Transcript Information Literacy Key Assignment - Lisa

Research Models
By:
Lisa-Dai
Keen
Venker
Research
Models
• ® The Big6 Skills Information Problem-Solving
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Approach to Information Skills Instruction,TMMichael B. Eisenberg and Robert E. Berkowitz
http://big6.com/
® INFOZONE, from the Assiniboine South School
Division of Winnipeg, Canada
http://www.assd.winnipeg.mb.ca/infozone/
® Pathways to Knowledge, Follett's Information
Skills Model, by Marjorie Pappas and Ann Tepe
http://www.pathwaysmodel.com
® The Organized Investigator (Circular Model) by
David Loertscher, presented on the California
Technology Assistance Project, Region VII's web
site: http://ctap.fcoe.k12.ca.us/ctap/Info.Lit/infolit.html
® The Research Cycle, created by Jamie McKenzie.
http://questioning.org
® Information Literacy: Dan's Generic Model Dan Barron, University of South Carolina.
® Kuhlthau's Model of the Stages of the
Information Process
http://library.humboldt.edu/ic/general_competency/ku
hlthau.html
Research should include…
– QUESTIONING
– PLANNING
– GATHERING
– SORTING & SIFTING
– SYNTHESIZING
– EVALUATING
(McKenzie, 1999)
All good models should include these, Big 6,
Slam Dunk’s, and WebQuests do.
Good models include…
• “The best of all of these efforts always made significant use of
scaffolding to organize and support the student investigation or
inquiry, to keep students from straying too far off the path while seeking
"the truth” (McKenzie, 1999)”
• Inquiry provides a framework for learning (McKenzie, 1999)
• “To become independent learners, students must gain not only the
skills but also the disposition to use those skills, along with an
understanding of their own responsibilities and self-assessment
strategies. Combined, these four elements build a learner who can
thrive in a complex information environment (AASL, 2007).”
• “Inquire, think critically, and gain knowledge. Draw conclusions,
make informed decisions, apply knowledge to new situations, and
create new knowledge (AASL, 2007).”
Slam Dunk’s, Big6, and WebQuest do.
ALA Standards that are found in
models…
Standard 1
The student who is information literate accesses information efficiently and effectively.
Standard 2
The student who is information literate evaluates information critically and competently.
Standard 3
The student who is information literate uses information accurately and creatively
Standard 4
The student who is an independent learner is information literate and pursues information
related to personal interests.
Standard 5
The student who is an independent learner is information literate and appreciates
literature and other creative expressions of information.
Standard 6
The student who is an independent learner is information literate and strives for
excellence in information seeking and knowledge generation
(AASL, 2007)
ALA Standards that align with
Models
1. Inquire, think critically, and gain
knowledge.
2. Draw conclusions, make informed
decisions, apply knowledge to new
situations, and create new knowledge.
3. Share knowledge and participate ethically
and productively as members of our
democratic society.
4. Pursue personal and aesthetic growth
(AASL, 2007)
ALA Key Questions that all
models should help students
develop…
• Is the student aware that the foundational traits for
21st-century learning require self-accountability that
extends beyond skills and dispositions?
• Can the student recognize personal strengths and
weaknesses over time and become a stronger, more
independent learner?
• Is the student disposed to higher-level thinking and
actively engaged in critical thinking to gain and share
knowledge?
• Does the student have the right proficiencies to
explore a topic or subject further?
(AASL, 2007)
What is Big6
Mike Eisenberg and
Bob Berkowitz,
Big6 Co-creators
• Recommended for elementary (super 3) and
middle school, and High School
• “Similarly, the Big6 Skills model is flexible enough
to apply to 21st century information needs and the
newly adopted standards (Murray, 2008).”
Big 6 Skills
(Late Elementary, Middle, High School)
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
3. Location and Access
3.1 Locate sources (intellectually and physically)
3.2 Find information within sources
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
6. Evaluation
6.1 Judge the product (effectiveness)
6.2 Judge the process (efficiency)
(Eisenberg, 2007)
Super 3
(Early Elementary)
#1 - Plan
• What am I supposed to do?
• What will the result look like if I do a really good
job?
• What do I need to make to show what I learned?
• What do I need to find out about in order to do the
job?
#2 - Do
• How can I do the job?
• What can I use to find what I need?
• Now I need to make something to show what I
learned!
#3 - Review
• Is my job done?
• Did I do what I was supposed to do?
• Do I feel OK about this?
• Should I do something before I turn it in?
