Transcript Interactive Student Guide to Using the Information

Interactive Student Guide to
Using the Information
Literacy Process Model
Note to teachers: For suggestions on how to teach the research
process using this interactive guide, click here.
Last update 7/27/2006;
Copyright: BCPS 2006
Created by Sharon Grimes,
Library Media Specialist
What is the Information Literacy Process Model?
The Information Literacy Process (ILP) Model is a nine step guide
to the research process. It begins where you begin as a researcher:
when you encounter a task, like a school assignment, or need
information to satisfy your curiosity, or solve a problem.
Information Literacy Process (ILP) Model
Any time you feel you need
more help than this
PowerPoint provides, click
on the ILP Model icon to go
to many more resources.
What are the steps in the Information Process?
Step 1 – Encountering the Task
Step 2 – Exploring Questioning Connecting
Step 3 – Searching Locating
Step 4 – Collecting Organizing Managing Monitoring
Step 5 – Analyzing Evaluating Interpreting Inferring
Step 6 – Synthesizing & Solving
Step 7 – Applying New Understanding
Step 8 – Communicating
Step 9 - Reflecting
You might feel overwhelmed
and anxious in the beginning,
but do not worry! This guide
is designed to help you stepby-step through the process.
How do I begin?

What questions do I
ask?
How do I
explore?
How can I
manage the
things I find?
How can I better
understand what I
found?
What will it mean
for ME?
Apply your new
understanding
If you only need help with a
few steps, you don’t need to
It’s
time to
go
through
the entire Taking away
PowerPoint; instead, you Big Idea
communicate!
can click on any of the links
above to get help
the
STEP 1 – Encountering the Task
You encounter the task when you:
• Recognize the need for information.
• Become aware of possibilities.
• Select general area of need/concern.
• Seek background information.
The next slide will walk you
through activities that will
help you complete Step 1.
Click the underlined link to
go to each activity.
STEP 1 – Encountering the Task
Identify what you already know and what
you need to know to complete the task
by completing this KWLH.
STEP 1 – Encountering the Task
Seek background information by entering
your topic in the search box of a
general reference, like WorldBook.
Do not worry yet about taking good
notes! Your purpose in reading is to
gather general background information
or a bird’s eye view of your topic.
Simply list important ideas in the third
column of your KWLH Chart.
STEP 1 – Encountering the Task
Become aware of the possibilities by
brainstorming related topics. Click
here for a tutorial on how to
brainstorm, or create a web like the one
below to begin.
Sub-topic
Main
idea
Sub-topic
Sub-topic
STEP 1 – Encountering the Task
Begin to focus on a topic or general area
of need/concern by identifying subtopics and key words. Click here for a
worksheet to help you unlock the key
words. If you need more help, try using
ThinkTank or the Task Definition Chart.
Self-check
 Did you complete the KWLH?
 Did you consult a general reference like
WorldBook?
 Did you brainstorm related topics?
 Did you begin to focus on the topic by identifying
sub-topics and key words?
Pop Quiz!
Good keywords for the topic, soccer, are:
sports; World Cup; and Argentina.
I agree
I disagree
When you have completed
all of these steps and
passed the quiz, go to the
next step, Exploring or go
home to choose another
step by clicking on the
house
Sorry –
Wrong answer
Don’t be discouraged.
Learning how to use key
words is really hard. Some
people still have problems
when they get to college!
The purpose of using keywords is to help narrow your focus.
For example, if you start with a broad general topic, like
sports, you would narrow your focus by choosing the type of
sport, a famous player, or a championship event.
Topic: sports
Keywords: soccer; World Cup; Argentina team
In the quiz, sports is more general than soccer.
Need more help? Remember that
you can click on the ILP Model at
any time for more resources.
Next
slide
I disagree!
Great job!
Sports is much more
general than using a
specific sport, like soccer.
If you would like more ways to narrow or
focus in on your topic, click here.
If you think you are ready for Step 2 –
Exploring, click here.
