Information Literacy Process Models
Julia Bell
Towson University
ISTC 651
12 Sampling Models






5-As
8Ws of Information
Inquiry
AGOPPE
Big6
Building Blocks of
Research
FINDS






Information Search
Process
I-Search
Pathways to Knowledge
The REACTS
Taxonomy
Research Cycle
Super 3
5-As
(Jukes)


Promotes informational,
technological, and
media fluency
Goal is to create and
apply this knowledge
within the context of
real time, real life tasks
(Information Age Inquiry, 2006a; Premiere Speakers Bureau, 2008)
Asking - key questions to be
answered
Accessing - relevant
information
Analyzing - the acquired
information to turn it into
knowledge
Applying - the information to
a task
Assessing - the end result
and the process
8Ws of Information Inquiry
(Lamb)



Developed to bring
together perspectives in
library media,
technology, and
traditional content areas
Focuses on the unique
way students expresses
themselves
Alliteration used to
capture the students’
perspective and foster
interest
(Information Age Inquiry, 2006b; Johnson & Lamb, 2007)
Watching (Exploring)
Wondering (Questioning)
Webbing (Searching)
Wiggling (Evaluating)
Weaving (Synthesizing)
Wrapping (Creating)
Waving (Communicating)
Wishing (Assessing)
AGOPPE
(MCPS)


Adopted throughout
many school clusters
within MCPS
Not a linear sequence,
but spiraling


New questions arise as
students find info--this
requires more resources
Must continually assess
info gathered to
determine if it meets the
informational need
(Montgomery County Public Schools, 2007)
Ask Questions
Gather Information
Organize Information
Prepare and Produce
Present
Evaluate, Assess, and Reflect
Big6
(Eisenberg & Berkowitz)



The most widely known
& used model
Each step has two substages which defines
exactly what is
expected of the student
Not necessary to
complete stages in
linear order or spend a
lot of time on each
1. Task Definition
- Define the information problem
- Identify information needed
2. Information Seeking Strategies
- Determine all possible sources
- Select the best sources
3. Location and Access
- Locate sources (intellectually and
physically)
- Find information within sources
4. Use of Information
- Engage (e.g., read, hear, view, touch)
- Extract relevant information
5. Synthesis
- Organize from multiple sources
- Present the information
6. Evaluation
(Eisenberg & Berkowitz, 2008)
- Judge the product (effectiveness)
- Judge the process (efficiency)
Building Blocks of Research
(Abilock)


Includes a description of
information literacy,
student skills and
strategies, student
outcomes, and curriculum
and teaching design for
each of the steps
Focuses on core thinkingand problem-solving
meta-skills across
different disciplines
(Information Age Inquiry, 2006c; NoodleTools, 2007)
Engaging
Defining
Initiating
Locating
Examining, Selecting,
Comprehending, Assessing
Recording, Sorting,
Organizing, Interpreting
Communicating, Synthesizing
Evaluating
FINDS
(The Florida Department of Education, Library Media Services and the Florida Sunlink Project)



Based on the literacy
skills that are in the
Florida standards
Provides a framework
for the application of
these standards
through a sequential
research process
Used statewide


Common language
Transferable
(Florida Department of Education. (2006; Space Coast Media Center, 2008)
Focus on the information need
Investigate resources to look for
an answer
Note and evaluate facts
Develop information into
knowledge for a presentation
Score presentation and search
Information Search Process
(Carol Kuhlthau)




Based on extensive
observations of students
Model of user’s holistic
experience of research
process
Focuses on attitudinal and
emotional aspects of the
inquiry process
Central idea: uncertainty
increases and decreases
during the process of
information seeking
Initiating a Research Assignment
apprehension, uncertainty
Selecting a Topic
confusion, sometimes anxiety, brief elation,
anticipation
Exploring Information
confusion, uncertainty, doubt, sometimes threat
Formulating a Focus
optimism, confidence in ability to complete task
Collecting Information
realization of extensive work to be done,
confidence in ability to complete task,
increased interest
Preparing to Present
sense of relief, sometimes satisfaction,
sometimes disappointment
Assessing the Process
sense of accomplishment or sense of
disappointment
(Kuhlthau, 2008; Information Age Inquiry, 2006d)
I-Search
(Macrorie; Joyce & Tallman)

