By: Erin O’Connor

Created in the early 1990s by Annette Lamb.

Divides the research process into eight different parts each labeled
with a different “W” word:
 Watching- Encourages the students to pay closer attention to the
world around them
 Wondering- Students generate their research ideas and questions
 Webbing- Students conduct their research by creating webs of
information they already have and generating questions they want
answered
 Wiggling- Students organize the information in a way that is easiest
for them to understand. You should allow students to use their
individual learning when organizing information
 Weaving- Students weave the bits of information they gained into
one congruent piece
 Wrapping- Students decide how they want to present
their information and ideas
 Waving- Students present their ideas
 Wishing- Students go over what they wish they had done differently
 Created
by Alice H. Yucht
 Divides the research process into 5 different
parts:
 Focus- What will the research be focused on?
 Links- What connections help conduct the
research?
 Input- How the information is found
 Payoff- Putting the information together in
profitable format
 IT!- Demonstrate intelligent thinking
throughout the process



Developed by Marjorie L. Pappas and Anne E. Tepe.
Non linear research model that focuses authentic
learning
Six steps in Pathways of Knowledge:






Appreciation and Enjoyment- Students learn to
appreciate the world around them in variety of different
formats
Research- Students connect and organize preexisting
knowledge
Search- Students identify quality information providers
and implement a search strategy
Interpretation- Students analyze, synthesize, and
evaluate the information they gathered
Communication- Students share the
information they have gained
Evaluation- Students evaluate themselves
and their research
 Created
in the late 1980s by Barbra Stripling
and Judy Pitts
 Designed to encourage students’ higher level
thinking skills
 Divides students thinking levels into six
different categories:






Recalling
Explaining
Analyzing
Challenging
Transforming
Synthesizing

Using these categories Stripling and Pitts
developed a ten step research process:
Choose a broad topic
2. Get an overview
3. Narrow the topic
4. Develop thesis statement
5. Formulate questions
6. Plan for research
7. Find, analyze, evaluate
8. Evaluate evidence
9. Establish conclusions
10. Create and present final product
1.
First designed by Ken Macrorie then
adapted by Julie Tallman and Marilyn Joyce
 Focuses on choosing research that is interesting
to the student
 I-Search has a four step process:

Selecting a topic- Students explore their interest,
discuss their idea, and browse resources
 Finding information- Students create questions and
explore their resources
 Using information- Students take notes and analyze
their materials
 Developing a final project- Students share their
experiences




Designed in 1995 by Jamie McKenzie.
Focuses on developing research questions
that provide more than topical information
Seven steps of the Research Cycle are:







Questioning- Students develop research questions that
help problem solving
Planning- Students figure out the best way to attain
reliable information
Gathering- Students gather the information they need to
complete the research
Sorting and Sifting- Students sort through the information
they have gathered
Synthesizing- Students arrange their information into a
clear picture
Evaluating- Students evaluate what they created to see if
more research is necessary
Reporting- After several cycles of the previous steps the
students present their information
Created S. Hughes
 Designed for elementary school
students in gifted and talented programs
 Four steps for Research Process are:

Preparing- Students ask themselves what question
they’re going to answer and what information they’re
going to gather
 Accessing- The students ask themselves what plan
they have for doing their research and where to get
the information needed?
 Processing- Students ask themselves what is the
important information and how to organize the
information
 Transferring- Students ask themselves what
product they are going create and they are
going evaluate their work




1.
Created by Michael B. Eisenberg and Robert E. Berkowitz
Designed for primary students from the Big 6 Research
Model
Super divides the research process into three simple steps:
Plan - Students plan their research project and then ask
themselves:



2.
Do - Students read, listen, look, touch, taste, and smell
in order to gain information and then ask themselves:



3.
What information do they want to find?
Where should they look for the information?
What would a good project look like?
Are their notes accurate?
Are they writing good sentences and paragraphs?
Does their project have all the information it needs?
Review- Students review the work they created and then
ask themselves:



What new skills did they learn?
What did they like and dislike about the project?
What grade would they give themselves?

1.1.1 Follow an inquiry-based process in seeking
knowledge in curricular subjects, and make the realworld connection for using this process in own life.

1.1.4 Find, evaluate, and select appropriate sources
to answer questions.

1.1.6 Read, view, and listen for information
presented in any format (e.g., textual, visual, media,
digital) in order to make inferences and gather
meaning.

1.3.4 Contribute to the exchange of ideas within the
learning community.

2.1.1 Continue an inquiry-based research process by
applying critical-thinking skills (analysis, synthesis,
evaluation, organization) to information and
knowledge in order to construct new understandings,
draw conclusions, and create new knowledge.

2.1.6 Use the writing process, media and visual
literacy, and technology skills to create products that
express new understandings.

