Sampling of 12 Information Literacy Process Models
Model
5-As
The 8Ws of
Information
Inquiry
Expert/Orga
nization
Ian Jukes
Annette Lamb
Overview
- Promotes informational,
technological and media
fluency
- Goal is to create and apply
this knowledge within the
context of real time, real life
tasks
- Developed to bring together
perspectives in library media,
technology, and traditional
content areas
- Focuses on unique way
students expresses themselves
- Alliteration was used to
capture the students’
perspective and foster interest
Process
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
Watching (Exploring)
Wondering (Questioning)
Webbing (Searching)
Wiggling (Evaluating)
Weaving (Synthesizing)
Wrapping (Creating)
Waving (Communicating)
Wishing (Assessing)
Appropriate Setting
All
Elementary
References
Information Age Inquiry. (2006a).
5As. Retrieved December
13, 2008 from
http://virtualinquiry.com/inq
uiry/as.htm
Premiere Speakers Bureau. (2008).
Ian Jukes Speech Topics.
Retrieved from
http://premierespeakers.com
/ian_jukes/speech_topics
Information Age Inquiry. (2006b).
8Ws of information inquiry.
Retrieved December 13,
2008 from
http://virtualinquiry.com/inq
uiry/ws.htm
Johnson, L., & Lamb, A. (2007).
Approaches to information
and communication literacy.
Retrieved December 13,
2008 from
http://eduscapes.com/tap/top
ic72.htm
AGOPPE
Big 6
Montgomery
- Adopted throughout many
County Public school clusters within MCPS
Schools
- 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
Michael B.
- The most widely known &
Eisenberg &
used model
Robert E.
- Each step has two sub-stages
Berkowitz
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
Ask Questions
Gather Information
Organize Information
Prepare and Produce
Present
Evaluate, Assess, and Reflect
All
Montgomery County Public
Schools. (2007).
Information literacy: A
shared responsibility. The
Information Literacy Guide,
25-26.
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
Upper
Elementary
through
High
Eisenberg, M. B, & Berkowitz, R.
E. (2008). What is the
Big6? Retrieved December
13, 2008 from
http://www.big6.com/
Building
Blocks of
Research
FINDS
Debbie
Abilock &
NoodleTools
The Florida
Department of
Education,
Library Media
Services
- 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 metaskills across different
disciplines
- Based on the literacy skills
that are in the Florida
standards
- Provides a framework for
the application of these
5. Synthesis
- Organize from
multiple sources
- Present the
information
6. Evaluation
- Judge the product
(effectiveness)
- Judge the process
(efficiency)
Engaging
Defining
Initiating
Locating
Examining, Selecting,
Comprehending,
Assessing
Recording, Sorting,
Organizing, Interpreting
Communicating, Synthesizing
Evaluating
Focus on the information
need
Investigate resources to look
for an answer
Note and evaluate facts
Middle and
High
NoodleTools. (2007). Information
Literacy. Retrieved
December 13, 2008 from
http://www.noodletools.com
/debbie/literacies/informatio
n/1over/infolit1.html
Information Age Inquiry. (2006c).
Noodle tools: Building
blocks of research.
Retrieved December 13,
2008 from
http://virtualinquiry.com/inq
uiry/noodletools.htm
All
Florida Department of Education.
(2006). Introduction to
FINDS; Florida research
model. Retrieved December
13, 2008 from
Information
Search
Process
(ISP)
Office & the
Florida
Sunlink
Project
standards through a sequential Develop information into
research process
knowledge for a
- Used statewide
presentation
- Common
Score presentation and search
language
- Transferable
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
Middle and
Initiating a Research
High
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
http://www.sunlink.ucf.edu/
finds/intro.html
Space Coast Media Center. (2008).
Implementing FINDS
[PowerPoint slides].
Retrieved December 13,
2008 from
www.spacecoast.brevardsch
ools.org/media/IMPLEME
NTING%20FINDS.ppt
Kuhlthau, C. (2008). Carol Collier
Kuhlthau. Retrieved
December 13, 2008 from
http://www.scils.rutgers.edu
/~kuhlthau/information_sear
ch_process.htm
Information Age Inquiry. (2006d).
Information search process
(ISP). Retrieved December
13, 2008 from
http://virtualinquiry.com/inq
uiry/ips.htm
I-Search
Ken
Macrorie;
Marilyn Joyce
& Julie
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
Pathways to
Knowledge
Majorie
Pappas &
Anne Tepe
- Non-linear process
- continuously explore
and reassess at each step
- Stresses the importance of
questioning authentic
learning, reflection and nonlinearity
-Tied to constructivist
(student centered) learning
satisfaction, sometimes
disappointment
Assessing the Process
sense of accomplishment or
sense of disappointment
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
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
Middle and
High
Information Age Inquiry. (2006e).
