Information Literacy Process Models: An Evaluation and Comparison

Information Literacy Process Models:An Evaluation and Comparison

Judy Crawford

ISTC 651: Information Literacy & Access

Dr. C. Cheeks & Ray Meyer, Instructors

March 30, 2006

Sampled Models

Big 6Model (Eisenberg & Berkowitz) 8W Model (Annette Lamb) I-Search Model (Ken Macrorie) Information Search Process (Carol Collier Kuhlthau) Pathways to Knowledge (Ann Tepe & Marjorie Pappas) The REACTS Taxonomy (Barbara Stripling & Judy Pitts) The Ten-Step Research Process (Barbara Stripling & Judy Pitts) Research Cycle (Jamie McKenzie) WebQuests (Bernie Dodge) Wrapping Up Research (Central Highlands-Wimmera Region of the

Department of Education, Victoria (Australia) )

Selected Models The Big6 Model

– Michael Eisenberg & Bob Berkowitz• Elementary School

The Research Cycle– Jamie McKenzie

• Middle School

The Ten-Step Research Process in conjunction with the REACTS Taxonomy– Barbara Stripling & Judy Pitts

• High School

The Big6 Model

Michael Eisenberg&

Bob Berkowitz

Big6 Model

Key ComponentsBasic Model

1. Task Definition1.1 Define the information problem1.2 Identify information needed2. Information Seeking Strategies2.1 Determine all possible sources2.2 Select the best sources3. Location and Access3.1 Locate sources (intellectually and physically)3.2 Find information within sources4. Use of information4.1 Engage (e.g., read, hear, view, touch4.2 Extract relevant information5. Synthesis5.1 Organize from multiple sources5.2 Present the information6. Evaluation6.1 Judge the product (effectiveness)6.2 Judge the process (efficiency)

Big6 Model

Key ComponentsSuper3 (K-2)

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?

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!

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?

Big6 Model

Key ComponentsBig6 (3-6)

Big6 #1: Task Definition: What do I need to do?1.1 Define the information problem1.2 Identify the information you need in order to complete the task (to solve the information problem)

Big6 #2: Information Seeking Strategies: What can I use to find what I need?2.1 Determine the range of possible sources (brainstorm)2.2 Evaluate the possible sources to determine priorities (select the best

sources)

Big6 #3: Location & Access: Where can I find what I need?3.1 Locate sources3.2 Find information within sources

Big6 Model

Big6 #4: Use of Information: What information can I use?

4.1 Engage the source (read, listen, view, touch)

4.2 Take out the relevant information from a source

Big6 #5: Synthesis: What can I make to finish the job?

5.1 Organize information from multiple sources

5.2 Present the information

Big6 #6: Evaluation: How will I know if I did my job well?

6.1 Judge your product

6.2 Judge your information problem-solving process

Big6 Model

Key ComponentsBig6 (7 –12)

Big6™ 1 Task Definition

1.1 Define the information problem

1.2 Identify the information you need in order to complete the task (to solve the information problem)

Big6™ 2: Information Seeking Strategies

2.1 Determine the range of possible sources (brainstorm)

2.2 Evaluate the different possible sources to determine priorities (select the best sources)

Big6™ 3: Location & Access

3.1 Locate sources

3.2 Find information within sources

Big6 Model

Big6™ 4: Use of Information

4.1 Engage in the source (read, listen, view, touch)

4.2 Take out the relevant information from a source

Big6™ 5: Synthesis

5.1 Organize information from multiple sources

5.2 Present the information

Big6™ 6: Evaluation

6.1 Judge your product (how effective were you)

6.2 Judge your information problem-solving process (how efficient were you)

Big6 Model

Selection Justification The Big6 Model was chosen for the following

reasons:– Appropriate to elementary school due Super3 (K-2) and Big6 (3-6)

versions– Most widely-recognized model by scholars & educators– Applicable to all grade levels– User-friendly approach for teachers, students, & parents– Clearly delineated step-by-step model– Extensive resources available including lessons, research, &

resources– Currently in use in AACPS

Current Use:– Thousands of schools K-12 and other learning institutions; also

applicable to daily life situations

Big6 Model

Research Support

“A review of the current literature reveals a strong anecdotal record supporting the use of the Big Six information skills model (Big6) in kindergarten through twelfth-grade curricula. . . . However, empirical studies dealing with Big6 in a [K-12] setting are not similarly represented in the literature. (Murray, n.d., 2)