2.2.4 Demonstrate personal productivity by
completing products to express learning.

2.4.3 Recognize new knowledge and understanding.
 3.1.1
Conclude an inquiry-based research
process by sharing new understandings and
reflecting on the learning.
 3.1.3
Use writing and speaking skills to
communicate new understandings
effectively.
 3.4.1
Assess the processes by which learning
was achieved in order to revise strategies
and learn more effectively in the future.
 4.1.3
Respond to literature and creative
expressions of ideas in various formats and
genres.
 4.2.1
Display curiosity by pursuing interests
through multiple resources.
Grade Two
 Indicator

2. Describe people, places and artifacts of today
and long ago
 Objectives


Gather and interpret information about the past
from informational sources and biographies
Collect and examine photographs of the past and
compare with similar, current images, such as,
photographs of modes of transportation
and communication




Developed by educators Mike Eisenberg and Bob
Berkowitz
Most widely-known and widely-used research process in
the world
Implemented in thousands of schools from Kindergarten
to University level
Big 6 has six different stages:






Task Definition- Students define the problem and identify
the information needed
Information Seeking Strategies- Students identify all
possible information sources and select the best sources
Location and Access- Students locate different sources and
find information from those sources
Use of Information- Students engage in the information by
reading, hearing, seeing, and touching. Then they extract
the relevant information
Synthesis- Students organize the information and present it
Evaluation-Students evaluate the product they created and
their research process
1.1.1 Follow an inquiry-based process in seeking
knowledge in curricular subjects, and make the
real-world connection for using this process in
own life.
 1.1.4 Find, evaluate, and select appropriate
sources to answer questions.
 1.1.5 Evaluate information found in selected
sources on the basis of accuracy, validity,
appropriateness for needs, importance, and
social and cultural context.
 1.3.4 Contribute to the exchange of ideas within
the learning community.


2.1.1 Continue an inquiry-based research process by
applying critical-thinking skills (analysis, synthesis,
evaluation, organization) to information and
knowledge in order to construct new understandings,
draw conclusions, and create new knowledge.

2.1.2 Organize knowledge so that it is useful.

2.1.6 Use the writing process, media and visual
literacy, and technology skills to create products that
express new understandings.

2.2.4 Demonstrate personal productivity by
completing products to express learning.

3.1.1 Conclude an inquiry-based research
process by sharing new understandings and
reflecting on the learning.

3.1.3 Use writing and speaking skills to
communicate new understandings effectively.

3.1.3 Use writing and speaking skills to
communicate new understandings effectively.

3.2.1 Demonstrate leadership and confidence by
presenting ideas to others in both formal and
informal situations.
 4.1.4
Seek information for personal learning
in a variety of formats and genres.
 4.2.1
Display curiosity by
pursuing interests through
multiple resources.
Grade 7
 Indicator


2. Use formal writing, such as multi-paragraph essays,
historical investigations, research reports, letters,
summaries, to inform
Objectives





Identify form, audience, topic, and purpose before
writing
Organize facts and/or data/statistics to support a
topic
Provide introduction, body, and conclusion
Cite sources when paraphrasing, summarizing,
and quoting
Enhance text with graphics, such as charts,
maps, and diagrams
 Both
models were created by Michael B.
Eisenberg and Robert E. Berkowitz
 Super 3 was designed for primary students
from principles the Big 6 Research Model
 The 6 steps of The Big 6 fit within the 3 steps
of Super 3

Plan
 Task Definition
 Information Seeking Strategies
 Location and Access

Do
Use of Information
 Synthesis
 Review
 Evaluation

 Super
3
 Big
6

3 step process

6 step process

Generally students
work together with
their classmates

Student Guided

Teachers indentify
different sources of
information to be
used

Independence to
choose their own
topics and sources



Created by Carol Kuhlthau
Unique process because it focuses on how students feel
and react during the research process
Information Search process has seven different steps:







Initiating a Research Assignment- Student becomes aware of a gap in
their knowledge. At this stage students feel uncertain and apprehensive.
Selecting a Topic- Students select a topic to investigate. At this stage
students uncertainty gives way to a feeling optimism.
Exploring Information- Students explore the information available on
their topic. At this stage students have feelings uncertainty, confusion,
and doubt.
Formulating a Focus- Students create a focus for the information they
are gathering. At this stage students have an increased confidence and
clarity .
Collecting Information- Students gather information relevant to the
focus they have chosen. At this stage students feelings of confidence
continue to increase as uncertainty subsides.
Preparing to Present- Students complete the search and to prepare to
present and use the findings. At this stage students feel sense of relief
Accessing the Process- Students review their research process. At this
stage students feel accomplishment or disappointment.