I-Search. Retrieved
December 13, 2008 from
http://virtualinquiry.com/inq
uiry/isearch.htm
Information Age Inquiry. (2006f).
Pathways to knowledge.
Retrieved December 13,
2008 from
http://virtualinquiry.com/inq
uiry/pathways.htm
Library and Literary Miscellany.
(2008). Pathways to
knowledge. Retrieved
December 13, 2008 from
http://laurabaas.com/inform
ation-literacy/information-
The
REACTS
Taxonomy
Barbara
Stripling &
Judy Pitts
- Different from previous
methods because asks
students to reflect on each
step
- Focuses on:
- Critical thinking in the
research process
- High level thinking that
results in quality products
- Also designed a 10 step
research process for
developing papers
Communication - apply
information; share new
knowledge
Evaluation - evaluate process
and product
Recall
Explain
Analyze
Challenge
Transform
Synthesize
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
literacy-models/pathwaysto-knowledge/
Middle and
High
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.ht
ml
Information Age Inquiry. (2006g).
REACTS. Retrieved
December 13, 2008 from
http://virtualinquiry.com/inqu
iry/stripling.htm
Research
Cycle
Super 3
Jamie
McKenzie
Michael B.
Eisenberg and
Robert E.
Berkowitz
- 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
- Based upon the Big6
- But simplified
- Fewer steps are less
overwhelming for younger
learners
Questioning
Planning
Gathering
Sorting & Sifting
Synthesizing
Evaluating
Reporting
High
Plan
Do
Review
Lower
Elementary
McKenzie, J. (2000). Research
cycle 2000. Retrieved
December 13, 2008 from
http://www.fno.org/dec99/rc
ycle.html
Information Age Inquiry. (2006h).
Research cycle. Retrieved
December 13, 2008 from
http://virtualinquiry.com/inq
uiry/researchcycle.htm
Information Age Inquiry. (2006i).
Big 6 and super 3.
Retrieved December 13,
2008 from
http://virtualinquiry.com/inq
uiry/big6.htm
The Chosen 3 Models
Model
School Setting
Chosen For
AGOPPE
Elementary
The REACTS
Taxonomy
Middle
Research Cycle
High
Why This Model Was Chosen
- Provides:
 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
- Can be used as a linear process when first teaching young students the research process
step-by-step
 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
- 10 detailed steps walk student through the complex research process
 Structure helpful for middle school students
 Can be modified to use for research projects other than papers
- Focus on critical thinking high level thinking quality products
 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
- A more complex model
- Non-linear process encourages higher level thinking
 More skill=less linear
- Prepares students for college and real world
 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
Comparing the 3 Models: The Steps
Phase
AGOPPE
Model
REACTS
Research
Cycle
Identifying
Locating Information
Evaluating & Synthesizing
Presentation/ Communication of Information & Assessment of
Process
Ask Questions
Gather Information
Organize
Information
Prepare and
Produce
Present
Evaluate, Assess,
and Reflect
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
Questioning
Planning
Gathering
Evaluate evidence/
evaluate sources
Establish conclusions
Sorting & Sifting
Synthesizing
Evaluating
Create and present the
final product
Reporting
Comparing the 3 Models: 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
Curriculum Alignment
Alignment of Standard 5.0 History of the Maryland Voluntary State Curriculum with AGOPPE
Topic
3rd Grade
A. Individuals and
Societies Change
Over Time
A. Individuals and
Societies Change
Over Time
5th Grade
B. Emergence,
Expansion, and
Changes in
Nations and
Empires
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 chronology
and significance of key
historical events during the
age of European
exploration
2. Analyze the chronology
and the significance of key
historical events leading to
early settlements in
Colonial America
2. Analyze the growth and
development of colonial
America
Prepare
and
Produce
Ask
Questions
Gather
Information
Organize
Information
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Present
Evaluate
Topic
8th Grade
Indicator
1. Analyze the causes of
C. Conflict
the American Revolution
Between Ideas and
2. Analyze the effects of
Institutions
the American Revolution
1. Investigate the evolution
of the U.S. political system
as expressed in the United
States Constitution
2. Analyze the impact of
historic documents and
A. The
practices that became the
Foundations and
foundations of the
Function of the
American political system
Government
during the early national
period
3. Evaluate roles and
policies of the United
States government
regarding public policy and
issues
1. Analyze the influence of
B. Individual and
individuals and groups on
Group
shaping public policy
Participation in
2. Defend the importance
the Political
of civic participation as a
System
citizen of the United States
Ask
Questions
Gather
Information
Organize
Information
Prepare
and
Produce
Present
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Evaluate
Topic
Indicator
C. Protecting
Rights and
Maintaining Order
1. Examine the impact of
governmental decisions on
individual rights and
responsibilities in the
United States
2. Explain how the United
States government
protected or failed to
protect the rights of
individuals and groups
3. Examine the principle of
due process
Ask
Questions
Gather
Information
Organize
Information
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Prepare
and
Produce
Present
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Evaluate
Alignment of AGOPPE with Information Power’s Information Literacy Standards
Ask Questions
 Standard 1: The student who is information literate accesses information efficiently and effectively.
