EVALUATING INFORMATION
LITERACY PROCESS MODELS
ISTC 651 CLAIRE DEROSE
13 Information Literacy Process Models
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PLUS Model
8Ws of Information
Inquiry
Louisiana Information
Literacy Model for
Lifelong Learning
Big6
Research Steps to Success
Stripling and Pitts
Research Process Model
SAUCE
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Seven Steps of the
Research Process
Digital Information Fluency
Model
Super3
Seven Pillars
Research Cycle
Alberta Model for
Teaching the Research
Process
Category
PLUS MODEL
Creator
J. E. Herring
http://athene.riv.csu.edu.au/~jherring/PLUS%20mo
del.htm
Grade Level
Used
Middle and high
Steps to Process Purpose Location Use Self- evaluation
Additional
Information
- Emphasis on thinking skills and self evaluation
- not linear (can go back to steps when needed)
Category
8Ws of Information Literacy
Creator
Annette Lamb
http://www.virtualinquiry.com/inquiry/ws.htm
Grade
Level
Used
Middle school
Steps to
Process
Watching (exploring) wondering (questioning) webbing
(searching) wiggling (evaluating) weaving (synthesizing)
wrapping (creating) waving (communication) wishing
(assessing)
Additional
Information
-Similar to Eisenberg, McKenzie, Kuhlthau, Pappas, and Tepe
- alliteration was added to stimulate student interest
Category
Creator
Louisiana Information Literacy
Model for Lifelong Learning
Louisiana Department of Education
http://mconn.doe.state.la.us/lessonplans/lit_model.htm
Grade
All levels
Level Used
Steps to
Process
Defining/ focusing selecting tools and resources extracting and
recording processing information organizing information presenting
findings evaluating efforts
Additional - Each step is broken down into further sub steps and objectives
Information
Category
Creator
Grade Level
Used
Big6
Mike Eisenberg and Bob Berkowitz
http://www.big6.com/what-is-the-big6/
K- higher education
Steps to Process Task definition information seeking strategies location
and access use of information synthesis evaluation
Additional
Information
-Most widely-known and widely- used approach to
teaching information and technology skills in the world.
-Not necessary to complete in linear order
-Given stage does not have to take a lot of time
Category
Creator
Research Steps to Success
Sandra Hughes
http://www3.sympatico.ca/sandra.hughes/sandra.hughes/research/researchs.html
Grade Level Used
Steps to Process
Additional
Information
Elementary level
Preparing for research accessing resources processing
information transfer your learning
-Recommends the Big6 for more detailed process model
-Acknowledges the correlation between this model and a curriculum
Category
Creator
Stripling and Pitts Research Process Model
Stripling and Pitts
http://slisweb.sjsu.edu/courses/250.loertscher/modelstrip.html
Grade
K-12
Level Used
Steps to
Process
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 find/ analyze/ evaluate
sources evaluate evidence/ take notes/ compile bibliography establish
conclusions/ organize information into an outline create and present final
product
Additional - Reflection points direct students to evaluate the work they have just
Information completed
Category
SAUCE
Creator
Trevor Bond
http://ictnz.com/SAUCE.htm
Grade
Level
Used
High school
Steps to Set the scene acquire use
Process celebrate understanding
evaluate
Additional
Information
-Uses Bloom’s taxonomy for
higher thinking levels in the using
stage
-Learners formulate the
information seeking questions
during the acquiring stage
Category
Creator
Seven Steps of the Research Process
Michael Engle
Cornell University Library
http://olinuris.library.cornell.edu/ref/research/skill1.htm
Grade
College
Level Used
Steps to
Process
Identify and develop your topic find background information use
catalogs to find books and media use indexes to find periodical articles
find internet resources evaluate what you find cite what you find using a
standard format
Additional -Steps can be rearranged or recycled depending on topic being researched
Information and student’s familiarity to the library
Category
Digital Information
Fluency Model
Creator
21st Century Information Fluency
http://21cif.com/resources/difcore/index.
html
Grade
6-12
Level Used
Steps to
Process
What information am I looking for? 
Where will I find the information?  How
will I get there?  How good is the
information?  How will I ethically use the
information?
Additional “Digital Information Fluency (DIF) is the
Information ability to find, evaluate and use digital
information effectively, efficiently and
ethically.”