1.1.1 Follow an inquiry-based process in seeking
knowledge in curricular subjects, and make the real-world
connection for using this process in own life.

1.1.3 Develop and refine a range of questions to frame the
search for new understanding

1.1.4 Find, evaluate, and select appropriate sources to
answer questions.

1.2.6 Display emotional resilience by persisting in
information searching despite challenges.

1.3.4 Contribute to the exchange of ideas within the
learning community.

2.1.1 Continue an inquiry-based research process by
applying critical-thinking skills (analysis, synthesis,
evaluation, organization) to information and
knowledge in order to construct new understandings,
draw conclusions, and create new knowledge.

2.1.2 Organize knowledge so that it is useful.

2.1.6 Use the writing process, media and visual
literacy, and technology skills to create products that
express new understandings.

2.4.3 Recognize new knowledge and understanding.

3.1.1 Conclude an inquiry-based research
process by sharing new understandings and
reflecting on the learning.

3.1.3 Use writing and speaking skills to
communicate new understandings effectively.

3.4.1 Assess the processes by which learning was
achieved in order to revise strategies and learn
more effectively in the future.

3.4.2 Assess the quality and effectiveness of the
learning product.
 4.2.1
Display curiosity by pursuing interests
through multiple resources.
 4.4.2
Recognize the limits of own personal
knowledge.
United State History High School
 Students will examine significant ideas,
beliefs and themes; organize patterns and
events; analyze how individuals and societies
have changed over time in Maryland and the
United States.
 Both
encourage students to choose their own
research topics
 Both
models have the students review
information sources before preparing the
their project or paper
 Both
models encourage the students to
evaluate the product they have created
 Big
6

Students select a
topic

Students focus on the
information seeking
strategies

Students list possible
information sources
before beginning their
research
 Information
Process
Search

Students chose research
topics based on gaps in
their knowledge

Students narrow their
search after they begin
their research

Throughout the research
process students focus on
their feelings
Bibliography

AASL. (2010). Standards for 21st Century Learners. Retrieved from
http://www.ala.org/ala/mgrps/divs/aasl/guidelinesandstandards/learningstandards/stand
ards.cfm

Brown, C. (2001). A Process Approach: The I-Search with Grade 5: They Learn! Teacher
Librarian, 29(2), 14- 18. Retrieved from
http://web.ebscohost.com.proxytu.researchport.umd.edu/ehost/results?vid

Callison, D. & Lamb, A. (2009). Information Age Inquiry Retrieved from
http://virtualinquiry.com/inquiry/models.htm

Eisenberg, M. (2003). Implementing Information Skills. School Libraries in Canada, 22(4),
20- 24. Retrieved from
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
Harada, V. & Tepe A. (1998). Pathways to Knowledge. Teacher Librarian, 26(2), 9- 16.
Retrieved from http://web.ebscohost.com.proxytu.researchport.umd.edu/ehost/results?vid

Hughes, S. (2003). The Big6 as a Strategy for Student Research. School Libraries in Canada,
22(4), 28- 34. Retrieved from
http://web.ebscohost.com.proxytu.researchport.umd.edu/ehost/results?vid
Bibliography

Hughes, S. (2009). Research Helper Retrieved from
http://www3.sympatico.ca/sandra.hughes/sandra.hughes/research/default.html

Kearns, J. L. (2000). Flip It! Using the Big6 to Plan Instruction and Services. Book Report,
19(1), 23- 26. Retrieved from http://web.ebscohost.com.proxy
tu.researchport.umd.edu/ehost/results?vid

Kuhlthau, C. C. (1994). Students and the Information Search Process: Zones of Intervention
for Librarians. Advances in Librarianship, 18. Retrieved from
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
Kuhlthau, C. C. (2009). Carol Collier Kuhlthau. Retrieved from
http://virtualinquiry.com/inquiry/models.htm

Lieser, E. (2005). Building Native American Houses Using the Super3: A Collaborative Unit.
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Maryland State Department of Education. (2010). School Improvement in Maryland.
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

McKenzie J. (1995). Making Web Meaning. Educational Leadership, 54(3), 30- 33. Retrieved
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
McKenzie J. (1999). The Research Cycle 2000. From Now On, 9(4). Retrieved from
http://virtualinquiry.com/inquiry/models.htm
Bibliography
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Needham, J. (2002). The Big 6 or Super 3. Library Talk, 15(4), 20- 22. Retrieved from
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
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
Robison, L. E. (2008). Early Learners. Library Media Connection, 27(2), 10- 11. Retrieved
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
Stripling, B. (2009). REACTS Taxonomy: A Taxonomy of Research Reactions. Information Age
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
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
Toronto District School Board (2009). Inquiry and Research Process Retrieved from
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Bibliography
 Yucht,
A. H. (1999). Flip It! For Information
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