Extensive information is available – print and web-based – much of it authored by Eisenberg & Berkowitz

Big6 Model

Curriculum AlignmentInformation Literacy Standards (Information Power)

#1 Task DefinitionStandard 1: The student who is information literate accesses information efficiently

and effectively.

1. Recognizes the need for information

3. Formulates questions based on information needs

#2 Information Seeking StrategiesStandard 1: The student who is information literate accesses information efficiently

and effectively.

4. Identifies a variety of potential sources of information

Standard 7: The student who contributes positively to the learning community and to society is information literate and recognizes the importance of information to a democratic society.

1. Seeks information from diverse sources, contexts, disciplines, and culture

Big6 Model

#3 Location and AccessStandard 1: The student who is information literate accesses information efficiently

and effectively.

5. Develops and uses successful strategies for locating information

#4 Use of InformationStandard 1: The student who is information literate accesses information efficiently

and effectively.

2. Recognizes that accurate and comprehensive information is the basis for intelligent decision making


Standard 2: The student who is information literate evaluates information critically and competently.

1. Determines accuracy, relevance, and comprehensiveness

2. Distinguishes among fact, point of view, and opinion

4. Selects information appropriate to the problem or question at hand

Big6 Model

#5 SynthesisStandard 3: The student who is information literate uses information accurately and

creatively.

1. Organizes information for practical application

2. Integrates new information into one’s own knowledge

3. Applies information in critical thinking and problem solving

4. Produces and communicates information and ideas in appropriate formats

Standard 9: The student who contributes positively to the learning community and to society is information literate and participates effectively in groups to pursue and generate information.

1. Shares knowledge and information with others

#6 EvaluationStandard 6: The student who is an independent learner is information literate and

strives for excellence in information seeking and knowledge generation.

1. Seeks information from diverse sources, contexts, disciplines, and cultures

Big6 Model

Curriculum AlignmentStandards for School Library Media Programs in Maryland

3.0 The school library media center program is an instructional program that guides students to become independent learners. The library media specialist provides direct instruction to students and collaborates with teachers to provide authentic learning experiences that develop proficiency in information literacy, communication, and technology skills.

3.01 Provide instruction that teaches information literacy skills to students in various ways. Collaborative planning with the classroom teacher and teaching by the library media specialist in small or large groups accomplish the goal of the library media program to create independent learners with the ability to:

3.01.01 locate and use information resources, equipment, and other technologies effectively and efficiently (Location and Access)

3.01.02 review, evaluate, and select materials for an identified information need (Location and Access)

3.01.03 learn and apply reading, research and critical thinking skills to organize information (Synthesis)

3.01.04 comprehend content in various types of media (Synthesis)3.01.05 retrieve and manage information (Use of Information)3.01.07 create materials in various formats (Synthesis)

Big6 Model

Curriculum AlignmentMaryland Voluntary State Curriculum (Grade 4)

Language ArtsStandard 2.0 Comprehension of Informational TextStudents will read, comprehend, interpret, analyze, and evaluate informational text.

