Jennifer's+notes+on+Information+Problem+Solving

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Pathways to Knowledge -
constructed on the premise that the learning environment of today's student is no longer set within the walls of the school, but rather is everywhere-home, school, the community, libraries, and the Internet Follett Information Skills Model shows an expanding field of skills and options for the learner. Students gather information from many formats and are encouraged to use multiple presentation formats to share their discoveries. A unique feature of this model is the assumption that students will best find interest and focus for their investigations when they first gain appreciation for reading, viewing, and writing skills. (Callison) It is nonlinear (reflects the reality of the information gathering process), explores relationships, has a range of strategies (searching, interpreting, communicating and evaluating information), specific searching strategies which are critical with new electronic information tools and resources, multiple modes of assessment, focuses on reading, viewing and listening to various forms of information (Harada)

graphical representation for grade 4-12 and grades K-3 use the model as a framework to introduce the skills and concepts that support the process. developers encourage user to select aspects of the model that best fit their needs and therefore the sequence may differ from person to person(Harada)

6 steps (virtual inquiry and Herada) Appreciation and enjoyment (examine your world using stories, film, paintings, music, books, periodicals, the web, ad videos) (makes you want to seek information)(ongoing during research process) Presearch (develop an overview; examine relationships) (connect info need and prior knowledge)(brainstorm, web, general research to clarify question or need) Search (select information resources and seek relevant information) (print and electronic, plan a search strategy) Interpretation (interpret information) (analyze, synthesize and evaluate information for relevance, reflect and construct personal meaning) Communication (apply information; share new knowledge)(pick and appropriate format, plan and create) Assessment (evaluate process and product)(ongoing during research process - nonlinear)(self and peers)

"the goals of the Pathways Model and Information Literacy standards for student learning converge in the creation of independent searchers who apply critical thinking to accessing, evaluating and using information." (Harada) - They can think on their own!

multiple specific strategies nonlinear and recursive "The nonlinearity encourages students to go in any direction that is appropriate for their information need and affirms that not only is it okay, but often necessary, to go back and refocus. The importance is to have the student think about the process." Appreciation fosters curiosity and imagination Interpretation - absorb the information and turn it into knowledge Communication - method emphasizes the ethical use of information Evaluation - takes place at every stage allowing them to refocus, reassess and revise - summative evaluation is of the entire process and products multiple general and specific strategies to fit the individual learner criticized for complexity graphic version and full text version "Pathways is a flexible model with a selection of strategies that information seekers can apply to their process. Library media specialists and classroom teachers know their students and can make selection s that would be appropriate for their students."(Zimmerman)

"Inquiry is an investigative process that engages students in answering questions, solving real-world problems, confronting issues, or exploring personal interests" student-centered discovery process, recursive, nurtured by questioning. begin with problem or interest as they pursue the project, they question, find and interpret info and use to construct new meanings. "Questioning is an important part of the inquiry process and it transcends all inquiry stages" (of the Pathways Model). "Information is not knowledge, so simply finding information is not sufficient. Individuals engaged in inquiry must apply various strategies of interpretation before the information becomes useful to them." (Pappas)

Works Cited Callison, Daniel. "Information Use Models (Part II)." //School Library Media Activities Monthly// 19.2 (2002): 36. //Academic Search Complete//. Web. 2 July 2013. Zimmerman, Nancy P. "Pappas And Tepe's PATHWAYS TO KNOWLEDGE MODEL." //School Library Media Activities Monthly// 19.3 (2002): 24. //Library, Information Science & Technology Abstracts with Full Text//. Web. 2 July 2013.

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Pappas, Marjorie L. "Pathways To Inquiry." //School Library Media Activities Monthly// 16.9 (2000): 23. //Library, Information Science & Technology Abstracts with Full Text//. Web. 2 July 2013.

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Harada, Violet, and Ann Tepe. "Pathways To Knowledge [Trademark]." //Teacher Librarian// 26.2 (1998): 9. //Library, Information Science & Technology Abstracts with Full Text//. Web. 2 July 2013.