Category
Creator
Super3
Tami J. Little
Mike Eisenberg and Bob Berkowitz
http://academic.wsc.edu/redl/classes/tami/super3.html
Grade
K-2
Level Used
Steps to
Process
Additional -based on Big6
Information -Teachers can use vocabulary that children understand
Category
Creator
Seven Pillars
Moira Bent
Society of College, National and University Libraries
http://www.sconul.ac.uk/groups/information_literacy/sp/sp/model.html
Grade
College, graduate school
Level Used
Steps to
Process
Recognize information need distinguish ways of addressing gap construct
strategies for locating locate and access compare and evaluate
organize, apply, and communicate synthesize and create
Additional -combines ideas about the range of skills involved with both the need to
Information clarify and illustrate the relationship between information skills and IT skills
Category
Creator
Grade
Level Used
Steps to
Process
Additional
Information
Research Cycle
Jamie McKenzie
http://questioning.org/rcycle.html
6-12
questioning planning gathering
sorting and sifting synthesizing
evaluating reporting
-requires students to make up their
own minds, create their own answers,
and show independence and
judgment
- forced to cycle back repeatedly
through the stages so the more skill
they develop, the less linear the
process
Category
Creator
Grade Level
Used
Steps to
Process
Additional
Information
Focus on Research: the Alberta Model for Teaching
the Research Process
Dianne Oberg with Alberta Education
http://archive.ifla.org/IV/ifla65/papers/078-119e.htm
k-12
Planning Information Retrieval Information Processing Information
Sharing Evaluation
Throughout researching: Reviewing the process
-develops students’ metacognitive abilities
-develops emotional literacy
-invests time in exploration
-supports students during their work
-teaches role of librarian
Claire’s Three Choices:
Level
Elementary
Middle
High
Information
Literacy Process
Model
Why
BIG6
-clear, easy to understand
- widely used and recommended
FOCUS ON
RESEARCH
-has self-reflection at every stage of the process
-clear, easy to understand, but with more depth than the
BIG6
DIGITAL
INFORMATION
FLUENCY
MODEL
- guides students throughout the process with extra focus on
ethically using the information found in research (important
to learn in high school when starting to research more indepth topics)
Similarities and Differences
Research
Step
BIG 6
FOCUS ON
RESEARCH
Planning
DIGITAL INFORMATION
FLUENCY MODEL
1.
Task Definition
What information am I
looking for?
2.
Information Seeking
Strategies
3.
Location and Access
Information Retrieval
How will I get there?
4.
Use of Information
Information Processing
How good is the
information?
5.
Synthesis
Information Sharing
How will I ethically use the
information?
6.
Evaluation
Evaluation
Where will I find the
information?
Instructional Generalizations
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all three models start with a planning stage; place
to organize thoughts
elementary model is the one with the most steps- is
clear, and regimented to guide student(s) to success
while the elementary and middle models use broad
terms that are more clearly defined in each model,
the high school model uses more open-ended
questions, to allow for individual interpretation and
use
Poetry through k-12 in
HCPS and MSDE Language
Arts Curriculum
AASL STANDARDS FOR THE 21ST
CENTURY LEARNER
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To inquire, think
critically, and gain
knowledge
To draw conclusions,
make informed
decisions, apply
knowledge to new
situations, and create
new knowledge
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To share knowledge
and participate
ethically and
productively as
members of our
democratic society
Pursue personal and
aesthetic growth
MSDE VOLUNTARY STATE CURRICULUM
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“In English Language Arts, the alignment of curriculum,
instruction, and assessment is needed if our students are
going to experience success. The essential English
Language Arts that should be taught in every classroom
throughout Maryland can be found in the State
Curriculum.
Teaching the curriculum in a way that helps students
make sense of what they are learning helps them to
view English as a useful subject as opposed to a set of
rules to memorize. Finally, formative and summative
assessments should reflect the instruction while spanning
the various levels of cognitive demand in reading.”
Curriculum Used in Evaluation: HCPS
Language Arts in HCPS
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“The Harford County English/language arts
curriculum, kindergarten through grade twelve, is
structured so that students recognize the authentic
relationships among reading, writing, listening, and
speaking in the real world.
In child-centered, positive learning environments,
students strive to master developmental and
sequential learning expectations to become selfdirected, productive life-long learners.”
ILA in HCPS: Elementary Level
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“In the elementary Integrated Language Arts
program, teachers model the processes of reading,
writing, listening, and speaking while integrating
instruction which supports appropriate expectations
for the development of basic skills as well as higher
level thinking and learning skills.
Teachers, students, and parents work collaboratively
to accomplish instructional goals that prepare
students to move on to the middle school
experience.”