A. Comprehension of Informational Text1. Develop comprehension skills by reading a variety of self-selected

and assigned print and electronic informational texts (Use of Information)4. Determine important ideas and messages in informational texts

(Use of Information)6. Read critically to evaluate informational text (Use of Information)

Standard 4.0 WritingStudents will compose in a variety of modes by developing content, employing

specific forms, and selecting language appropriate for a particular audience and purpose.A. Writing

2. Compose oral, written, and visual presentations that express personal ideas, inform, and persuade (Synthesis)

7. Locate, retrieve, and use information from various sources to accomplish a purpose (Location and Access; Use of Information)

Big6 Model

MathStandard 7.0 Processes of MathematicsStudents demonstrate the processes of mathematics by making connections and

applying reasoning to solve problems and to communicate their findings.A. Problem Solving

1. Apply a variety of concepts, processes, and skills to solve problems a. Identify the question in the problem (Task Definition) b. Decide if enough information is present to solve the

problem (Task Definition) c. Make a plan to solve a problem (Information Seeking

Strategies) d. Apply a strategy, i.e., draw a picture, guess and check,

finding a pattern, writing an equation (Location and Access; Use of Information)

e. Select a strategy, i.e., draw a picture, guess and check, finding a pattern, writing an equation

(Information Seeking Strategies)

C. Communications1. Present mathematical ideas using words, symbols, visual displays,

or technology(Synthesis)

Big6 Model

Social StudiesThe VSC is content-specific. Language Arts standards above are applicable.

ScienceStandard 1.0 Skills and Processes

Students will demonstrate the thinking and acting inherent in the practice of science.

A. Constructing Knowledge

1. Gather and question data from many different forms of scientific investigations which include reviewing appropriate print resources, observing what things are like or what is happening somewhere,

collecting specimens for analysis, and doing experiments. (Task Definition; Information Seeking Strategies; Location and Access; Use of Information)

C. Communicating Scientific Information

1. Recognize that clear communication is an essential part of doing science because it enables scientists to inform others about their work, expose their ideas to criticism by other scientists, and stay informed about scientific discoveries around the world. (Synthesis)

Language Arts standards above are also applicable.

Big6 Model

Scaffolding Process

Scaffolding– The “transfer of gradual fading of support for the

student is a central element of scaffolding.” (Murray, n.d., 4)

– Use of scaffolding in the Big6 model:• adapt steps as students become more familiar with the

model• increase the complexity of the model presented• increase expectations of student ability and product

Big6 Model

Metacognition– “Thinking about thinking” (Murray, n.d., 4)– Not instinctive for students (Murray, n.d., 4)– “Palinscar’s (1986) definition of metacognition as

the ability to plan, implement, and evaluate strategic approaches to learning and problem solving is supported by the six steps of Big6. Students who engage in task definition and information-seeking strategies area formulating a plan . . . Engaging in location and access, use of information, and synthesis is the implementation of that plan. Evaluating the process and product resulting from the synthesis activity is the final step.” (Murray, n.d., 6)

– Metacognition is applicable to all steps of the model, in particular to Step 6: Evaluation.

Big6 Model

Audience Analysis and Comprehension

Age and Grade Level Appropriateness– 3 forms of the model are designed for specific age and

grade levels; these may be adapted further for diverse learners and abilities

– for example• Individual rubrics may be formulated with respect to:

– Number of resources required to be used

– Level of detail expected

– Size and scope of final product

– Modification of 6 steps to match grade level, reading level, technological competencies of students

The Research Cycle2000

Jamie McKenzie

The Research Cycle 2000

Key Components Philosophy

– Focus on forming “essential questions and subsidiary questions early in the process”

– Rejects topical research and “information binges”– Supports critical-thinking and problem-solving

approaches– Based upon a cycle of evaluation and revision of

questions and plan– “students are actively revising and rethinking their

research questions and plans throughout the process, [and] cycle back repeatedly through the stages … so that the more skill they develop, the less linear the process.” (McKenzie, 1999,3)

– Encourages cooperative learning groups



Steps– Questioning

• Problem-solving or decision-making– Brainstorming to form a cluster diagram or all related

questions

– essential and subsidiary questions

– Planning• Finding Pertinent and Reliable Information

– Use of librarian for “information mediation”