Next
slide
STEP 2 - Exploring
When you explore your topic, you:
• Pose questions. Frame ideas.
• Connect new ideas with prior knowledge.
• Construct a plan to accomplish the task.
• Establish a purpose for reading.
Are you feeling a little confused after looking at this list
because you identified your prior knowledge in Step 1
and here it is again in Step 2? The Information Literacy
Process is recursive which means you revisit ideas as
you gain more information. Good researchers, like good
readers, constantly connect what they learn with what
they know.
Click here to go to the activities which will help you successfully complete Step 2.
Step 2 - Exploring
• First, brainstorm questions you have about
your topic. Then, measure, and finally,
use your questions to organize your
research and frame ideas.
– Use this form to guide you through exploring
your ideas and questions.
– Remember to save and print your answers!
Step 2 - Exploring
• Connect new ideas with prior knowledge.
– Review what you’ve learned so far. Ask
yourself, “How does my new learning fit with
what I already know? What connections can I
make?”
Step 2 - Exploring
One way to construct a plan to accomplish the task
is to create a calendar. On the calendar, list not
only your teacher’s due dates, but also your
dates for getting things finished. Remember to
give yourself extra time, so that you won’t fall
behind if you get sick, or have trouble finding the
answers to some of your questions.
– Use this link to construct a calendar in Publisher.
Simply follow the directions to create your very own
research calendar and plan. Remember to print your
calendar and display it prominently, like on your
refrigerator.
Step 2 - Exploring
• Establish a purpose for reading.
Many researchers feel overwhelmed by
the amount of reading they have to do.
It helps to keep in mind your purpose
for reading. When you are reading to
explore an idea, skim the text. When
you are reading for information, simply
scan the text for your key words.
Self-check
Did you brainstorm questions to guide
your research?
Did you evaluate your questions?
Did you make connections between what
you’ve learned and what you know?
Did you create a calendar and a plan for
research?
Do you know when to skim and when to
scan for information?
Quick Quiz
Skimming is used to quickly identify the main idea
of the text.
True
False
When you skim, you read slowly and carefully.
True
False
Scanning involves moving your eyes quickly down
the page as you seek specific key words or
phrases.
True
False
Great job!
Correct!
• Skimming is used to quickly identify the main idea of the text.
– When you skim, you read three to four times faster than
normal.
– To skim the text, read only the first and last paragraph.
Then, skim the text features. Finally, skim the first sentence
of every paragraph.
• Scanning is used to quickly locate key words and phrases.
– When you scan, you look only for the key words/phrases.
– When you scan, you read ten times faster than normal.
Congratulations! You’ve completed all of the steps and passed
the quiz. You may go to the next step, Searching and Locating
or go home to choose another step by clicking on the house.
Incorrect.
Sorry, wrong answer! If you want
more practice, check out Super
Read!, an interactive guide to
skimming. Then, go to the next
step, Searching and Locating
• Skimming is used to quickly identify the main
idea of the text.
– When you skim, you read three to four times faster
than normal.
– To skim the text, read only the first and last
paragraph. Then, skim the text features. Finally,
skim the first sentence of every paragraph.
• Scanning is used to quickly locate key words
and phrases.
– When you scan, you look only for the key
words/phrases.
– When you scan, you read ten times faster than
normal.
STEP 3 – Searching & Locating
To quickly locate information, you may want to:
• Identify useful resources by using NoodleTools
Search Strategy Wizard.
• Use the Information Literacy Tutorial to Formulate
search plans and strategies.
– If your first search yielded hundreds of results, then
you may want to refine your search strategies.
• Evaluate information using criteria.
– Still not sure you can trust the web site?
Try using the five criteria for evaluating web sites,
or asking your teacher, library media specialist,
or parent for help.
STEP 3 – Searching & Locating
If this is your first time searching for information
independently, you may want to try some other tutorials.
Click on the ILP Model Icon to go to more help.
Quick Quiz
To refine your search, use Boolean
operators: to, the, and for.
