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The State Library of Victoria (Australia) : Model
http://www.slv.vic.gov.au/ergo/research_skills Research seems pretty easy – read a few books, visit a website or two, find some quotes and your assignment is on its way, right? But good research actually takes a bit more work. This step-by-step guide shows you how to break down research tasks into manageable parts, and find good quality relevant information to make your assignments the best they can be. |
 
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Participatory Media Literacy
https://www.socialtext.net/medialiteracy/index.cgi Participatory Media Literacy Participatory media include (but aren't limited to) blogs, wikis, RSS, tagging and social bookmarking, music-photo-video sharing, mashups, podcasts, and videoblogs. These distinctly different media share three common, interrelated characteristics .... |
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eVew : The Research Process (Canada)
http://www.saskschools.ca/curr_content/modgr8ss/files/index.html eVew : The Research Process (Canada) .. info literacy model. A major goal of Saskatchewan Learning is to develop life long learners. One way for you to assist your students in achieving that goal is by introducing them to the strategies which involve seeking, finding and analyzing information. The tutorials in this research plan are designed to assist you and your student in reaching that goal. This Research Strategy Plan encompass various teaching strategies, organizational skills, and processes to teach the research process. Using this plan will help teachers and students to realize the effective acquisition of research skills. These research tutorials were developed to support the Grade Eight Social Studies Curriculum, but they could be successfully applied to any curricular area from grade six to twelve. This tutorial can be tailored to fit many projects and is designed to allow teachers and students to focus one, several, or all of the research steps. |
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The information process
http://www.neutralbay-p.schools.nsw.edu.au/library/infoproc.htm The information process |
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The Steps to the Research Cycle
http://www.bham.wednet.edu/studentgal/onlineresearch/oldonline/mod5.htm The Steps to the Research Cycle The Research Cycle provides the steps needed to plan and conduct meaningful research. The Cycle emphasizes information problem-solving skills needed for success with the Internet and other information resources during each stage. |
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Information Literacy Scope and Sequence
http://schoolcomputing.wikia.com/wiki/Information_Literacy_Scope_%26_Sequence Information Literacy Scope and Sequence Wiki ... at School Computing |
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Information Literacy Scope and Sequence
http://encompass.cerfinfo.com/RSModel.htm Information Literacy Scope & Sequence The Research Model of the Information Literacy Scope and Sequence is based on Bloom's taxomony and provides a framework for the key steps in the research process. Lesson plans are accessible from within the Scope and Sequence. |
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Big 6 Turbo Tools
http://www.big6.com/showcategory.php?cid=44 Big 6 Turbo Tools |
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Applying the 4 Steps of Problem Solving to Info. Lit
http://tinyurl.com/gvmkh Applying the 4 Steps of Problem Solving to Information Literacy I wanted to take something that educators in Ontario are already familiar with and apply them to information literacy. Something that really stood out was George Polya? four-step Problem Solving model which appears in the Ontario Curriculum Grades 1-8 Mathematics. |
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Digital Information Fluency (DIF)
http://21cif.imsa.edu/resources/difcore Digital Information Fluency (DIF) Model Digital Information Fluency (DIF) is the ability to find, evaluate and use digital information effectively, efficiently and ethically. DIF involves knowing how digital information is different from print information; having the skills to use specialized tools for finding digital information; and developing the dispositions needed in the digital information environment. As teachers and librarians develop these skills and teach them to students, students will become better equipped to achieve their information needs. Core Competencies |
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The Seven Pillars of Information Literacy Model
http://www.sconul.ac.uk/activities/inf_lit/seven_pillars.html The Seven Pillars of Information Literacy Model Information skills in higher education: a SCONUL position paper. The model combines ideas about the range of skills involved with both the need to clarify and illustrate the relationship between information skills and IT skills, and the idea of progression in higher education embodied in the development of the curriculum through first-year undergraduate up to postgraduate and research-level scholarship. |