o Indicator 1. Recognizes the need for information
o Indicator 3. Formulates questions based on information needs
Gather Information
 Standard 1: The student who is information literate accesses information efficiently and effectively.
o Indicator 2. Recognizes that accurate and comprehensive information is the basis for intelligent decision making
o Indicator 4. Identifies a variety of potential sources of information
o Indicator 5. Develops and uses successful strategies for locating information
 Standard 2: The student who is information literate evaluates information critically and competently
o Indicator 4. Selects information appropriate to the problem at hand
Organize Information
 Standard 3: The student who is information literate uses information accurately and creatively
o Indicator 1: Organizes information for practical application
Prepare and Produce
 Standard 3: The student who is information literate uses information accurately and creatively
o Indicator 3: Applies information in critical thinking and problem solving
Present
 Standard 3: The student who is information literate uses information accurately and creatively
o Indicator 4: Produces and communicates information and ideas in appropriate formats
 Standard 9: The student who contributes positively to the learning community and to society is information literate and participates
effectively in groups to pursue and generate information.
o Indicator 1. Shares knowledge and information with others
Evaluate
 Standard 6: The student who is an independent learner is information literate and strives for excellence in information seeking and
knowledge generation
o Indicator 1. Assesses the quality of the process and products of personal information seeking
o Indicator 2. Devises strategies for revising, improving, and updating self-generated knowledge
Aligninment Standard 5.0 History of the Maryland Voluntary State Curriculum with REACTS
Topic
3rd Grade
A. Individuals
and Societies
Change Over
Time
A. Individuals
and Societies
Change Over
Time
5th Grade
B. Emergence,
Expansion, and
Changes in
Nations and
Empires
C. Conflict
Between Ideas
and Institutions
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
chronology and
significance of key
historical events during
the age of European
exploration
2. Analyze the
chronology and the
significance of key
historical events leading
to early settlements in
Colonial America
1
2
3
4
5
6
7
8
9
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2. Analyze the growth
and development of
colonial America
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1. Analyze the causes of
the American
Revolution
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10
8th Grade
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. Analyze the impact of
historic documents and
A. The
practices that became
Foundations
the foundations of the
and Function of
American political
the Government
system during the early
national period
3. Evaluate roles and
policies of the United
States government
regarding public policy
and issues
1. Analyze the influence
of individuals and
B. Individual
groups on shaping
and Group
public policy
Participation in
2. Defend the
the Political
importance of civic
System
participation as a citizen
of the United States
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C. Protecting
Rights and
Maintaining
Order
1. Examine the impact
of governmental
decisions on individual
rights and
responsibilities in the
United States
2. Explain how the
United States
government protected or
failed to protect the
rights of individuals and
groups
3. Examine the principle
of due process
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Alignment of REACTS with Information Power’s Information Literacy Standards
1. Choose a broad topic
 Standard 1: The student who is information literate accesses information efficiently and effectively.
o Indicator 1. Recognizes the need for information
2. Get an overview of the topic
 Standard 1
o Indicator 1
3. Narrow the topic
 Standard 1
o Indicator 1
4. Develop a thesis or statement of purpose
 Standard 1
o Indicator 1
5. Formulate questions to guide research
 Standard 1
o Indicator 3. Formulates questions based on information needs
6. Plan for research and production
 Standard 1
o Indicator 4. Identifies a variety of potential sources of information
7. Find / Analyze / Evaluate sources
 Standard 1
o Indicator 5. Develops and uses successful strategies for locating information
 Standard 2: The student who is information literate evaluates information critically and competently
o Indicator 1. Determines accuracy, relevance, an comprehensiveness
o Indicator 2. Distinguishes among fact, point of view, and opinion
o Indicator 3. Identifies inaccurate and misleading information
o Indicator 4.Selects information appropriate to the problem or question at hand
8. Evaluate evidence / Take notes / Compile bibliography
 Standard 3: The student who is information literate uses information accurately and creatively
o Indicator 1. Organizes information for practical application
9. Establish conclusions
 Standard 3
o Indicator 3. Applies information in critical thinking and problem solving
10. Create and present final product
 Standard 3
o Indicator 4. Produces and communicates information and ideas in appropriate formats
 Standard 9: The student who contributes positively to the learning community and to society is information literate and participates
effectively in groups to pursue and generate information.