– Thinking About Selection, Storage and Retrieval• Ask telling questions (sufficient specificity)• Create a storage system for information• Organize information around key ideas, categories and

questions


– Gathering• Only what is relevant and useful• Begin to sort and sift• Choose efficient and useful sources (not always the

Internet)

– Sorting and Sifting• Continued from previous step in more systematic

manner

– Synthesizing• Arrange and rearrange information

– Evaluating• Is more research needed?• Usually requires several repetitions of the cycle

– Reporting• Making a decision or creating a solution


Selection Justification

The Research Cycle 2000 was selected for the following reasons:– Thinking skills approach developmentally

appropriate to the middle school learner– Focus on formulation of question and question

quality (applicable to all models and essential to the success of further steps)

– Focus on problem-solving and decision-making– Use of collaborative approach– Focus on evaluation throughout process model


Research Support

Information re: The Research Cycle appears in books or journals written or edited by Jamie McKenzie– From Now On: The Educational Technology

Journal (www.fno.org)– Beyond Technology: Questioning, Research and

the Information Literate School

Resources by other authors are listed in the bibliography



QuestioningStandard 1: The student who is information literate accesses information efficiently and

effectively.1. Recognizes the need for information3. Formulates questions based on information needs

Standard 9: The student who contributes positively to the learning community and to society is information literate and participates effectively in groups to pursue and generate information.3. Collaborates with others, both in person and through technologies, to identify information problems and to seek their solutions

Planning/GatheringStandard 1: The student who is information literate accesses information efficiently and

effectively.2. Recognizes that accurate and comprehensive information is the basis for intelligent decision making4. Identifies a variety of potential sources of information5. Develops and uses successful strategies for locating information


(Planning/Gathering cont’d)





Sorting and Sifting/Synthesizing

Standard 3: The student who is information literate uses information accurately and creatively.



Standard 9: The student who contributes positively to the learning community and to society is information literate and participates effectively in groups to pursue and generate information



Evaluating

Standard 6: The student who is an independent learner is information literate and strives for excellence in information seeking and knowledge generation.


2. Devises strategies for revising, improving, and updating self-generated knowledge

Reporting




4. Collaborates with others, both in person and through technologies, to design, develop, and evaluate information products and solutions





3.01.01 locate and use information resources, equipment, and other technologies effectively and efficiently (Planning)

3.01.02 review, evaluate, and select materials for an identified information need (Planning; Gathering; Sorting and Sifting; Evaluating)

3.01.03 learn and apply reading, research and critical thinking skills to organize information (Synthesizing)

3.01.04 comprehend content in various types of media (Sorting and Sifting; Synthesizing)

3.01.05 retrieve and manage information (Planning; Gathering; Sorting and Sifting; Synthesizing)

3.01.07 create materials in various formats (Reporting)



Language ArtsStandard 2.0 Comprehension of Informational Text

Students will read, comprehend, interpret, analyze, and evaluate informational text.

A. Comprehension of Informational Text

1. Develop comprehension skills by reading a variety of self-selected and assigned print and electronic informational texts (Gathering; Sorting and Sifting; Synthesizing)

4. Determine important ideas and messages in informational texts (Gathering; Sorting and Sifting; Synthesizing)

6. Read critically to evaluate informational text (Gathering; Sorting and Sifting; Synthesizing)

Standard 4.0 Writing

Students will compose in a variety of modes by developing content, employing specific forms, and selecting language appropriate for a particular audience and purpose.

A. Writing

2. Compose oral, written, and visual presentations that express personal ideas, inform, and persuade (Reporting)

7. Locate, retrieve, and use information from various sources to accomplish a purpose (Planning; Gathering; Sorting and Sifting; Synthesizing)


MathStandard 7.0 Processes of Mathematics

Students demonstrate the processes of mathematics by making connections and applying reasoning to solve problems and to communicate their findings.