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Student Research Guide (+ Info. Lit. Model)
http://www.tdsb.on.ca/wwwdocuments/programs/cyberlinks/docs/StudentResearchGuide2003.pdf Student Research Guide : Library and Learning Resources This student guide was developed by the Library and Learning Resources Department of the Toronto District School Board to support the implementation of the Ontario secondary school curriculum and to assist students in developing information literacy skills. pdf file This guide presents a step-by-step approach to the research and inquiry process which is applicable in all subject areas. We hope that you will find the templates and examples in this guide to be effective teaching tools. |
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The Building Blocks of Research
http://www.noodletools.com/debbie/literacies/information/2engage/infolit2.html Information Literacy: The Building Blocks of Research engaging | defining | initiating | locating | examining | recording | communicating | evaluating | |
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Information Literacy Matrix
http://www.nsula.edu/watson_library/shreve/nurse_info_lit.htm Information Literacy Matrix |
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MODEL of Digital Information Fluency
http://21cif.imsa.edu/ MODEL of Digital Information Fluency Digital Information Fluency (DIF) is the ability to find, evaluate and use digital information effectively, efficiently and ethically. DIF involves knowing how digital information is different from print information; having the skills to use specialized tools for finding digital information; and developing the dispositions needed in the digital information environment. As teachers and librarians develop these skills and teach them to students, students will become better equipped to achieve their information needs. |
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3Doors to InfoLiteracy
http://infolit.unitecnology.ac.nz/ 3Doors to InfoLiteracy (Model) 3Doors to InfoLiteracy is a research-based, trademarked learning model and programme developed by Dr Gwen Gawith. You are encouraged to explore the model on this site. Information about one of the 3Doors?training options is available through UNITEC's "Information Literacy Across the Curriculum" a paper within the Graduate Diploma in Educational Technology or email Gwen Gawith gwen@metacog.co.nz 3Doors hinges on twenty learning actions, grouped into three categories, the three doors. |
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Information Literacy: Model at Noodle Tools
http://www.noodletools.com/debbie/literacies/information/1over/infolit1.html Information Literacy: Model at Noodle Tools : An Overview of Design, Process and Outcomes There is a four step model looking at 1) Information Literacy; 2) Student Skills; & Strategies; 3) Student Outcomes; and 4) Curriculum & Teaching Design Engaging | Defining | Initiating | Locating | Examining, selecting, comprehending, assessing | Recording, sorting, organizing, interpreting | Communicating, synthesizing | Evaluating | |
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James E. Herring's PLUS Model site.
http://jimmy.qmuc.ac.uk/usr/jherri/plus/default.htm The PLUS model is an Information Skills Process model which, like The Big Six and Marland's models, is designed to provide a way for pupils in schools to acquire the nessasary range of skills needed to identify their own information needs and make effective use of reading, note-taking, writing and communication skills. The PLUS model seeks to incorporate the key elements of previous models while adding emphasis on thinking skills and self evaluation. The PLUS model provides a framework which teachers and school librarians can use to increase pupils' awareness of the importance of thinking about what they read, view or listen to. As the availability of information continues to increase in the future, it will be matched by an increased need for the effective use of information and ideas. |
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Designing for Information Foragers
http://www.internettg.org/newsletter/dec00/article_information_foragers.html Designing for Information Foragers: A Behavioral Model for Information Seeking on the World Wide Web This paper explains and elaborates a behavioral model for understanding how people look for information on the Web. The first half briefly reviews a wide range key research to provide a broader context for understanding human information seeking behavior and a starting point for further exploration. The second part proposes a model for organizing design ideas based on this research. |
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The Inquiry Page : Learning Begins with Questions