Poetry at the Elementary Level:
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Standard 3.0 Comprehension of Literary Text: Students will read,
comprehend, interpret, analyze, and evaluate literary text
Indicator 4. Use elements of poetry to facilitate understanding
Objectives:
Use structural features such as structure and form including lines and
stanzas, shape, refrain, chorus, rhyme scheme, and types of poems such as
haiku, diamonte, etc., to identify poetry as a literary form and distinguish
among types of poems
Identify and explain the meaning of words, lines, and stanzas
Assessment limit: Literal versus figurative meaning
Identify and explain sound elements of poetry
Assessment limits: Rhyme, rhyme scheme, Alliteration and other repetition
Identify and explain other poetic elements such as setting, mood, tone, etc.,
that contribute to meaning
Assessment limit: Elements of grade-appropriate lyric and narrative poems
that contribute to meaning
IL Standards Applied to Language Arts
Curriculum: Elementary Level (Grade 4)
Curriculum Objective
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Identify and explain
other poetic elements
such as setting, mood,
tone, etc., that
contribute to meaning
IL Standard (s)
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To draw conclusions,
make informed
decisions, apply
knowledge to new
situations, and create
new knowledge
IL and Diverse Populations: Elementary
Level
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Using the BIG6 with diverse populations:
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students with special needs:
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enrichment students:
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BIG6 can be broken down into sub steps to help chunk any
research activity
BIG6 allows for students to move through the research process
independently, or to spend as much time on one step but not
another as needed
non-motivated students:
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BIG6 can be used for any research topic, and focuses on the
student’s involvement. Students could use it for relevant topics to
foster motivation. Student can also become invested in the project
by being able to check off steps and feel accomplished.
ILA in HCPS: Middle School Level
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The middle school language arts program continues to
focus on the development of student skills in the areas
of reading, writing, listening, and speaking.
Through an integrated, thematic approach, students
explore the richness of the human literacy experience.
They refine basic skills and strive to accomplish a higher
level of skill development in all areas of the language
arts.
Instruction targets success for all students by the time
they leave middle school and enter high school.
Poetry at the Middle School Level:
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Standard 3.0 Comprehension of Literary Text: Students will read, comprehend,
interpret, analyze, and evaluate literary text.
Indicator 4. Analyze elements of poetry to facilitate understanding and
interpretation
Objectives
Use structural features to distinguish among types of poetry such as ballad,
narrative, lyric
Analyze language and structural features to determine meaning
Assessment limit: Literal versus figurative meaning
Analyze sound elements of poetry that contribute to meaning
Assessment limits: Rhyme, rhyme scheme, Alliteration and other repetition,
Onomatopoeia
Identify and explain other poetic elements such as setting, mood, tone, etc., that
contribute to meaning
Assessment limit: Elements of grade-appropriate lyric and narrative poems that
contribute to meaning
IL Standards Applied to Language Arts Curriculum: Middle
School Level (Grade 7)
Curriculum
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Use structural features
to distinguish among
types of poetry such
as ballad, narrative,
lyric
IL Standard(s)
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To inquire, think critically,
and gain knowledge
To draw conclusions,
make informed
decisions, apply
knowledge to new
situations, and create
new knowledge
IL and Diverse Populations: Middle
School Level
Using
onResearch
Research
with
diverse
populations:
Using
the Focus
Focus on
with
diverse
populations:
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students with special needs:
 The reviewing the process stage helps students who are not
confident in their research skills to make sure they have
completed the step thoroughly before moving on. The fact that
reviewing the process is included at each step makes the
reflection mandatory and does not single any student out.
enrichment students:
 Enrichment students can have more freedom in the planning stage
when figuring out what to research. They can also have more
control over their project by doing the reviewing the process
stages independently instead of with the teacher or librarian.
non-motivated students:
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The information sharing stage can help motivate students by knowing in
advance that not only will the teacher see their finished product, but other
members of the class will as well.
ILA in HCPS: High School Level
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“High school English is a four-year, sequential program of study
through which students earn credits toward graduation, as well
as a broad selection of electives through which students enrich
their learning experiences.
Learning expectations for high school students are aligned with
the Maryland Core Learning Goals for English.
As curriculum undergoes revision, this alignment will be clarified
and strengthened in order to support success on the Maryland
High School Assessments in English.
Electives in drama, journalism, public speaking, humanities, and
creative writing offer students a variety of avenues for creative
expression and authentic performance.
The high school program strives to prepare all students for
success in college and the world of work.”
Poetry at the High School Level:
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Standard 2: The student will analyze and evaluate a variety of print, nonprint and electronic texts, and other media.
Indicator 2.1: The student will analyze and evaluate a variety of texts, including
fiction, nonfiction, poetry, drama, and informational texts.
Objective: The student will analyze stylistic elements in a text or across
texts that communicate an author’s purpose.