(Wurster, 2007)
Big 6 Alignments
ICT
AASL
ISTC
Define
1.1.3, 1.2.1
3a, 4a
Access
1.1.4, 1.1.8
4c
Manage
2.1.2
1a, 4a
Integrate
2.1.1, 2.1.4
3b, 3d
Evaluate
1.1.5, 1.1.7
3c
3.1.4
1b, 2a
2.1.6, 3.1.6
2b, 5a
Create
Communication
(Eisenburg & Berkowitz, 2008)
Big6™ Skills Aligned with ICT Literacy Standards
Big6™ Skill Standards for the 21st-Century Learner (AASL,2007)
NETS-S (ISTE 2007)
1.
Task Definition
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 beyond the
collection of superficial
facts.
3a. plan strategies to guide
inquiry.
4a. identify and define
authentic problems and
significant questions for
investigation.
4b. plan and manage activities
to develop a solution or
complete a project.
2. Information Seeking
Strategies
1.1.4 Find, evaluate, and
select appropriate sources
to answer questions.
1.1.5 Evaluate information
found in selected sources
on the basis of accuracy,
validity, appropriateness
for needs, importance, and
social and cultural context.
3c. evaluate and select
information sources and digital
tools based on the
appropriateness to specific
tasks.
(Eisenburg & Berkowitz, 2008)
3. Location and Access
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.
3b. locate, organize, analyze,
evaluate, synthesize, and
ethically use information from
a variety of sources and media.
Continued…
4. Use of Information
5. Synthesis
6. Evaluation
1.1.7 Make sense of
information gathered from
diverse sources by
identifying
misconceptions, main and
supporting ideas,
conflicting information,
and point of view or bias.
2.1.1 Apply critical thinking
skills (analysis,
synthesis, evaluation,
organization) to
information and
knowledge.
1.3.3 Follow ethical and
4c. collect and analyze data to
identify solutions and/or make
informed decisions.
5a. advocate and practice safe,
legal, and responsible use of
information and technology.
legal guidelines in
gathering and using
information.
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.
2a. interact, collaborate, and
publish with peers, experts or
others employing a variety of
digital environments and
media.
2b. communicate information
and ideas effectively to
multiple audiences using a
variety of media and formats.
3.4.1 Assess the processes
by which learning was
achieved in order to revise
strategies and learn more
effectively in the future.
3.4.2 Assess the quality
and effectiveness of the
learning product.
1a. apply existing knowledge
to generate new ideas,
products, or processes.
5b. exhibit a positive attitude
toward using technology that
supports collaboration,
learning, and productivity.
(Eisenburg & Berkowitz, 2008)
WebQuest
“A WebQuest is an inquiry-oriented lesson
format in which most or all the information
that learners work with comes from the web.
The model was developed by Bernie Dodge
at San Diego State University in February,
1995 with early input from SDSU/Pacific
Bell Fellow Tom March, the Educational
Technology staff at San Diego Unified
School District, and waves of participants
each summer at the Teach the Teachers
Consortium (Dodge, 2007).”
Real WebQuest…
• is wrapped around a doable and interesting task
that is ideally a scaled down version of things
that adults do as citizens or workers.
• requires higher level thinking
• makes good use of the web.
• isn't a research report or a step-by-step science
or math procedure.
• isn't just a series of web-based experiences.
(Dodge, 2007)
WebQuests are…
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Recommendation for all levels of students.
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“Using WebQuests in our classrooms can help build a solid foundation that
prepares them for the future (Educational Broadcast Company, 2004).”
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“WebQuests are based on the ideas of inquiry and constructivism. (Educational
Broadcast Company, 2004).”
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“WebQuests can also help students meet standards focused on critical-thinking
and analysis skills, and may be particularly useful for social studies and science.
By using multimedia, WebQuests also help with multiple intelligence work.
Alternative kinds of assessment can be used to judge the results of WebQuest
projects. And, obviously, WebQuests are one way to use the Internet in education
(Educational Broadcast Company, 2004).”
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“I find it the perfect model for teachers searching for ways to incorporate the
Internet into the classroom on both a short-term and long-term basis (Shrock,
2001).”
WebQuest “Parts”
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Introduction
Task
Process
Evaluation
Conclusion
Credits
Teacher Page
(Educational Broadcast Company, 2004)
WebQuest must provide…
• “A clear, concise introduction that provides necessary
information and sets up the activity.
• An interesting and concrete central task.
• A collection of information resources needed, listed on a
handout for the students.
• A step-by-step description of the process to be used for the
task.
• Guidelines on how to organize the information acquired
(questions that should be answered, etc.); this will be the
backbone for the Web site students create.
• A closing lesson that reviews what the students have learned
and how it can be brought to bear on other subjects.
(Educational Broadcast Company, 2004).”
Two types of WebQuests
Short term
• Designed to be completed in one to three
class periods
Longer term
• Designed to take between one week and one
month
(Shrock, 2001)
Great things about WebQuest…
Develop Thinking Skills
• WebQuests include questions that
prompt higher level thinking.
