INFORMATION LITERACY PROCESS MODELS

The Big6WebQuestsPathways to Knowledge

Linda C. ZvitkovitzISTC 651Fall 2009

Table of Contents (with hyperlinks)

Title Slide The Big Six Introduction

Background Curricular Alignment Scaffolding

WebQuests Introduction Background Curricular Alignment Scaffolding

Pathways to Knowledge Introduction Background Curricular Alignment Scaffolding

Similarities and Differences Conclusion Resources

Big6 Introduction

Big6 is a student-centered, information problem-solving strategy that enables students to handle any problem, assignment, decision or task.

The Six Stages are:1. Task Definition2. Information Seeking Strategies3. Location and Access4. Use of Information5. Synthesis6. Evaluation

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Image from http://www.big6.com/

Big 6 Background

Developed in 1990 by educators Mike Eisenberg and Bob Berkowitz

Perhaps the most widely-used model I chose the Big6 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 Big6

It’s stages align well with many of the AASL Standards for the 21st Century

Positively reviewed (Carey, 2003; James-Maxie, 2007). Journal article on differentiation with Big6 (Jansen, 2009) Many supportive tools available (Tooley, 2005).

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Big 6 Introducti

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Big 6 Curricular Alignment

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Big 6 Introducti

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Big6 Stages AASL 21st Century Standards1. Task Definition• Define problem• Identify information needed

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

2. Information Seeking Strategies

• Determine range of sources• Evaluate sources

1.1.4 Find, evaluate and select appropriate sources to answer questions1.1.5 Evaluate on basis of accuracy, validity, appropriateness etc.

3. Location and Access• Locate sources• Find info within sources

1.1.8 Demonstrate mastery of technology tools for accessing information and pursuing inquiry1.3.2 Seek divergent perspectives during information gathering and assessment

4. Use of Information• Engage information• Extract relevant info

1.1.6 Read, view, and listen for information presented in any format2.1.1 Continue an inquiry based process by applying critical-thinking skills

5. Synthesis• Organize information• Present information

1.1.7 Make sense of information gathered from diverse sources . . .2.1.2 Organize knowledge so that it is useful2.1.4 Use technology and other information tools to analyze and organize information3.1.4 Use technology and other information tools to organize and display knowledge and understanding in ways that others can view, use, and assess.

6. Evaluation• Judge the product• Judge the process

1.4.1 Monitor own information-seeking processes . . .2.4.2 Reflect on systematic process and assess for completeness of investigation3.1.1 Conclude and inquiry-based research process by sharing new understandings and reflecting . . .3.4.2 Assess the quality and effectiveness of the learning product

Big 6 Scaffolding

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Big 6 Introducti

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The beauty of the Big6 model is the clarity and focus it provides students, while putting them in control of their information seeking, analyzing and synthesizing. The structure of Big6 assignments should keep students on task and does allow for scaffolding. LMS’s and teachers can begin by offering lots of assistance throughout a Big6 project and then can expect students to be gradually more independent. For example, for the first few Big6 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, Super3, which is suitable for students in younger grades. Students introduced to Super3 can certainly transition easily to Big6.

WebQuests Introduction A WebQuest is an inquiry-oriented lesson format in which most or

all the information that learners work with comes from the web. Characteristics of WebQuests:

• Require higher level thinking• Make good use of the web. • Are doable and interesting

Critical Attributes of WebQuests:1. Introduction2. Task3. Process4. Information Sources5. Evaluation6. Conclusion

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Image from http://webquest.org/img/front.jpg

WebQuests 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 WebQuests to engage their

students in the kinds of thinking that the 21st 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 WebQuests and teachers’ perceptions about them (Zheng, Perez, Williamson, & Flygare, 2008). Several studies indicate that WebQuests increase collaboration skills and enhance student attitudes (Abbitt & Ophus, 2008; Maddux & Cummings, 2007; Hassanien, 2006).

One of the main reasons I selected WebQuests for this analysis is their popularity with educators and students, which became apparent to me when I saw how many WebQuests are being shared online.

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WebQuests

Introduction

WebQuests Curricular Alignment WebQuests 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:

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WebQuests

Introduction

1.1.1 Follow an inquiry- based process in seeking knowledge in curricular subjects, and make the real-world connections . . .

1.1.2 Use prior and background knowledge as context for new learning. 1.1.6 Read, view, and listen for information presented in any format in order to make inferences and gather

meaning. 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 Continue an inquiry-based research process by applying critical-thinking skills (analysis, synthesis, evaluation, organization) . . .

2.1.2 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 Use technology and other information tools to analyze and organize information. 2.1.5 Collaborate with others to exchange ideas, develop new understandings, make decisions, and solve

problems, process …3.1.1 Conclude an inquiry-based research process by sharing new understandings and reflecting on the learning. 3.1.2 Participate and collaborate as members of a social and intellectual network of learners. 3.1.3 Use writing and speaking skills to communicate new understandings effectively. 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.