o Indicator 1. Shares knowledge and information with others
Alignment of Standard 5.0 History of the Maryland Voluntary State Curriculum with the Research Cycle
Topic
3rd
Grade
5th
Grade
Indicator
1. Examine
differences
between past and
A. Individuals present time
and Societies 2. Investigate
Change Over how people lived
Time
in the past using a
variety of primary
and secondary
sources
1. Analyze the
chronology and
significance of
key historical
events during the
age of European
A. Individuals
exploration
and Societies
2. Analyze the
Change Over
chronology and
Time
the significance
of key historical
events leading to
early settlements
in Colonial
America
Questioning
Planning
Gathering
Sorting
and
Sifting
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Synthesizing
Evaluating
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Reporting
Topic
B.
Emergence,
Expansion,
and Changes
in Nations
and Empires
C. Conflict
Between
Ideas and
Institutions
8th
Grade
A. The
Foundations
and Function
of the
Government
Indicator
Questioning
Planning
Gathering
Sorting
and
Sifting
Synthesizing
Evaluating
2. Analyze the
growth and
development of
colonial America
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

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
Reporting
B. Individual
and Group
Participation
in the
Political
System
2. Analyze the
impact of historic
documents and
practices that
became the
foundations of the
American
political system
during the early
national period
3. Evaluate roles
and policies of
the United States
government
regarding public
policy and issues
1. Analyze the
influence of
individuals and
groups on shaping
public policy
2. Defend the
importance of
civic participation
as a citizen of the
United States
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
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
C. Protecting
Rights and
Maintaining
Order
1. Examine the
impact of
governmental
decisions on
individual rights
and
responsibilities in
the United States
2. Explain how
the United States
government
protected or failed
to protect the
rights of
individuals and
groups
3. Examine the
principle of due
process
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Alignment of the Research Cycle with Information Power’s Information Literacy Standards
Questioning
 Standard 1: The student who is information literate accesses information efficiently and effectively.
o Indicator 1. Recognizes the need for information
o Indicator 3. Formulates questions based on information needs
Planning
 Standard 1
o Indicator 3. Formulates questions based on information needs
 Standard 1
o Indicator 4. Identifies a variety of potential sources of information
Gathering
 Standard 1
o Indicator 2. Recognizes that accurate and comprehensive information is the basis for intelligent decision making
o Indicator 4. Identifies a variety of potential sources of information
o Indicator 5. Develops and uses successful strategies for locating information
 Standard 2: The student who is information literate evaluates information critically and competently
o Indicator 4. Selects information appropriate to the problem at hand
Sorting & Sifting
 Standard 3: The student who is information literate uses information accurately and creatively.
o Indicator 1. Organizes information for practical application
Synthesizing
 Standard 3
o Indicator 2. Integrates new information into one’s own knowledge
o Indicator 3: Applies information in critical thinking and problem solving
Evaluating
 Standard 2: The student who is information literate evaluates information critically and competently
o Indicator 1. Determines accuracy, relevance, an comprehensiveness
o Indicator 2. Distinguishes among fact, point of view, and opinion
o Indicator 3. Identifies inaccurate and misleading information
o Indicator 4.Selects information appropriate to the problem or question at hand
Reporting
 Standard 3: The student who is information literate uses information accurately and creatively
o Indicator 4: Produces and communicates information and ideas in appropriate formats
 Standard 9: The student who contributes positively to the learning community and to society is information literate and participates
effectively in groups to pursue and generate information.
o Indicator 1. Shares knowledge and information with others
Scaffolding
AGOPPE
REACTS
Research Cycle
Elementary
Middle
High
- Simple, straightforward steps are a good
to initially teach the research process
As students develop more skill…
- 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
Audience Analysis
AGOPPE
 Appropriate for all grade levels (elementary through high school)
o Process eventually becomes intuitive
 Model be adapted to meet needs of diverse learners
o Teachers can guide students more or less according to individual needs
o Process can lead to different final products depending on student capabilities
o Rubrics can be created to cater to different student needs and lessons
 Can expect varying requirements and detail, scope, number of sources, etc.
The REACTS Taxonomy
 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
o 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”
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
o 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
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
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