Students select topics
of personal interest to
build an understanding
of research process


The key is to work on
meaningful projects
Stresses metacognitive
thinking

Students keep logs and
reflect on the experience
(Information Age Inquiry, 2006e)
Selecting a topic - exploring
interests, discussing ideas,
browsing resources
Finding information generating questions,
exploring resources
Using information - taking
notes, analyzing materials
Developing a final product developing communications,
sharing experiences
Pathways to Knowledge
(Pappas &Tepe; Follet sponsored)

Non-linear process



continuously explore and
reassess at each step
Stresses the
importance of
questioning authentic
learning, reflection and
non-linearity
Tied to constructivist
(student centered)
learning
(Information Age Inquiry, 2006f; Library and Literary Miscellany, 2008)
Appreciation and Enjoyment examine the world
Presearch - develop an
overview; explore
relationships
Search - identify information
providers; select information
resources; seek relevant
information
Interpretation - interpret
information
Communication - apply
information; share new
knowledge
Evaluation - evaluate process
and product
The REACTS Taxonomy
(Stipling & Pitts)

REACTS

Recall
Explain
Analyze
Challenge
Transform
Synthesize

Different from previous
methods because it
asks students to reflect
on each step
Focuses on:


Critical thinking in the
research process
High level thinking that
results in quality products
Designed a 10 step
research process for
developing papers
(Information Age Inquiry, 2006g)
Ten Step Research Process
1. Choose a broad topic
2. Get an overview of the topic
3. Narrow the topic
4. Develop a thesis or statement
of purpose
5. Formulate questions to guide
research
6. Plan for research and
production
7. Find / Analyze / Evaluate
sources
8. Evaluate evidence / Take
notes / Compile bibliography
9. Establish conclusions
10. Create and present final
product
Research Cycle
(McKenzie)




Focuses on questioning
Requires students to make
decisions, create answers, and
show independent judgment
Students are information
producers, not information
gatherers
Requires students to revise and
rethink research questions
throughout the process


Forced to cycle back through
model
More skill = a less linear
process
(McKenzie, 2000; Information Age Inquiry, 2006h)
Questioning
Planning
Gathering
Sorting & Sifting
Synthesizing
Evaluating
Reporting
Super 3
(Eisenberg & Berkowitz)

Based upon the
Big6
Super 3
But simplified
Plan


Fewer steps are
less overwhelming
for younger learners
Plan
Do
Review
(Information Age Inquiry, 2006i)
Big6
Task Definition
Do
Information
Seeking Strategies
Location and
Access
Use of Information
Synthesis
Review
Evaluation
Narrowed Down
The 3 Models
Elementary
AGOPPE
Middle
REACTS
High
Research Cycle
Elementary: why AGOPPE

Provides:




Can be used as a linear process when first teaching young
students the research process step-by-step



a methodical sequence for research in all curricular areas
A framework with a common language
A format that can be used repeatedly; over time it becomes
intuitive
Later introduce the idea of using it in a non-linear manor
Steps are concrete and simple enough for
young learners to understand and manage
Students aren’t always aware they are
performing these steps
(Montgomery County Public Schools, 2007)
Ask Questions
Gather Information
Organize Information
Prepare and Produce
Present
Evaluate, Assess,
and Reflect
Middle: why REACTS

10 detailed steps walk student through the complex
research process



Focus on critical thinking high level thinking quality
products



Structure helpful for middle school students
Can be modified to use for research projects other than papers
If only collect facts, produce recall-type work
Need to integrate, conclude, and conceptualize so product will be
a synthesis of info
Reflection points ask students to evaluate step just
completed


