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Information Management Process
Information adapted from Prince William County Information Management Manual
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Clarify Information NeedFormulate a basic search plan.
What does the student already know
about the topic?
What does the student need to find
out? What will the student be doing with
the information? What are the guidelines of the
project?
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Clarify Information NeedObjectives
Student determines and states intended
purpose of search.
Student accesses prior knowledge of
topic. Student formulates questions relevant to
search. Student creates and describes a search
plan.Student should have completed this step before
arriving at the library.
Student evaluates: Do I understand the question?
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Access & Retrieve Resources
Where should the student look
to meet the identified need?
What sources exist to help
answer this question? What sources might be best?
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Access & Retrieve ResourcesObjectives
Student recognizes that information is organized by
alphabet, number, chronology, classification
(subject), keyword, and/or symbol.
Student determines most appropriate kind of
resource.
Student determines most appropriate format of
resource. Student uses various means to locate resources:
print indexes, electronic indexes, keyword searching, location guides, bibliographies, author/title/subject searching, Boolean operators, electronic menu systems, and citation codes.
Student evaluates: Am I looking in the right place?
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Evaluate Resources
Do the sources located have the kind of
information the student expects will meet his
identified need? Are the sources timely, well-organized,
usable? Do the sources have the kind of help the
student needs: index, table of contents,
chapter headings/subheadings, and list of
other suggested sources? Can the student understand the material?
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Evaluate ResourcesObjectives
Students examines resources to determine
their usefulness, considering such features as
table of contents, index, glossary, cross
reference, bibliography, abstract, guide
words, readability, copyright date, and format. Student evaluates success in locating
appropriate resources.
Instruction available: Librarians can introduceteachers and students to a variety of possibleresources.
Student evaluates: Should I keep looking, or do I have the resourcesthat I need?
.
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Analyze the Information
What does this source say? How does it apply to my
question? What does it mean? Record information; do
bibliography. Has question been answered?
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Analyze the InformationObjectives
Student applies appropriate reading/listening strategies
to gather data and information: skims, reads for main
idea, selects appropriate details, reads boldface print and
captions, reads symbols and keys, reads technical
writing, and actively listens. Student evaluates data and information: recognizes
omissions and conflicting data.
Student reads and understands information before
recording data by writing important words, paraphrasing,
summarizing, or using graphic organizers.
Student organizes information appropriately.
Student uses appropriate bibliographic format to cite
sources.
Student evaluates search strategy.Student evaluates: Does this information make sense? Does it answer my question?
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Synthesize the Information
How does the student pull
everything together?
How does the student present
the information to others
(teacher, classmates, or
audience)?
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Synthesize the InformationObjectives
• Student combines information from a variety of sources.
• Student evaluates prior knowledge in light of new
information.
• Student uses what he/she has learned.
• Student determines appropriate demonstration of
knowledge.
• Student evaluates his or her own learning.
Student evaluates: Do I have the answer to my question?
Should I reenter the research process at any point?
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Strategies for Teaching
Clarify Information
KWL Chart
Brainstorming
Practice broadening and narrowing topics
Access & Retrieve
Use of library catalog to locate resources
Knowledge of what resources are available in the library,
classroom, and community for various information needs
Practice in using appropriate search terms/keywords
Use of timelines to access information by time or date
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Strategies for TeachingContinued #2
Evaluate the Information
Vocabulary – recognizing different ways to express a similar idea
Brainstorming of vocabulary that might be encountered for a
given information search
Index use for subtopic entries; familiarization of subject
organization of information; broad to narrow topics; identification
of subject relationships
Students use of a variety of resources, evaluating which is best
for their information need
Library use --essential
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Strategies for TeachingContinued #3
Analyze the Information
Use of keys to understand symbols (maps, charts, signs)
Modeling note-taking for students of keywords and phrases using
bullets, webs, and other graphic organizers
Not acceptable – information copied directly from a source
Synthesize the Information
Several sources required for combining information
Modeling and guidance of student’s reflections on collected information
encouraged
Planning of ways for students to compare and contrast, and manipulate
data to draw conclusions based on findings
Opportunities for students to share their knowledge with others in a
variety of ways (multiple intelligence); Students given as much choice
as possible