http://inquiry.uiuc.edu/ The Inquiry Page : Learning Begins with Questions Welcome! The Inquiry Page is more than a website. It's a dynamic virtual community where inquiry-based education can be discussed, resources and experiences shared, and innovative approaches explored in a collaborative environment. Based on John Dewey's philosophy that education begins with the curiosity of the learner, we use a spiral path of inquiry: asking questions, investigating solutions, creating new knowledge as we gather information, discussing our discoveries and experiences, and reflecting on our new-found knowledge. |
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The Nine Information Literacy Standards for Student Learning
http://www.broward.k12.fl.us/learnresource/info_literacyF.htm The Nine Information Literacy Standards for Student Learning Performance indicators for technology |
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The Super3
http://academic.wsc.edu/redl/classes/tami/super3.html The Super3 is the early childhood version of The Big6 Skillstm. The Big6 Skillstm was written by Mike Eisenberg and Bob Berkowitz. If you click on their names, you can view more information about them. Some teachers and librarians were concerned that the Big6 was too much for children. With the Super3, teachers are able to use vocabulary that children understand. |
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Process models for Information Literacy
http://www.wlma.org/Instruction/processmodels.htm Process models for Information Literacy These early models of information literacy serve as a brief comparison of steps in the information literacy process. Many additional models are now available. - Kuhlthau : Information Seeking - Eisenberg/Berkowitz : Information Problem-Solving (The Big6 Skills) - Pitts/Stripling : Research Process |
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Comparison of Information Skills Process Models
http://www.ils.unc.edu/daniel/242/InfoSkillsComp.html Comparison of Information Skills Process Models - Kuhlthau : Information Seeking - Eisenberg/Berkowitz : Information Problem-Solving (The Big6 Skills) - Pitts/Stripling : Research Process - Pappas/Teppe : Pathways to Knowledge - McElmeel : S.P.I.R.R.E. Research |
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Models and Process for Information Inquiry
http://eduscapes.com/info/models.htm Models and Process for Information Inquiry Many educators and librarians have designed models to illustrate how teachers and learners act in information inquiry situations. Other models have been developed for processes such as instructional design, thinking, and writing. During the 1980s educators and librarians experienced a surge of interest in information skills. At the peak of the HOTS (Higher Order Thinking Skills) movement, educators were finding that a process approach to information inquiry could be found across the curriculum. Daniel Callison identifies five components of information inquiry including questioning, exploration, assimilation, inference, and reflection. He states that all the models are constructed of these basic elements. |
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Information Skills Model - Marland (1981) and NCET (1996)
http://curriculum.becta.org.uk/docserver.php?docid=1899 Information Skills Model - Marland (1981) and NCET (1996) In 1981 a Schools Council Working Group was set up to investigate the development of information skills. This group produced a report (1) which was sent to every secondary school in England and Wales and became the definitive model of information handling. The report identified nine steps or stages which pupils of any age should go through in order to successfully complete an information handling task in any subject of the curriculum. |
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The Big6 : Mike Eisenberg | Bob Berkowitz
http://www.big6.com/ The Big6 : Mike Eisenberg | Bob Berkowitz The Big6 is an information literacy model. Some people call it a metacognitive scaffold, or an information problem solving strategy. Developed by Mike Eisenberg and Bob Berkowitz, the Big6 is the most widely-known and widely-used approach to teaching information and technology skills in the world When you apply the Big6 steps, you have an essential framework to approach any information-based question. |
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Comparison of Information Skills Process Models
http://www.shambles.net/ITinset/Appendix/ISmod.html Comparison of Information Skills Process Models - Kuhlthau : Information Seeking - Eisenberg/Berkowitz : Information Problem-Solving (The Big6 Skills) - Irving : Information Skills - Pitts/Stripling : Research Process - New South Wales : Information Process |
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Olim-Kroch-Uris : The Seven Steps of the Research Process
http://www.library.cornell.edu/olinuris/ref/research/skill1.htm Olim-Kroch-Uris : The Seven Steps of the Research Process The following seven steps outline a simple and effective strategy for finding information for a research paper and documenting the sources you find. Depending on your topic and your familiarity with the library, you may need to rearrange or recycle these steps. Adapt this outline to your needs. |
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