Information Literacy Process Models

Stephanie SealeStephanie VanHooijdonk

Rationale

• I-LEARN– Discovered through research as being

an emerging model

• Big 6– Prince George’s County model

I-LEARN

The Big 6

Common Core Connection

• I-LEARN– Reading• 1 Read closely to determine what the text says

explicitly: LocateFocus, Extract• 1 Cite specific textual evidence: ApplyOrganize• 2 Summarize key supporting details and ideas:

ApplyGenerate• 8 Evaluate specific claims and validity of reasoning:

EvaluateAuthority, Relevance• 10 Read literary and informational texts independently

and proficiently: KnowInternalize

Common Core Connection• I-LEARN– Writing

• 1 Write arguments to support claims in an analysis of substantive topics: ApplyGenerate, Communicate

• 2 Effective selection, organization, and analysis of content: LocateFocus, Extract; EvaluateAuthority, Relevance

• 4 Produce clear writing appropriate to task, purpose, and audience: ApplyCommunicate; ReflectAnalyze

• 5 Strengthen writing by editing, rewriting, or trying a new approach: ReflectRevise, Refine

• 8 Gather relevant information from multiple print and digital sources: LocateFind; Evaluate

Common Core Connection• Big 6– Reading• 1 Cite textual evidence to support analysis: 5. Synthesis• 2 Determine central idea: 4. Use of Information• 4 Determine meaning of words and phrases: 4. Use of

Information• 6 Determine author’s point of view: 2. Information

Seeking• 7 Integrate information: 5. Synthesis• 8 Evaluate claims supported by text: 2. Information

Seeking

Common Core Connection• Big 6– Writing

• 1 Write arguments to support claims: 5. Synthesis• 2 Write informative/explanatory text: 3. Location and

Access, 4. Use of Information, 5. Synthesis• 4 Produce clear and coherent writing: 5. Synthesis• 5 Develop and strengthen writing with writing process: 6.

Evaluation• 8 Gather relevant information from multiple sources: 4. Use

of Information• 9 Evidence to support analysis: 5. Synthesis• 10 Write routinely for a variety of tasks: 6. Evaluation

I-LEARN and Big 6 Similarities

I-LEARN and Big 6 Differences

I-LEARN• Movement between stages• Activating curiosity• Quality of information• Personal meaning

Big 6• Linear process• A given task• Judging product and

process• Meeting requirements

Guided Inquiry Comparison

• Stimulates motivation, attention, curiosity, discovery, and personal connection

– Open, Immerse, and Explore before identifying problem or question

• Information-seeking occurs before (Explore) and after (Gather) focus question

• Encourages collaborative learning and sense of community (Share)

• Types of learning include learning how to learn and social skills

Content Critical Thinking Model• Scientific Method

1. Ask a Question2. Make Observations and Conduct Background Research3. Propose a Hypothesis4. Design an Experiment to Test the Hypothesis5. Test the Hypothesis6. Accept or Reject Hypothesis/Draw Conclusions

• I-LEARN and Big 6– Step 1 of Big 6 and Identify

stage relate to task definition

– Steps 2 and 3 of Big 6 relate to background research, Locate and Evaluate from I-LEARN

– Apply from I-LEARN relates to designing an experiment

– Step 6 is Reflecting (I-LEARN and drawing/writing conclusions

Slam Dunk Evidence• A Tale to Be Told– Step 1: Begins with videos and a question, How are

folktales different from other stories?– Step 2: Teacher provided resources for sources– Step 3: Students use teacher provided resources to gather

necessary information– Step 4: Students will watch and read to retrieve

information to complete activities– Step 5: Students will become an expert on a particular

type of folktale, write folktales– Step 6: Produce voicethread and share with other

students, is the question, How are folktales different from other stories answered?

Slam Dunk Evidence

• Cinderella: A Cultural Adventure• IdentifyActivate: Begins with video and question, “How are

cultural values reflected in literature?”• LocateFocus, Find, Extract: Provides guiding databases and texts• Evaluate: Choose relevant cultural elements• ApplyGenerate: Take notes on Cultural Elements chart to

construct new understanding• ApplyCommunicate: Compose own version of Cinderella story

incorporating cultural elements from research• KnowInternalize, Personalize: Enrichment activity of creating

movie trailer for story

References

• Kuhlthau, C.C., Maniotes, L.K., & Caspari, A.K. (2012). Guided inquiry design: A framework for inquiry in your school. Santa Barbara, CA: Libraries Unlimited.

• Neuman, D. (2011). Constructing knowledge in the twenty-first century: I-LEARN and using information as a tool for learning.  School Library Media Research, 14. Retrieved from ERIC

• http://www.corestandards.org/assets/CCSSI_ELA%20Standards.pdf

• http://janetsinfo.com/Big6_CCSSIStds.htm• http://www.bcps.org/offices/lis/models/aboutmodels.html• http://big6.com/