Transcript Information Literacy

REDEFINING THE RESEARCH
PROCESS
FOR THE 21ST CENTURY :
with the help of The Big6
Karen Libby & Amanda Milligan
Information Literacy
“Teachers can not fully teach others the excitement, the
difficulty, the patience, and the satisfaction that
accompanies learning without themselves engaging in the
messy, frustrating, and rewarding practice of learning.”
--Roland Barth, Improving Schools from Within
Why Rethink the Research
Process?
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Research Goes beyond Accumulating
Information
Research Nurtures both Collaboration and SelfManagement
Research Delves Deeper and Synthesizes
Redesigning Research can Dissuade Plagiarism
Redesigning Research Engages Students
AhHa!
Research Goes beyond
Accumulating Information
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personal value
make sense of the world
probe essential questions
process of hunting, gathering, and sifting
Research Nurtures both
Collaboration and Self-Management
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sharing ideas and concerns, not to mention
problems
“intellectual adventure”
self-management
Research Delves Deeper and
Synthesizes
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teachers can generate enthusiasm
students profit from self-directed teachers,
whose knowledge of the making of knowledge lies
at the heart of learning, and, therefore, the
heart of our growth as a literate society”
work ethic
self-realization
Sunstien, Bonnie, Composing a Culture.
Redesigning Research can Prevent
Plagiarism
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students find cheating easy and necessary
students may be less likely to cheat when they
know their teachers and parents are informed
understand the ideal research process
instill intellectual curiosity
ethical researching techniques
Redesigning Research Projects
Engages Students
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esearch should be “a sequence of assignments” that fosters
meaning for each student,
Ultimately we want students to see research beyond the
confines of transcribing the words of others; we want them
to experience “a change of perspective, a transformation, a
recasting of experience” due to the research process. This
is much more likely to occur if we “assign a problem based
learning situation”
Lathrop, Ann and Kathleen Foss. Student Cheating and Plagiarism in the
Internet Era : a Wake-up Call
Give Students Helpful Advice
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properly cited research lends authority to
your voice
what is the point of research, the point of
problem solving if you already know the
answer?
research is stages of steps, starts, stops,
rerouting. You might change your mind.
Research is Really About Discovery
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motivate students through curiosity
foster the desire to immerse oneself in the entire
process of research and inquiry
inquiry-based research projects provide the need
to creatively solve a problem; therefore, it is
more difficult for students to resort to
plagiarism
Constructivist theory provides a basis
for instruction in the information age.
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information problem solving is based on the
constructivist theory of learning
students will move from being passive
recipients of information to active
authentic researchers
research has the dual focus of increasing
both the knowledge of the content area
and the development of information
problem solving strategies.
The Big Six,
by Michael Eisenberg and Robert
Berkowitz,
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“Recursive” processes
 Students are encouraged to understand
the stages of research and move back and
forth through these stages, as needed,
thus delving into the media with the goal of
constructing knowledge.
McKenzie, Jamie. Beyond Technology: Questioning, Research and the
Information Literate School.
What is the Process?—
Information Problem Solving
Evaluation How will I
know I did my
job well?
Synthesis What can I
make to finish
the job?
Task
Definition
What needs to
be done?
The Big6
A recursive
process
Use of
Information What can I use
from these
resources?
Information
Seeking
Strategies –
What
resources can
I use?
Location and
Access - Where
can I find these
resources?
Task Definition / Questioning
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authentic research begins with a question or an
information problem
topical research = word movers
self-generated questions - solving a problem, and
making decisions, requires students to think and
make judgments independently
students are encouraged to revise and rethink
their research questions
Pre-search
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students need time to develop the purpose of the
research
encourage the I wonder question
What do I know? What do I need to know
Educators ask the type of clarifying questions
that we hope will eventually be internalized by
the learner, questions such as: What type of
information do you need? How much information
do you need? Do you need an overview or an
opinion?
Information Seeking Strategies /
Planning
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students are encouraged to brainstorm key words
and concepts
consider where the best information might lie
students should be coached to “look before they
leap”
students with a plan will be more likely to gather
information that is relevant to their needs,
rather than taking what they find and muddling
the original intent.
Location and Access
/Gathering
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students discover the sources that yield relevant
and useful information will reduce needless and
wasteful printing and photocopying
students are searching for meaning and
connections and avidly seeking patterns and
insight
students that use logical operators, truncation,
or a thesarus will develop fluency and keywords
Use of Information /Sorting and
Sifting
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students engaged in the process, will be able to extract relevant
information that serves their purpose
students find that when the hunting and gathering has been successful,
then the sorting, sifting, and meaning is far more difficult.
students find the most important skill is discarding that which is
irrelevant.
cautious, organized notetaking allows students to reflect: what
purpose does the information I found play in answering my initial
question?
students at this stage begin to ask, Do I have enough information to
prove my thesis?
“to achieve insight, students must fashion needles out of haystacks” (99).
McKenzie, Jamie. Beyond Technology: Questioning, Research and the Information
Literate School.
Synthesizing
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arrange and rearrange the information
fragments until patterns and some kind of
picture begin to emerge.
Ah Ha
this is the most exciting part of the research
process, as this is the step where understanding
and learning occur, where a melding of new ideas
with a student’s knowledge may build a new
construct
Evaluating
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students ask the question, What do I know now
that I didn’t know then?
allow time for this reflection
complete several repetitions of the cycle since
they don’t know what they don't know when they
first plan their research
yhe first attempt at synthesis will almost always
provide additional questions and research
opportunities so the process begins again