Interactive Student Guide to Using the Information Literacy Process Model

1. Interactive Student Guide to Using the Information Literacy Process Model Note to teachers: For suggestions on how to teach the research process using this interactive guide, click here. Created by Sharon Grimes, Library Media Specialist

2. Any time you feel you need more help than this PowerPoint provides, click on the ILP Model icon to go to many more resources. What is the Information Literacy Process Model? The Information Literacy Process (ILP) Model is a nine step guide to the research process. It begins where you begin as a researcher: when you encounter a task, like a school assignment, or need information to satisfy your curiosity, or solve a problem. Information Literacy Process (ILP) Model

3. You might feel overwhelmed and anxious in the beginning, but do not worry! This guide is designed to help you step-by-step through the process. What are the steps in the Information Process? Step 1 – Encountering the Task Step 2 – Exploring Questioning Connecting Step 3 – Searching Locating Step 4 – Collecting Organizing Managing Monitoring Step 5 – Analyzing Evaluating Interpreting Inferring Step 6 – Synthesizing & Solving Step 7 – Applying New Understanding Step 8 – Communicating Step 9 - Reflecting

4. If you only need help with a few steps, you don’t need to go through the entire PowerPoint; instead, you can click on any of the links above to get help

5. The next slide will walk you through activities that will help you complete Step 1. Click the underlined link to go to each activity. STEP 1 – Encountering the Task You encounter the taskwhen you: • Recognize the need for information. • Become aware of possibilities. • Select general area of need/concern. • Seek background information.

6. STEP 1 – Encountering the Task Identify what you already know and what you need to know to complete the task by completing this KWLH.(After clicking, you might need to exit out of the presentation mode for powerpoint to view the Word document.)

7. Do not worry yet about taking good notes! Your purpose in reading is to gather general background information or a bird’s eye view of your topic. Simply list important ideas in the third column of your KWLH Chart. STEP 1 – Encountering the Task Seek background information by entering your topic in the search box of a general reference, like WorldBook.

8. STEP 1 – Encountering the Task Become aware of the possibilities by brainstorming related topics. Click here for a tutorial on how to brainstorm, or create a web like the one below to begin.

9. STEP 1 – Encountering the Task Begin to focus on a topic or general area of need/concern by identifying sub-topics and key words. Click here for a worksheet to help you unlock the key words. If you need more help, try using ThinkTank or the Task Definition Chart.

10. When you have completed all of these steps and passed the quiz, go to the next step, Exploring or go home to choose another step by clicking on the house I agree I disagree Self-check • Did you complete the KWLH? • Did you consult a general reference like WorldBook? • Did you brainstorm related topics? • Did you begin to focus on the topic by identifying sub-topics and key words? • Pop Quiz! • Good keywords for the topic, soccer, are: sports; World Cup; and Argentina.

11. Don’t be discouraged. Learning how to use key words is really hard. Some people still have problems when they get to college! Sorry – Wrong answer The purpose of using keywords is to help narrow your focus. For example, if you start with a broad general topic, like sports, you would narrow your focus by choosing the type of sport, a famous player, or a championship event. Topic: sports Keywords: soccer; World Cup; Argentina team In the quiz, sports is more general than soccer. Next slide Need more help? Remember that you can click on the ILP Model at any time for more resources.

12. Great job! Sports is much more general than using a specific sport, like soccer. I disagree! If you would like more ways to narrow or focus in on your topic, click here. If you think you are ready for Step 2 – Exploring, click here. Next slide

13. Are you feeling a little confused after looking at this list because you identified your prior knowledge in Step 1 and here it is again in Step 2? The Information Literacy Process is recursive which means you revisit ideas as you gain more information. Good researchers, like good readers, constantly connect what they learn with what they know. STEP 2 - Exploring When you explore your topic, you: • Pose questions. Frame ideas. • Connect new ideas with prior knowledge. • Construct a plan to accomplish the task. • Establish a purpose for reading. Click here to go to the activities which will help you successfully complete Step 2.

14. Step 2 - Exploring • First, brainstorm questions you have about your topic. Then, measure, and finally, use your questions to organize your research and frame ideas. • Use this form to guide you through exploring your ideas and questions. • Remember to save and print your answers!

15. Step 2 - Exploring • Connect new ideas with prior knowledge. • Review what you’ve learned so far. Ask yourself, “How does my new learning fit with what I already know? What connections can I make?”