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http://idresearchmodels.wikispaces.com/Pathways+to+Knowledge

Big6 and Super3 -
in nearly any information problem situation, the model provides an effective way to think through what is needed to address the situation have shown how information skills can be integrated effectively with many areas of the standard curriculum can be understood and is more likely to be applied by learners in both elementary and secondary school situations Six main steps with guidelines under each: 1. Task Definition 1.1 Define the problem. 1.2 Identify information requirements. 2. Information Seeking Strategies 2.1 Determine range of sources. 2.2 Prioritize sources. 3. Location and Access 3.1 Locate sources. 3.2 Find information. 4. Information Use 4.1 Engage with information (read, view, listen). 4.2 Extract information. 5. Synthesis 5.1 Organize information. 5.2 Present information. 6. Evaluation 6.1 Judge the product. 6.2 Judge the process. (Callison)

most widely used in k-12 education can be used whenever anyone has an information seeking problem including personal and professional lives, not just school "     Big6 Skills provide a broadbased,           logical skill set that can be used as the           structure for developing a curriculum or the framework           or a set of distinct problem-solving skills. These           fundamental skills provide students with a comprehensive           set of powerful skills to conquer the information           age." "          The Big6 represents “metacognition”—           an awareness by students of their mental states           and processes." Skills to fall back on later in life. Levels don't have to be completed in order, and they can be revisited at anytime, suggesting that it is non-linear, but they must all be completed eventually. (Eisenberg 2008)

The Big 6 can be adapted into the Super 3 for k-3 students by combining the task definition, information seeking strategies and location and access into one step called the Plan. Use of information and synthsizeing is combined into the Do and evaluate is called Review. (Needham)

"that it clearly articulates the research process as a cognitive process. It works with and through information technology to help students develop information literacy." Big 6 and be a thinking process also. It can be used to deal with most problems so it can be applied more consistently across the curriculum in all grade levels. Repeating the process from year to year and class to class will increase the student's chances of success with the Big 6 and problem solving in general. "Support for teaching it from websites, books, conferences etc. (Hughes)

Works Cited

Callison, Daniel. "Information Use Models (Part II)." //School Library Media Activities Monthly// 19.2 (2002): 36. //Academic Search Complete//. Web. 2 July 2013.

Needham, Joyce. "The Big6 Or Super3." //Library Talk// 15.4 (2002): 20. //Academic Search Complete//. Web. 2 July 2013.

Robinson, Laura Eisenberg. "EARLY LEARNERS. (Cover Story)." //Library Media Connection// 27.2 (2008): 10-11. //Academic Search Complete//. Web. 2 July 2013.

Eisenberg, Michael B. "Information Literacy: Essential Skills For The Information Age." //DESIDOC Journal Of Library & Information Technology// 28.2 (2008): 39-47. //Library, Information Science & Technology Abstracts with Full Text//. Web. 2 July 2013.

Hughes, Sandra. "The Big6 As A Strategy For Student Research." //School Libraries In Canada// 22.4 (2003): 28. //Academic Search Complete//. Web. 2 July 2013.

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REACTS (Stripling and Pitt) -
This model focuses on strategies for ensuring high level thinking and resulting quality products. If students research at a low level, they're likely to react at a low level. In other words, if students spend their time collecting facts, they'll probably create a low-level recall-type report. However if they spend their time in the research process integrating, concluding, and conceptualizing, then their final product will be reflect transformation and synthesis of information. The REACTS Taxonomy: recalling, explaining, analyzing, challenging, transforming, synthesizing The REACTS ten steps:

Each step includes reflective questions to help the student focus their activities. (Virtual Inquiry)
 * 1) **Choose a broad topic**
 * 2) **Get an overview**
 * 3) **Narrow the topic**
 * 4) **Develop thesis statement**
 * 5) **Formulate questions**
 * 6) **Plan for research**
 * 7) **Find, analyze, evaluate**
 * 8) **Evaluate evidence**
 * 9) **Establish conclusions**
 * 10) **Create and present final product**

Their model shows the progression in the levels of possible information-use skills. Lower-level skills involve location and recall of facts or explaining the application of answers to who, what, when, and where questions. Higher-level skills are more challenging and require the student to analyze and synthesize information. Both Stripling and Pitts have contributed many additional writings and workshops that have enhanced methods for teaching information use. (Callison)

Works Cited []

Callison, Daniel. "Information Use Models (Part II)." //School Library Media Activities Monthly// 19.2 (2002): 36. //Academic Search Complete//. Web. 2 July 2013.