True
False
To evaluate a web site, use the following
criteria: authority; accuracy; objectivity;
currency; and coverage.
True
False
Congratulations! You’ve completed all of the steps
and passed the quiz. You may go to the next step,
Collecting, or go home to choose another step by
clicking on the house.
To refine your search, use the Boolean operators:
• And – to narrow your search (ex.
• Or – to broaden your search
• Not – narrow your search and exclude specific terms
The five criteria for evaluating a web site:
• Accuracy. If your page lists the author and institution that published the
page and provides a way of contacting him/her and . . .
• Authority. If your page lists the author credentials and its domain is
preferred (.edu, .gov, .org, or .net), and, . .
• Objectivity. If your page provides accurate information with limited
advertising and it is objective in presenting the information, and . . .
• Currency. If your page is current and updated regularly (as stated on the
page) and the links (if any) are also up-to-date, and . . .
• Coverage. If you can view the information properly--not limited to fees,
browser technology, or software requirement, then . . . You may have a
Web page that could be of value to your research!
FROM: Kapoun, Jim. "Teaching undergrads WEB evaluation: A guide for library
instruction." C&RL News (July/August 1998): 522-523.
Sorry, wrong answer! If you want more practice, check
out ‘NetCheck, an online evaluation tool. Then, go to
the next step, Collecting, or go home to choose
another step by clicking on the house.
To refine your search, use the Boolean operators:
• And – to narrow your search (ex.
• Or – to broaden your search
• Not – narrow your search and exclude specific terms
The five criteria for evaluating a web site:
• Accuracy. If your page lists the author and institution that published the
page and provides a way of contacting him/her and . . .
• Authority. If your page lists the author credentials and its domain is
preferred (.edu, .gov, .org, or .net), and, . .
• Objectivity. If your page provides accurate information with limited
advertising and it is objective in presenting the information, and . . .
• Currency. If your page is current and updated regularly (as stated on the
page) and the links (if any) are also up-to-date, and . . .
• Coverage. If you can view the information properly--not limited to fees,
browser technology, or software requirement, then . . . You may have a
Web page that could be of value to your research!
FROM: Kapoun, Jim. "Teaching undergrads WEB evaluation: A guide for library instruction."
C&RL News (July/August 1998): 522-523.
STEP 4 - Collecting
To effectively collect information, be sure to:
• Collect ideas by sorting information
in an ordering scheme, like chronological,
cause/effect, comparison/contrast, pro/con, or
into a cluster/main idea map.
• Apply critical reading and thinking strategies.
• Manage time, resources, and documents.
– Make sure you have put all of your work into a folder.
– Check your calendar for your next due date.
• Monitor ethical and responsible use of
information and technologies.
STEP 4 - Collecting
Collect ideas by sorting information in an ordering
scheme. Think about the organizational scheme
that fits your purpose for collecting information;
then, click on the link below to go to an
Inspiration template, or another type of
organizer.
• chronological,
• cause/effect,
• comparison/contrast,
• cluster/main idea
• another type of organizer
STEP 4 - Collecting
• Apply critical reading and thinking
strategies.
Now that you have located the information you need, it’s time to apply
critical reading and thinking strategies. As you read, use these links to
make connections, ask questions, create visualizations, make
predictions and inferences, determine important ideas, and use fix-up
strategies.
STEP 4 - Collecting
• Manage time, resources, and documents.
– Make sure you have put all of your work into a
folder.
– Check your calendar for your next due date.
STEP 4 - Collecting
• Click on the link to learn how to monitor
ethical and responsible use of information
and technologies. Choose the Flash
version and use the next buttons to
navigate through the web site. Skip the
pre-assessment as you need an email
address to get the results.
Self-check: Please read the original source material carefully and then
select the entry, either "A" or "B," that you think has not been plagiarized.
Click on the underlined link to check your answer.
Original: “Cheating is as old as homework, but Source:
educators say plagiarism appears to be more
rampant than ever in high schools and at
colleges and universities. They blame the
Internet. Students among the first generation to
grow up online are writing term papers with
unlimited resources at their fingertips.