Revise step until reflection question can be answered
This keeps the student on the right track and focused
(Information Age Inquiry, 2006g; CSU, 1997)
Step
Reflection Point
Choose a broad topic
Get an overview of the topic
Narrow the topic
Is my topic a good one?
Develop a thesis or statement of
purpose
Does my thesis of statement of purpose
represent an effective, overall concept
for my research?
Formulate questions to guide research
Do the questions provide a foundation
for my research?
Plan for research and production
Is the research / production plan
workable?
Find / Analyze / Evaluate sources
Are my sources usable and adequate?
Evaluate evidence / Take notes /
Compile bibliography
Is my research complete?
Establish conclusions / Organize
information into an outline
Are my conclusions based on
researched evidence?
Does my outline logically organize
conclusions and evidence?
Create and present final product.
Is my paper / project satisfactory?
High: why Research Cycle


A more complex model
Non-linear process encourages higher level thinking


Prepares students for college and real world



More skill= less linear
a more accurate and realistic representation of research process
Student produces info NOT consumes info
Emphasis on questioning


Have to reassess and rethink the research
question throughout the process
Leads to cycling through model before reporting
(McKenzie, 2000; Information Age Inquiry, 2006h)
Questioning
Planning
Gathering
Sorting & Sifting
Synthesizing
Evaluating
Reporting
Comparison of Steps
Phase
Identifying
Locating Inform ation
Model
AGOPPE
Ask Questions
Gather Information
REACTS
Choose a broad topic
Get an overview of the topic
Narrow the topic
Develop a thesis or statement of
purpose
Formulate questions to guide research
Plan for research and production
Research Cycle
Questioning
Planning
Find/ analyze/ evaluate sources
Gathering
Organize Information
Evaluating & Synthesizing
Prepare and Produce
Evaluate evidence/ evaluate sources
Establish conclusions
Sorting & Sifting
Synthesizing
Evaluating
Presentation/
Present
Communication of
Information & Assessment Evaluate, Assess, and Reflect
of Proces s
Create and present the final product
Reporting
Comparison of Essential Characteristics
Commonalities of All 3 Models
Involves high level thinking
Model
AGOPPE
Can be used in all curricular
areas
Over time students will learn to
use the models intuitively
REACTS
Learner centered (constructivist)
Include an aspect of ongoing
assessment
Aligns with VSC and IL standards
Research
Cycle
What Sets These Models Apart?
Problem based
Emphasis on finding information
Non-linear process
6 steps
Student is information consumer
Students continually assess the information
gathered
Inquiry based
Emphasis on identifying information need
Linear process
10 steps designed to help develop a research paper
Student is information producer
Students reflect after each step
Inquiry based
Emphasis on questioning
Non-linear process
7 steps that are repeatedly cycled through
Students is information producer
Students rethink and revise research question
throughout the process
Scaffolding




REACTS
Research Cycle
Elementary
Middle
High
Simple, straightforward
steps are a good to
initially teach the
research process
As students develop
more skill…


AGOPPE
The process becomes
less linear and students
start to reassess info
gathered
Students need less
support from teachers
Leads to increased
metacognition as
students become more
aware that they are
performing these steps
Provides a foundation for
later models to build on




Builds on skills learned in
AGOPPE
As research topics
become more complex,
this model walks students
through the process
Metacognition: reflection
points encourage
reevaluation of process
and information gathered
Can be used beyond
middle school to help
write scholarly papers


Students don’t need as
much structure now that
they understand and
appreciate the research
process
This model prepares
students for college and
beyond


Represents the higher
level thinking involved in
complex research
assignments
Metacognition: students
are asked to continuously
reassess the research
question and cycle back
through the process
Alignment of the VSC with AGOPPE
(Standard 5.0 History)
Topic
3rd Grade
5th Grade
8th Grade
A. Individuals
and Societies
Change Over
Time
C. Conflict
Between Ideas
and Institutions
A. The
Foundations and
Function of the
Government
B. Individual
and Group
Participation in
the Political
System
Indicator
1. Examine differences
between past and
present time
2. Investigate how
people lived in the past
using a variety of
primary and secondary
sources
1. Analyze the causes
of the American
Revolution
2. Analyze the effects
of the American
Revolution
1. Investigate the
evolution of the U.S.
political system as
expressed in the United
States Constitution
2. Defend the
importance of civic
participation as a
citizen of the United
States
Prepare
and
Produce
Present