• Students must transform information
WebQuests use “scaffolding”
Cooperative Learning Process
• Students take on a role in the group not realistic
that everyone learn all.
• Students develop expertise which is valued by the
group
(Shrock, 2001)
Alignment with
MD VSC
• Glencoe has aligned part of it’s math curriculum with a
WebQuest and 9th grade state curriculum.
http://www.glencoe.com/correlations/PDFs/9569MD.pdf
• Maryland Geography WebQuest (4th grade)
http://infusion.allconet.org/webquest/mhmindex.html
• Impressionism Art WebQuest (9-12th grades)
http://www.teacherwebquest.com/MD/FrancisScottKeyHig
hSchool/ImpressionismWebQuest/ap1.stm
• Allegany County Elementary WebQuests
http://infusion.allconet.org/webquest/webquestallegany.ht
m#Science
Jamie McKenzie
“Slam Dunk”
“Slam dunk digital lessons are designed to
deliver learning with simplicity, efficiency and
ease. They are meant to enhance existing
unit plans by adding new information
resources where they will do the most good
(McKenzie, 2008).”
Follow the Construction Process
Types of Slam Dunk’s
(McKenzie, 2008)
• The Original Type - Rich Site/Essential
Question
Year - #
Homicides
1985 - 301
1986 - 347
1987 - 323
1988 - 366
1989 - 351
1990 - 447
1991 - 500
1992 - 387
1993 - 317
1994 - 295
1995 - 276
1996 - 217
1997 - 209
1998 - 252
1999 - 191
2000 - 231
• The Dramatic Image
• The Database
• The Provocative Article, Poem or Text
Passage
• The Persuasive Image
Slam Dunk’s should
be…
• Directions should be brief and clear.
• The activities should be well
structured.
• Searching and wandering is
minimal.
• The learning should require
analysis, synthesis or evaluation.
• Lessons are standards-based.
(McKenzie, 2008)
Big6, Slam Dunk, WebQuest
similarities
All follow standards of ALA, AASL, Maryland State
Voluntary Curriculum.
All include scaffolding techniques.
All build on taught skills in daily lessons.
All models can be used in elementary, middle, and
high school and can be continued through out
school.
Literacy standards are followed throughout models.
All modes have evaluation pieces before, during,
and after processes.
Diversity is found and can be developed in all three.
Differences
• Each uses different techniques to research topics
• Multiple users can be identified in each process.
• Different intelligences can be found or developed
depending on the need of your students.
• Choices of models offer differences in learning
styles.
• WebQuest and Slam Dunk’s often access internet
and web uses.
• Big6 can be used in conjunction with web or print
versions.
• Big6 offers specifics for early elementary students.
sources
American Association of School Librarians (2007). Standards for the 21st -Century ,Retrieved. May 12, 2009,
from Standards for the 21st -Century Learner Web site:
http://www.ala.org/ala/mgrps/divs/aasl/guidelinesandstandards/learningstandards/AASL_Lear
ngStandards.pdf
Dodge, Bernie (2007). WebQuest.org, Retrieved May 12, 2009, from WebQuest.Org Web site:
http://www.webquest.org/index.php
Educational Broadcasting Company (2004). Explanation, Retrieved May 12, 2009, from Concepts to
Classroom Web site: http://www.thirteen.org/edonline/concept2class/webquests/index.html
Eisenberg, Mike (2007). What is the Big6?. Retrieved May 12, 2009, from What is the Big6? Web site
http://www.big6.com/what-is-the-big6/
Eisenberg Michael B. & Berkowitz, Robert E. (2008). Big6 Skills Aligned with ICT Literacy Standards Big6
Skill Standards for the 21st-Century Learner. Retrieved May 12, 2009 from Big6 Skills Aligned
with ICT Literacy Standards Big6 Skill Standards for the 21st-Century Learner Web site:
http://www.big6.com/go/wp-content/2008/05/jm1207figure-1-11.pdf
McKenzie, Jamie (1999). Scaffolding for Success. Retrieved May 12, 2009, from Scaffolding for Success
Web site: http://fno.org/dec99/scaffold.html
Murray, Janet (2008). New ICT Literacy Standards: How does the Big6™ apply?, (eNews 8.4, 1).
Retrieved May 12, 2009, from http://www.big6.com/2008/05/27/new-ict-literacy-standards-howdoes-the-big6%e2%84%a2-apply/
Schrock, Kathy (2001). WebQuest in our Future. From Kathy Shrock’s Guide for Educators Web site:
http://kathyschrock.net/slideshows/webquests/frame0002.htm
Wurrster, Dennis (2007). The Super 3. Retrieved May 12, 2009, from The Super 3 Web site:
http://www.big6.com/2002/05/29/the-super-3/