But these young people, educators say, often
don't understand that surfing Web sites and
lifting passages for their own assignments is
stealing ideas, thoughts and words from
others.”
Ayres, Karen, and Mike Jackson.
"Teachers turn tables in plagiarism
battle."
Dallas Morning News 29 Jan. 2006: n.p.
SIRS Researcher. ProQuest Information
and Learning. Baltimore County Public
Schools, Baltimore, MD. 14 July 2006
<http://www.sirs.com>.
Student Example A: Cheating is as old as
Student Example B: Reporters Karen
homework, but educators say plagiarism appears to
happen more than ever in high schools and at
colleges and universities. Copying web sites and
lifting passages for their own assignments is
stealing ideas, thoughts and words from others.
(Dallas Morning News)
Ayres and Mike Jackson report that
“plagiarism appears to be more rampant than
ever in high schools.” Part of the problem
appears to be that students “don’t
understand that surfing Web sites and lifting
passages for their own assignments is
stealing ideas, thoughts and words from
others.” (Dallas Morning News)
Sorry! Wrong answer.
Example A is plagiarized. The student did not use
quotation marks around the authors’ words and did not
give credit to the authors.
Plagiarism is the act of using someone else's words, sentences, or
ideas and passing them off as your own without giving credit by
citing the original source. Plagiarizing someone’s work can get you
in serious trouble. For more information, click on the link to go to my
favorite tutorial. Choose the Flash version. While you can not take
the pre-quiz, just click the Next button to learn more.
If you need a quick review of plagiarism, click here. You are over half way
finished! Check your research calendar to make sure you haven’t fallen
behind. If you have time, give yourself a few days to think about your
research before going to the next step, Analyzing. Remember that you
can always click on the home button to choose another skill.
Correct!
Example B is not plagiarized. The student used quotation
marks, gave credit to the authors, and cited the source.
Plagiarism is the act of using someone else's words, sentences, or
ideas and passing them off as your own without giving credit by
citing the original source. Plagiarizing someone’s work can get you
in serious trouble. For more information, click on the link to go to my
favorite tutorial. Choose the Flash version. While you can not take
the pre-quiz, just click the Next button to learn more.
If you need a quick review of plagiarism, click here. You are over half way
finished! Check your research calendar to make sure you haven’t fallen
behind. If you have time, give yourself a few days to think about your
research before going to the next step, Analyzing. Remember that you
can always click on the home button to choose another skill.
STEP 5 - Analyzing
When you analyze your notes, you may want to:
• Determine importance of information and its
relevance to essential question.
• Sort information and ideas into component parts.
• Make inferences, identify trends, interpret data.
• Separate information and ideas into component
parts.
• Exercise flexibility in information seeking and
collaboration with peers.
Demonstration: Sifting Information
Click here to see a demonstration of sifting.
Pit Bull
Mutts
Dogs
Poodle
When you analyze your notes, you need to first,
sift and then, sort the information you have
gathered. Sifting is the process of weeding out
information you don’t need and keeping what
you do. Once you have sifted your information,
then, it’s time to sort the information.
Practice #1
Now it’s your turn to practice sifting.
Remember to look back at your topic
and keep only those ideas that support
your topic. Right click and delete the
subtopics that do not belong.
Economic
Differences
Westward
Expansion
Slavery
Causes
of the
Civil War
Robert
E. Lee
Tariffs
KansasNebraska
Act
Demonstration: Sorting Information
Click here to see a demonstration of sorting.
Pit Bull
Dogs
Mutts
Poodle
Now, it’s time to sort the information.
When you sort information, you look
for facts and ideas that are the same.
Practice #3
Now it’s your turn to practice sorting.
Look at your topic. What topics or
ideas are the same? Which are
different? Right click, select format
auto shape, and color code ideas that
are alike.