Ask
Questions
Gather
Information
Organize
Information













Evaluate
Alignment of AGOPPE with IL Standards
Ask Questions
Gather Information
Organize Information
Prepare and Produce
Present
Evaluate
Standard 1 Standard 2



Standard 3
Standard 6



Standard 1: Accesses information efficiently and effectively
Standard 2: Evaluates information critically and competently
Standard 3: Uses information accurately and creatively
Standard 6: Information literate and strives for excellence in information seeking and knowledge generation

Alignment of the VSC with REACTS
(Standard 5.0 History)
Topic
3rd Grade
5th Grade
8th Grade
A. Individuals
and Societies
Change Over
Time
C. Conflict
Between Ideas
and
Institutions
A. The
Foundations
and Function
of the
Government
B. Individual
and Group
Participation
in the Political
System
Indicator
1. Examine
differences between
past and present
time
2. Investigate how
people lived in the
past using a variety
of primary and
secondary sources
1. Analyze the
causes of the
American
Revolution
2. Analyze the
effects of the
American
Revolution
1. Investigate the
evolution of the
U.S. political
system as expressed
in the United States
Constitution
2. Defend the
importance of civic
participation as a
citizen of the United
States
1
2
3
4
5
6
7
8
9

















































10

Alignment of REACTS with IL Standards
1. Choose a broad topic
2. Get an overview of the
topic
3. Narrow the topic
4. Develop a thesis or
statement of purpose
5. Formulate questions to
guide research
6. Plan for research and
production
7. Find/ analyze/ evaluate
sources
8. Ev aluate evidence/
take notes/ compile
bibliography
9. Es tablish conclusions
10. Create and present
final product
Standard 1


Standard 2
Standard 3
Standard 6









Standard 1: Accesses information efficiently and effectively
Standard 2: Evaluates information critically and competently
Standard 3: Uses information accurately and creatively
Standard 6: Information literate and strives for excellence in information seeking and knowledge generation
Alignment the VSC with the Research Cycle
(Standard 5.0 History)
Topic
3rd Grade
5th Grade
8th Grade
A. Individuals
and Societies
Change Over
Time
C. Conflict
Between Ideas
and Institutions
A. The
Foundations
and Function
of the
Government
B. Individual
and Group
Participation in
the Political
System
Indicator
1. Examine
differences between
past and present time
2. Investigate how
people lived in the
past using a variety of
primary and
secondary sources
1. Analyze the causes
of the American
Revolution
2. Analyze the effects
of the American
Revolution
1. Investigate the
evolution of the U.S.
political system as
expressed in the
United States
Constitution
2. Defend the
importance of civic
participation as a
citizen of the United
States
Sort and
Synthesize Evaluate
Sift
Question
Plan
Gather




























Report
Alignment of the Research Cycle with IL Standards
Questioning
Planning
Gathering
Sorting & Sifting
Synthesizing
Evaluating
Reporting
Standard 1



Standard 2
Standard 3
Standard 6





Standard 1: Accesses information efficiently and effectively
Standard 2: Evaluates information critically and competently
Standard 3: Uses information accurately and creatively
Standard 6: Information literate and strives for excellence in information seeking and knowledge generation
Audience Analysis: AGOPPE

Appropriate for all grade levels (elementary through
high school)


Process eventually becomes intuitive
Model can be adapted to meet needs of diverse
learners



Teachers can guide students more or less according to
individual needs
Process can lead to different final products depending on
student capabilities
Rubrics can be created to cater to different student needs
and lessons

Can expect varying requirements and detail, scope, number
of sources, etc.
Audience Analysis: REACTS




Appropriate to use in high school, college, and
beyond
Helpful for students that need clear expectations of
what is being asked of them
Clear, concrete steps help students understand the
process that have trouble grasping abstract concepts
Depending on the individual need, steps can be
modified of taken out entirely of the process