3.1.5 Connect learning to community issues.

WebQuests Scaffolding WebQuests 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 WebQuest, 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 WebQuest because expectations and grading criteria are also provided.

Because WebQuests 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 WebQuests.

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WebQuests

Introduction

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 information-seeking 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

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Image from http://www.intime.uni.edu/model/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 Big6 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.

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PathwaysIntroducti

on

Pathways to Knowledge Curricular Alignment

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PathwaysIntroductio

n

Stages AASL 21st Century Standards1. Appreciation• Appreciate information in many

formats• To foster curiosity and

imagination

2.3.1 Connect understanding to the real world4.1.5 Connect ideas to own interests4.2.1 Display curiosity by pursuing interests through multiple resources

2. Pre-search• Examine what you know and

need to know• Gain broad overview then

narrow focus

1.1.1 Follow an inquiry-based process in seeking knowledge . . .1.1.2 Use prior and background knowledge as context for new learning1.1.3 Develop and refine a range of questions to frame the search for new understanding1.2.1 Display initiative and engagement by posing questions and investigating the answers . . .

3. Search• Identify sources• Plan search strategy

1.1.4 Find, evaluate and select appropriate sources to answer questions1.1.5 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...

4. Interpretation• Engage information• Extract relevant info

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 skill2.1.3 Use strategies to draw conclusions from information and apply knowledge to curricular areas . .

5. Communication• Organize and apply information• Select format and present

information

2.1.2 Organize knowledge so that it is useful2.1.4 Use technology and other information tools to analyze and organize information3.1.4 Use technology and other information tools to organize and display knowledge and understanding

6. Evaluation• Evaluate self and peer at every

stage• Judge the process and the

product

1.4.1 Monitor own information-seeking processes for effectiveness and progress, and adapt as necessary1.4.2 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 investigation3.1.1 Conclude and inquiry-based research process by sharing new understandings and reflecting . . .3.4.1 Assess the processes by which learning was achieved in order to revise strategies and learn. . .3.4.2 Assess the quality and effectiveness of the learning product

Pathways to Knowledge Scaffolding

The Pathways to Knowledge process allows for scaffolding in much of the same ways as the Big6 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 and momentum.

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Pathways Introducti

on

Similarities and Differences

ModelAudien

ce Level

Student

Centered

Requires

Critical

Thinking

Aligns with 21st Century

Standards

Emphasizes Self-Evaluatio

n

Online Resources

Linear Process

Big6 Grades 4 and above (Super3 for K-3) Yes Yes Yes Yes

Lessons/TutorialsVideosGames

Student/parent/teacher support

Yes

Web-Quests

K-12 and beyond No Yes Yes No

Design templates

Many ready-to-use

WebQuests

Yes

Pathways to Know-ledge

Grades 4 and above Yes Yes Yes Yes

Some; Through

FolletNoTable of

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Conclusion

After completing this analysis of the Big6, WebQuests 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 21st century. To summarize what I have learned, I would use the Big6 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 WebQuests. While creating and implementing these models, I would incorporate the ideas behind the cyclical Pathways to Knowledge process.

Because the Big6 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 Super3, 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 WebQuests 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 WebQuests provide very efficient use of time. It is true that creating a good WebQuest 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 WebQuests are that they require critical thinking and use online resources in a limited and “safe” manner. Finally, there are many ready-to-use WebQuests 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 Big6 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 WebQuests. 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 WebQuest 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 WebQuests and Big6 assignments.

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References part 1

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Abbitt, J., & Ophus, J. (2008). What We Know About the Impacts of WebQuests: A Review of Research. AACE Journal, 16(4), 441-456. Retrieved

from Education Research Complete database.

Big6 (2004). The Big6: Information & technology skills for student achievement. Retrieved November 3, 2009 from http://www.big6.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 Big6 information problem-solving model. School Library Media Activities

Monthly,19(5), 24.

Dodge, B. (2007). WebQuest.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.

InTime (2001). Information processing. Retrieved November 21, 2009 from http://www.intime.uni.edu/model/information/proc.html

References Part 2

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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.k12.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 Big6. 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). WebQuests: Are They Developmentally Appropriate?. Educational Forum, 71(2), 117-127. Retrieved from

Education Research Complete database.

Tooley, M. (2005). Big6 TurboTools and Evaluation. Library Media Connection, 24(3), 27-28. Retrieved from Education Research Complete

database.

Zheng, R., Perez, J., Williamson, J., & Flygare, J. (2008). WebQuests as perceived by teachers: implications for online teaching and learning. Journal of Computer Assisted Learning, 24(4), 295-304. doi:10.1111/j.1365-2729.2007.00261