiry because the ADI is
Grade level fueled by a phenomena, developing evidence-based claims to answer a
and specific question posed, and then providing justification. The ADI allows learners to
example of change claim after peer review then again after the ADI Report is reviewed by
GPS that peers. I could see this used in all grade levels but especially the Middle and
would be High School Science Class.
supported by
the model

Research Models Exploration Form

The Big 6

Model The Big 6 – Mike Eisenberg and Robert Berkowitz

Name of
model and
people
involved
Information http://www.big6.com
Sources
Where you
located your
information
Overview of This model assists in solving problems or make decisions using information. This
Model develops information literacy, information communication, or a process.
Description of
the basis for
the model
Steps in Task Definition: Define the information problem and then identify the information needed
Model Information Seeking Strategies: Determine and select the best sources
Description of Location and Access: Locate and find information within sources
Use of Information: Engage and extract valuable information
each step the Synthesis: Organize and present the information that is relevant
students will Evaluation: Just the effectiveness of the product and efficiency of the process
follow
Comparison The Big 6 is similar to the other models in that it poses a question that needs to
Description of be answered using reliable information gathered. This model allows the user to
how model is repeat steps as needed or as new information or peer review enlightens the
similar to and user. This can be applied to any situation, but involves more of the determining
different from if sources are reliable or valid than the others might.
other models
Potential Use Task Definition: Pose the question: Is Global Warming Real or Nah?
Grade level Information Seeking Strategies: Have students research sources that would be
and specific relevant to answering the question
example of Locate and Access: After students find resources, they then need to pull the
GPS that information that would help them answer the question – both sides of the issue
would be Use of information: After pulling the information about both sides of the issue
supported by then students engage in brainstorming their claim and extracting the
the model information to support that claim
Synthesis: Share the information with peers in a Product Exhibit so that peers
can give feedback pertaining to the viewpoint/claim on whether Global
Warming is real or not?
Evaluation: The students will determine if their product was effective or do
they need to revisit the topic and then determine if the process was efficient:
Reflective
Research Models Exploration Form
Information Search Process

Model Information Search Process - Carol Collier Kuhlthau

Name of
model and
people
involved
Information http://www.asis.org/Bulletin/Feb-99/kuhlthau.html
Sources
Where you
located your
information
Overview of This model was based on the perspectives of information researchers and
Model found patterns in the thought processes to develop the Information Search
Description of Process.
the basis for
the model
Steps in Initiation: becomes aware of lack of knowledge
Model Selection: task to determine the area of knowledge that needs further
Description of investigation or selected
each step the Exploration: General problem investigation and research which can be
students will overwhelming
follow Formulation: Choose a focus for investigation
Collection: Gather information about the focus for the investigation
Presentation: When task is to solve the problem and share that information
Comparison This model appears to be one that stems off of assistance from an expert than
Description of the others. This one facilitates the information gathering process and
how model is identification of problems like the others, but it relies on the expert instead of
similar to and primarily student ownership of learning because they can’t find it on their
different from own. Their knowledge is limited and needs an expert to help.
other models
Potential Use This has potential use at the Media Center Reference desk where the librarian
Grade level is able to ascertain which part of the ISP the researcher is at that time. The
and specific librarian utilizes the Zone of Proximity that helps them identify if they need
example of any supplemental assistance to information gathering.
GPS that
would be
supported by
the model