Determine the tone or voice of a text or a portion of a text or across texts
Determine and/or explain the significance of the following as each contributes
to the author’s purpose
o repetition and/or exaggeration, parallelism, allusion, analogy, figurative language,
imagery, symbolism, a particular speaker or point of view, transitions, choice of
details (e.g., specific examples, events, dialogue), features of language that create
tone and voice
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Explain the effectiveness of stylistic elements in accomplishing a purpose
Evaluate an author’s choice of words, phrases, and sentences for a particular
audience or effect, for a given purpose, to extend meaning in a context, or to
provide emphasis
Distinguish among types of irony (e.g., verbal, situational, dramatic)
IL Standards Applied to Language Arts
Curriculum: High School Level
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Determine and/or explain the
significance of the following
as each contributes to the
author’s purpose
o repetition and/or
exaggeration, parallelism,
allusion, analogy, figurative
language, imagery,
symbolism, a particular
speaker or point of view,
transitions, choice of details
(e.g., specific examples,
events, dialogue), features of
language that create tone
and voice
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To inquire, think critically,
and gain knowledge
To draw conclusions,
make informed
decisions, apply
knowledge to new
situations, and create
new knowledge
Metacognitive Implications
Elementary
-students look at poetry
and analyze why specific
words were picked by the
author
-students reflect on how the
words effect themselves as
the reader
Middle
High
- students start analyzing
their own poetry and how
using different literary
elements and styles reveal
their emotions and feelings
towards a subject or theme.
- students analyze more
lengthy and classic works
of poetry to develop a
deeper knowledge base of
poetry types and styles
- more discussion oriented
to allow students to reflect
on how they and other
students react to different
kinds of poetry and why
IL and Diverse Populations: High School
Level
Using
Digital
Information
Model
with
Using
the the
Digital
Information
FluencyFluency
Model with
diverse
populations:
diverse populations:
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students with special needs:
 each question is supplemented with specific objectives to guide
students in understanding what to do in each step
enrichment students:
 questions are focused on independent work
 questions are open-ended to allow for creative interpretation
and ability to cater each question to fit the students’ needs
 ethic oriented question will challenge students to make sure they
research appropriately- could also allow for peer teaching the
appropriate way to cite/ use sources
non-motivated students:
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general questions will not overwhelm the students
basic outline will not overwhelm the students
Interpretations and Conclusions
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Models with less steps are clearer and easier to
understand
Just because an alliteration is used doesn’t make it
easier to use
More open-ended questions work better with higher
level students
Elementary students need a mix of a flexible but
still structured model
References
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Bent, M. (2007, Nov). The seven pillars of information literacy model. Retrieved from
http://www.sconul.ac.uk/groups/information_literacy/sp/sp/model.html
Bond, T. (2009, April 23). Sauce. Retrieved from http://ictnz.com/sauce-resources/SAUCE-description2.htm
(1997, June 11). Brainstorms & blueprints teaching library research as a thinking process. Retrieved from
http://slisweb.sjsu.edu/courses/250.loertscher/modelstrip.html
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Callison, D. & Lamb. A. (2009). 8Ws of information inquiry. Retrieved from http://www.virtualinquiry.com/inquiry/ws.htm
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Eisenberg, M. (2007, Oct 6). What is the big6? Retrieved from http://www.big6.com/what-is-the-big6/
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Engle, M. (2010, Nov 23). The seven steps of the research process. Retrieved from
http://olinuris.library.cornell.edu/ref/research/skill1.htm
Heine. C. & O’Connor. D. (2009, Dec 13). Digital information fluency model. Retrieved from
http://21cif.com/resources/difcore/index.html
Herring, J. E. (2004). The plus model. Retrieved from http://athene.riv.csu.edu.au/~jherring/PLUS%20model.htm
Hughes, S. (2009, Feb 26). Research steps to success. Retrieved from
http://www3.sympatico.ca/sandra.hughes/sandra.hughes/research/researchs.html
Little, T. The super3. Retrieved from http://academic.wsc.edu/redl/classes/tami/super3.html
Louisiana information literacy model for lifelong learning. Retrieved from
http://mconn.doe.state.la.us/lessonplans/lit_model.htm
McKenzie, J. (2000). The research cycle. Retrieved from http://questioning.org/rcycle.html
Needham, J. (2010). Meeting the new aasl standards for the 21st-century learner via big6 problem solving. Library Media
Connection, 42-43.
Oberg, D. (1999, June 9). Teaching the research process- for discovery and personal growth. Retrieved from
http://archive.ifla.org/IV/ifla65/papers/078-119e.htm