Analyzing
Synthesizing
Collecting
Research
Process
Asking
Questions
Organizing
Connecting
Self-check
 Did you sift the information you gathered by
determining its importance?
 Did you think about if and how the information
answers your essential question?
 Did you make inferences and interpret data?
 Did you sort the information?
Quick Quiz:
Sifting is the process of sorting information into the
main idea and sub-topics.
I agree
I disagree
Sorry, wrong answer! If you want more practice, check
out Gathering, Sifting and Sorting. Then, go to the next
step, Synthesizing, or go home to choose another step
by clicking on the house.
• When you sift information, you determine
its importance and relevance to your
essential question.
• When you sort information, you identify the
main idea and related sub-topics.
Congratulations! You’ve completed all of the steps
and passed the quiz. You may go to the next step,
Synthesizing, or go home to choose another step
by clicking on the house.
• When you sift information, you determine
its importance and relevance to your
essential question.
• When you sort information, you identify the
main idea and related sub-topics.
STEP 6 – Synthesizing & Solving
When you synthesize and solve, you:
• Synthesize by fusing, reordering, recalling,
retelling to create new meaning or
understanding.
• Draw conclusions to create new meaning
based on sound reasoning and
authenticity of information.
• Apply new understanding to solve the
task.
STEP 6 – Synthesizing & Solving
• Synthesize by fusing, reordering, recalling,
retelling to create new meaning or
understanding.
Synthesizing is the hardest part of the
research process because you have to
put all of the parts together into a unified
whole. If you need more help, go to
Synthesize New Information
STEP 6 – Synthesizing & Solving
• Draw conclusions to create new meaning
based on sound reasoning and
authenticity of information.
For a step-by-step
guide to synthesizing,
click here. To see
synthesis in action,
click here.
STEP 6 – Synthesizing & Solving
• Apply new understanding to solve the
task.
– Click here for a one minute thinking activity
that will help you apply your new
understanding to solving your task.
Self-check:
Did you synthesize your new learning?
Did you draw conclusions?
Did you apply you new understanding to
your task?
Quick Quiz:
When you synthesize your new learning, you
break down what you’ve learned into its
component parts.
True
False
Congratulations! You’ve completed every
step and passed the quiz. Go to the next
step, Applying New Understanding, or go
home to choose another step by clicking on
the house.
The statement is false. When you
synthesize, you recall, reorder, and fuse
what you know with what you learned. In
the process, you create new
understandings.
Sorry, wrong answer! For a step-by-step
guide to synthesizing, click here. To see
synthesis in action, click here. Then, go to
the next step, Applying New Understanding,
or go home to choose another step by
clicking on the house.
The statement is false. When you
synthesize, you recall, reorder, and fuse
what you know with what you learned. In
the process, you create new
understandings.
STEP 7 – Applying New Understanding
To apply your new understanding, you need to:
• Assess the scope of work and needed
resources, materials, and equipment.
• Use this Praise Question Polish form to seek
peer review for new insights and revision.
• Use the following rubrics to assess the
product in terms of requirements your and
your group’s work.
– individual
– group effort.
Self-check
 Did you assess the scope of work and needed
resources, materials, and equipment?
 Did you seek peer review for new insights and
revision?
 Did you assess your product and your work?
Quick Quiz:
Always begin your peer review by praising what the
author did well.
True
False
Congratulations! You’ve completed every
step and passed the quiz. Go to the next
step, Communicating, or go home to choose
another step by clicking on the house.
Effective peer reviewers use the Praise – Question –
Polish method. They:
• Begin by praising what works well in the draft; point to
specific passages.
• Ask questions about the large issues first (Are important
and interesting ideas presented? Is the main point clear
and interesting? Is there a clear focus? Is the draft wellorganized? They go on to smaller issues later (spelling,
punctuation, capitalization, and grammar errors).
• Are specific in their suggestions on how to polish by
explaining what they don't understand and in their
suggestions for revision. As much as they can, they explain
why they're making particular suggestions.