A. Problem Solving

1. Apply a variety of concepts, processes, and skills to solve problems

a. Identify the question in the problem (Questioning)

b. Decide if enough information is present to solve the problem (Planning)

c. Make a plan to solve a problem (Planning)

d. Apply a strategy, i.e., draw a picture, guess and check, finding a pattern, writing an equation (Sorting

and Sifting; Synthesizing)

e. Select a strategy, i.e., draw a picture, guess and check, finding a pattern, writing an equation (Evaluating)

C. Communications

1. Present mathematical ideas using words, symbols, visual displays, or technology(Reporting)







collecting specimens for analysis, and doing experiments. (Questioning; Planning; Gathering; Sorting and Sifting; Synthesizing;

Evaluating)


1. Recognize that clear communication is an essential part of doing science because it enables scientists to inform others about their work, expose their ideas to criticism by other scientists, and stay informed about scientific discoveries around the world. (Reporting)



Scaffolding Process This model incorporates theories of scaffolding by:

– Suggesting that students be required to “seek truth and read and think deeply” (Milam, 2002, 22)

– Emphasis on questions that involve “problem-solving and decision-making … that cause students to make up their own minds and fashion their own answers.” (McKenzie, 1999, 4)

– A cyclical structure that emphasizes reevaluation– A goal of “scanning and organizing of data to set aside and

organize [the information] most likely to contribute to insight.” (McKenzie, 1999, 9)

– An emphasis on student teams Metacognition is an essential element of the model as students

are encouraged to reevaluate throughout the process and are expected to repeat the cycle more than one time.– Higher level metacognition and reevaluation supports the use of

this model at the middle school level.



Age and Grade Level Appropriateness

- Can be adapted to elementary or high school as well as middle school- Critical thinking skills would be modified in scope and complexity for the elementary school learner; steps would be simplified and combined- Model would be appropriate at the high school level (collaborative approach; emphasis on formulation of question; problem-solving approach; cyclical process of reevaluation)- Needs of diverse learners would be met by adapting/combining steps in response to student age and ability; assisting with Questioning step; adapting final product.

- for example, a 2nd grade teacher would assist students in formulating a basic question requiring minimal information to answer while continuing to emphasize a problem-solving approach

The Ten-Step Research Process

and

The REACTS Taxonomy

Barbara Stripling & Judy Pitts

Key Components:The Ten-Step Process

“Each step of the process includes specific study and thinking skills as well as teaching and learning strategies.

At critical points in the process, reflection points direct students to evaluate the work they have just completed.”

(Stripling & Pitts, 1988, 20)

Stripling & Pitts

Step 1: Choose a broad topic.

Step 2: Get an overview of the topic.

Step 3: Narrow the topic

Reflection Point: Is my topic a good one?

Step 4: Develop a thesis or statement of purpose.

Reflection Point: does my thesis or statement of purpose represent an effective, overall concept for my research?

Stripling & Pitts

Step 5: Formulate questions to guide research.

Reflection Point: Do the questions provide a foundation for my research?

Step 6: Plan for research and production.

Reflection Point: Is the research/

production plan workable?

Step 7: Find/Analyze/Evaluate sources.

Reflection Point: Are my sources usable and adequate?

Stripling & Pitts

Step 8: Evaluate evidence/Take notes/Compile bibliography.

Reflection Point: Is my research complete?Step 9: Establish conclusions/Organize

information into an outline.Reflection Point: Are my conclusions based

on researched evidence? Does my outline logically organize conclusions and evidence?

Step 10: Create and present final product.Reflection Point: Is my paper/project

satisfactory?

Stripling & PItts

The REACTS Taxonomy The Ten-Step Process may be used effectively

at each level of the taxonomy, depending on the requirements of an assignment.

The REACTS Taxonomy– Recalling– Explaining– Analyzing– Challenging– Transforming– Synthesizing

Stripling & Pitts

Selection Justification

The Ten-Step Research Process was chosen for the following reasons:– Reliance on established research,

especially Pitts– Coordination with a learning taxonomy– Detailed steps– Focus on critical thinking– Higher level thinking skills applicable to

high school level

Stripling & PItts

Research Support

Extensive research and publications by Stripling & Pitts

Established reputation of research and authors

Includes books, journals, online resources

Stripling & Pitts


Step 1: Choose a broad topic

Standard 1: The student who is information literate accesses information efficiently and effectively.