For example, the thought of 10 steps could be overwhelming
for some, so the first three steps (1. choose a broad topic 2.
get an overview of the topic 3. narrow the topic) could be
combined to one step of “selecting a topic”
Audience Analysis: Research Cycle



Appropriate for middle school and beyond
Best for students who have a high need for
cognition (sorting & synthesizing steps)
If the model is too complex, it can be used in
a more linear fashion to accommodate for
those with lower level thinking skills

As the student becomes more skilled, the process
becomes more non-linear
References
American Association of School Librarians & Association for Educational Communications and Technology. (1998).
Information
Power: Building partnerships for learning. Chicago: American Library Association.
CSU School of Library and Information Science. (1997). Brainstorm and blueprints: Teaching library research as a
thinking process. Retrieved December 13, 2008 from http://witloof.sjsu.edu/courses/250.loertscher/modelstrip.html
Eisenberg, M. B, & Berkowitz, R. E. (2008). What is the Big6? Retrieved December 13, 2008 from http://www.big6.com/
Florida Department of Education. (2006). Introduction to FINDS; Florida research model. Retrieved December 13, 2008
from http://www.sunlink.ucf.edu/finds/intro.html
Information Age Inquiry. (2006a). 5As. Retrieved December 13, 2008 from http://virtualinquiry.com/inquiry/as.htm
Information Age Inquiry. (2006b). 8Ws of information inquiry. Retrieved December 13, 2008 from
http://virtualinquiry.com/inquiry/ws.htm
Information Age Inquiry. (2006c). Noodle tools: Building blocks of research. Retrieved December 13, 2008 from
http://virtualinquiry.com/inquiry/noodletools.htm
Information Age Inquiry. (2006d). Information search process (ISP). Retrieved December 13, 2008 from
http://virtualinquiry.com/inquiry/ips.htm
Information Age Inquiry. (2006e). I-Search. Retrieved December 13, 2008 from http://virtualinquiry.com/inquiry/isearch.htm
References
Information Age Inquiry. (2006f). Pathways to knowledge. Retrieved December 13, 2008 from
http://virtualinquiry.com/inquiry/pathways.htm
Information Age Inquiry. (2006g). REACTS. Retrieved December 13, 2008 from
http://virtualinquiry.com/inquiry/stripling.htm
Information Age Inquiry. (2006h). Research cycle. Retrieved December 13, 2008 from
http://virtualinquiry.com/inquiry/researchcycle.htm
Information Age Inquiry. (2006i). Big 6 and super 3. Retrieved December 13, 2008 from
http://virtualinquiry.com/inquiry/big6.htm
Johnson, L., & Lamb, A. (2007). Approaches to information and communication literacy. Retrieved December 13, 2008
from http://eduscapes.com/tap/topic72.htm
Kuhlthau, C. (2008). Carol Collier Kuhlthau. Retrieved December 13, 2008 from
http://www.scils.rutgers.edu/~kuhlthau/information_search_process.htm
Library and Literary Miscellany. (2008). Pathways to knowledge. Retrieved December 13, 2008 from
http://laurabaas.com/information-literacy/information-literacy-models/pathways-to-knowledge/
McKenzie, J. (2000). Research cycle 2000. Retrieved December 13, 2008 from http://www.fno.org/dec99/rcycle.html
References
Maryland State Department of Education. (2008). Teaching and learning: Social studies. Retrieved December 14, 2008
from http://mdk12.org/instruction/curriculum/social_studies/index.html
Montgomery County Public Schools. (2007). Information literacy: A shared responsibility. The Information Literacy Guide,
25-26.
NoodleTools. (2007). Information Literacy. Retrieved December 13, 2008 from
http://www.noodletools.com/debbie/literacies/information/1over/infolit1.html
Premiere Speakers Bureau. (2008). Ian Jukes Speech Topics. Retrieved from
http://premierespeakers.com/ian_jukes/speech_topics
Space Coast Media Center. (2008). Implementing FINDS [PowerPoint slides]. Retrieved December 13, 2008 from
www.spacecoast.brevardschools.org/media/IMPLEMENTING%20FINDS.ppt