Sorry, wrong answer! Review what effective
peer review is and then, go to the next step,
Communicating, or go home to choose
another step by clicking on the house.
Effective peer reviewers use the Praise – Question –
Polish method. They:
• Begin by praising what works well in the draft; point to
specific passages.
• Ask questions about the large issues first (Are important
and interesting ideas presented? Is the main point clear
and interesting? Is there a clear focus? Is the draft wellorganized? They go on to smaller issues later (spelling,
punctuation, capitalization, and grammar errors).
• Are specific in their suggestions on how to polish by
explaining what they don't understand and in their
suggestions for revision. As much as they can, they
explain why they're making particular suggestions.
STEP 8 - Communicating
To communicate your new learning, you may
want to:
• Determine the best method to communicate
the resolution.
• Convey new knowledge using effective
communication skills.
• Engage your audience in discussion and
respond to feedback.
Self-check
Did you determine the best method to
communicate your new learning?
If your teacher assigned a final product,
did you check the resource page and the
rubric for help?
Are you nervous about making the presentation? If you answered yes, then,
you
are in good
company!
Most people,
including famous
Have
your
practiced
making
youractors, get nervous.
It helps to practice your presentation several times and then, relax. Remember
presentation?
that you’re
the expert now that you’ve completed your research.
Have you thought about how you will
involve your audience?
Quick Quiz:
When you present, you should include every
single fact you learned.
True
False
Maintain eye contact as you make your
presentation.
True
False
Speak very quickly. You have a lot of
information to give.
True
False
Correct!
• Good presenters include the most
important information. They also give their
audience a framework for understanding.
• Good presenters maintain eye contact with
their audience.
• Good presenters speak slowly and clearly.
They do not need to rush through their
presentation because they have included
only the important information.
Return to Quiz
Go to the next step
Sorry, wrong answer!
• Good presenters include the most
important information. They also give their
audience a framework for understanding.
• Good presenters maintain eye contact with
their audience.
• Good presenters speak slowly and clearly.
They do not need to rush through their
presentation because they have included
only the important information.
Return to Quiz
Go to the next step
STEP 9 - Reflecting
To reflect on what and how you have learned, you:
• Apply metacognitive strategies to assess the
research process and one's own thinking.
• Transfer new knowledge to solve new problems.
Reflecting is probably the most overlooked part of learning,
but in some ways it is the most important! Thinking about
how you learned helps you become a better learner. Thinking
about what you learned helps you apply it to solve other
problems. Play the Connection Cube game to see how what
you learned helps you solve new problems.
Recommended time frame
for completion: 9 days
Teacher Notes
Helpful teacher implementation tips:
•
While the PowerPoint is designed to walk
students step-by-step through the
research process, you can choose to
highlight only those steps where you feel
your students need help. If you choose
to do only certain steps, use the
hyperlinks on the third slide to take you
directly to that skill.
•
Collaborate with your library media
specialist. If possible, team teach the
Interactive Guide to Student Research.
•
Use the hyperlinks or the third slide to
jump to the step you plan to cover during
each class period.
•
Steps 1 & 2 can easily be completed on
the same day.
•
Step 4, Collecting, is the most time
intensive of the steps. You may want to
allow at least two class periods to
complete this step.
•
Many of the activities may be printed and
completed either at home or in the
classroom prior to coming to the computer
lab.
Last update 7/27/2006;
Copyright: BCPS 2006
MSDE Voluntary State Curriculum:
Library Media Content Standards/
Core Learning Goals
•
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.
•
3.01.02 review, evaluate, and select materials
for an identified information need.
•
3.01.03 learn and apply reading, research and
critical thinking skills to organize information.
•
3.01.04 comprehend content in various types of
media.
•
3.01.05 retrieve and manage information.
•
3.01.06 demonstrate an appreciation of
literature and other creative expressions as
sources of information and recreation.
•
3.01.07 create materials in various formats.
•
3.01.08 apply ethical behavior to the use of
information.
Created by Sharon Grimes,
Library Media Specialist