1. Recognizes the need for information

Step 2: Get an overview of the topic

Standard 1.1

Step 3: Narrow the topic

Standard 1.1

Step 4: Develop a thesis or statement of purpose

Standard 1.1

Step 5: Formulate questions to guide research



Stripling & Pitts

Step 6: Plan for research and production



Step 7: Find/Analyze/Evaluate sources



Step 8: Evaluate evidence/Take notes/Compile bibliography







Stripling & Pitts

Step 9: Establish conclusions/Organize information into an outline



Step 10: Create and present final product





Reflection Points

Standard 6: The student who is an independent learner is information literate and strives for excellence in information seeking and knowledge generation.


2. Devises strategies for revising, improving, and updating self-generated knowledge

Stripling & Pitts




3.01.01 locate and use information resources, equipment, and other technologies effectively and efficiently (Steps 7, 8, 9)

3.01.02 review, evaluate, and select materials for an identified information need (Steps 7,8,9)

3.01.03 learn and apply reading, research and critical thinking skills to organize information (Steps 8,9)

3.01.04 comprehend content in various types of media (Steps 8,9)3.01.05 retrieve and manage information (Steps 7,8,9,10)3.01.07 create materials in various formats (Step 10)

Stripling & Pitts


Language ArtsStandard 2.0 Comprehension of Informational TextStudents will read, comprehend, interpret, analyze, and evaluate informational text.

A. Comprehension of Informational Text1. Develop comprehension skills by reading a variety of self-selected and assigned print and electronic informational texts (Steps 8,9)4. Determine important ideas and messages in informational texts (Steps

4,7,8,9)6. Read critically to evaluate informational text (Steps 7,8)

Standard 4.0 WritingStudents will compose in a variety of modes by developing content, employing specific forms,

and selecting language appropriate for a particular audience and purpose.A. Writing

2. Compose oral, written, and visual presentations that express personal ideas, inform, and persuade (Step 10)7. Locate, retrieve, and use information from various sources to accomplish a purpose (Steps 7,8,9,10)

Stripling & PItts

MathStandard 7.0 Processes of Mathematics

Students demonstrate the processes of mathematics by making connections and applying reasoning to solve problems and to communicate their findings.

A. Problem Solving

1. Apply a variety of concepts, processes, and skills to solve problems

a. Identify the question in the problem (Steps 1,2,3,5)

b. Decide if enough information is present to solve the problem (Step 8)

c. Make a plan to solve a problem (Steps 4,5,6)

d. Apply a strategy, i.e., draw a picture, guess and check, finding a pattern, writing an equation (Step 9)

e. Select a strategy, i.e., draw a picture, guess and check, finding a pattern, writing an equation

C. Communications

1. Present mathematical ideas using words, symbols, visual displays, or technology(Step 10)

Stripling & Pitts






collecting specimens for analysis, and doing experiments. (Steps 1 –10)


1. Recognize that clear communication is an essential part of doing science because it enables scientists to inform others about their work, expose their ideas to criticism by other scientists, and stay informed about scientific discoveries around the world. (Step 10)


Stripling & Pitts

Scaffolding Process

Scaffolding– Stripling “credits Pitt’s research for making it clear that students

need support from teachers for all the strands through ‘teaching, coaching, scaffolding, modeling, or other techniques’” (Veltze, 2003,19).

Metacognition– Reflection Points throughout the model allow the student to reflect

and reevaluate process and content.

Stripling & Pitts


Model is applicable to all grade levels Detailed steps allow for modification and adaptation to different grade

levels, abilities, curricular requirements, and diverse learner characteristics

Ten Step Model may be used at all six stages of the REACTS taxonomy

– Steps will be modified as appropriate to the taxonomy level Steps may be eliminated, rearranged, or otherwise modified to meet

needs of the assignment and the learners For example

– an elementary school teacher might combine Steps 1 – 5 into a group brainstorming activity so as to give students appropriate support in formulating a research question

Similarities Among the Models

Include specific delineated steps Provide method for evaluation of

content, product, and process (metacognition)

Align with IL Standards and Curricular Standards

Assume collaboration among students, teachers, and SLMS

Similarities

Allow for teacher support and scaffolding as needed

Are capable of flexible adaptation to student needs and curricular content

Can be applied to all grade levels and curricular areas

Are subjects of scholarly analysis but not empirical study

Differences Among the ModelsBig6 Model

Has been adapted to specific grade levels (process steps, graphics, content)

Has been applied to non-academic “real life” scenarios

Linear design Best-known and most widely-used

model

Differences Among the ModelsThe Research Cycle 2000

Stresses importance of question formulation and question quality to the success of the research process and product

Cyclical design stresses and requires reevaluation before final product

Steps involve overlap/clear delineation not included

Stresses problem-solving and critical-thinking in process and product

Differences Among the ModelsStripling & Pitts

Aligns research process model to taxonomy of thoughtful reactions

Reflection Points provide reevaluation throughout model

Begins with overview approach before formulation of question

Includes thesis/statement of purpose step

Instructional Generalizations

Each of the models evaluated can be applied across the grade level and curricular spectrum. Educators, including teachers and media specialists, must consider the particular needs of the learner population and the learning task at hand in selecting an appropriate model. Consideration should be given to adaptation and modification of models to specific purposes. Consideration should also be given to consistency of use: should a school or school system rely primarily on one model for student use, thus allowing for familiarity and thus mastery of a research approach.

References

Eisenberg, M. B. & Berkowitz, B. (2006). The Big6. Retrieved March 28, 2006 from http://www.big6.com

Eisenberg, M. B. & Berkowitz, B. (2006). The Big6 Kids. Retrieved March 28, 2006 from http://www.big6.com/kids

Eisenberg, M. B., Lowe, C. A., & Spitzer, K. L. (2004). Information literacy: Essential skills for the information age. Westport, CT: Libraries Unlimited.

Information power: Building partnerships for learning. (1998). Chicago: American Library Association.

Maryland State Department of Education. (2000). Standards for school library media programs in Maryland. Retrieved February 12, 2006 from http://www.mdk12.org/share/standards/statemed.pdf

Maryland State Department of Education. (1997). Voluntary State Curriculum. Retrieved March 28, 2006 from http://www.mdk12.org/mspp/vsc/index.html

McKenzie, J. (1999). The Research Cycle 2000. From Now On:The Educational Technology Journal, 9(4). Retrieved March 28, 2006 from http://www.fno.org/dec99/rcycle.html

Milam, P. (2002). Moving beyond technology with strategic teaching: Jamie McKenzie’s Research Cycle. School Library Media Activities Monthly, 19(4), 22-23, 34.

Murray, J. (n.d.) Applying Big6 skills, information literacy standards and ISTE Standards to internet research. Retrieved March 28, 2006 from http://janetsinfo.com/big6info.htm

Stripling, B. K. & Pitts, J. M. (1988). Brainstorms and blueprints: Teaching library research as a thinking process. Englewood, CO: Libraries Unlimited.

Thomas, N. P. (2004). Information literacy and information skills instruction: Applying research to practice in the school library media center. Westport, CT: Libraries Unlimited.

Veltze, L. (2003). The Pitts/Stripling model of information literacy. School Library Media Activities Monthly, 19(8),19-20, 43.

Wolf, S. (2003). The Big Six information skills as a metacognitive scaffold: A case study. School Library Media Research, 6. Retrieved March 27, 2006 from http://www.ala.org/ala/aasl/aaslpubsandjournals/slmrb/slmrcontents/volume62003/bigsixinformation.htm

Documents

Information Literacy Process Models: An Evaluation and Comparison