16. Step 2 - Exploring One way to construct a plan to accomplish the task is to create a calendar. On the calendar, list not only your teacher’s due dates, but also your dates for getting things finished. Remember to give yourself extra time, so that you won’t fall behind if you get sick, or have trouble finding the answers to some of your questions. • Use this link to construct a calendar in Publisher. Simply follow the directions to create your very own research calendar and plan. Remember to print your calendar and display it prominently, like on your refrigerator.

17. Many researchers feel overwhelmed by the amount of reading they have to do. It helps to keep in mind your purpose for reading. When you are reading to explore an idea, skim the text. When you are reading for information, simply scan the text for your key words. Step 2 - Exploring • Establish a purpose for reading.

18. Self-check • Did you brainstorm questions to guide your research? • Did you evaluate your questions? • Did you make connections between what you’ve learned and what you know? • Did you create a calendar and a plan for research? • Do you know when to skim and when to scan for information?

19. Quick Quiz Skimming is used to quickly identify the main idea of the text. When you skim, you read slowly and carefully. Scanning involves moving your eyes quickly down the page as you seek specific key words or phrases. True False True False True False

20. Great job! Congratulations! You’ve completed all of the steps and passed the quiz. You may go to the next step, Searching and Locating or go home to choose another step by clicking on the house. Correct! • Skimming is used to quickly identify the main idea of the text. • When you skim, you read three to four times faster than normal. • To skim the text, read only the first and last paragraph. Then, skim the text features. Finally, skim the first sentence of every paragraph. • Scanning is used to quickly locate key words and phrases. • When you scan, you look only for the key words/phrases. • When you scan, you read ten times faster than normal.

21. Sorry, wrong answer! If you want more practice, check out Super Read!, an interactive guide to skimming. Then, go to the next step, Searching and Locating Incorrect. • Skimming is used to quickly identify the main idea of the text. • When you skim, you read three to four times faster than normal. • To skim the text, read only the first and last paragraph. Then, skim the text features. Finally, skim the first sentence of every paragraph. • Scanning is used to quickly locate key words and phrases. • When you scan, you look only for the key words/phrases. • When you scan, you read ten times faster than normal.

22. STEP 3 – Searching & Locating To quickly locate information, you may want to: • Identify useful resources by using NoodleTools Search Strategy Wizard. • Use the Information Literacy Tutorial to Formulate search plans and strategies. • If your first search yielded hundreds of results, then you may want to refine your search strategies. • Evaluate information using criteria. • Still not sure you can trust the web site? Try using the five criteria for evaluating web sites, or asking your teacher, library media specialist, or parent for help.

23. If this is your first time searching for information independently, you may want to try some other tutorials. Click on the ILP Model Icon to go to more help. STEP 3 – Searching & Locating

24. Quick Quiz To refine your search, use Boolean operators: to, the, and for. To evaluate a web site, use the following criteria: authority; accuracy; objectivity; currency; and coverage. True False True False

25. Congratulations! You’ve completed all of the steps and passed the quiz. You may go to the next step, Collecting, or go home to choose another step by clicking on the house. To refine your search, use the Boolean operators: • And – to narrow your search (ex. • Or – to broaden your search • Not – narrow your search and exclude specific terms The five criteria for evaluating a web site: • Accuracy. If your page lists the author and institution that published the page and provides a way of contacting him/her and . . . • Authority. If your page lists the author credentials and its domain is preferred (.edu, .gov, .org, or .net), and, . . • Objectivity. If your page provides accurate information with limited advertising and it is objective in presenting the information, and . . . • Currency. If your page is current and updated regularly (as stated on the page) and the links (if any) are also up-to-date, and . . . • Coverage. If you can view the information properly--not limited to fees, browser technology, or software requirement, then . . . You may have a Web page that could be of value to your research! FROM: Kapoun, Jim. "Teaching undergrads WEB evaluation: A guide for library instruction." C&RL News (July/August 1998): 522-523.

26. Sorry, wrong answer! If you want more practice, check out ‘NetCheck, an online evaluation tool. Then, go to the next step, Collecting, or go home to choose another step by clicking on the house. To refine your search, use the Boolean operators: • And – to narrow your search (ex. • Or – to broaden your search • Not – narrow your search and exclude specific terms The five criteria for evaluating a web site: • Accuracy. If your page lists the author and institution that published the page and provides a way of contacting him/her and . . . • Authority. If your page lists the author credentials and its domain is preferred (.edu, .gov, .org, or .net), and, . . • Objectivity. If your page provides accurate information with limited advertising and it is objective in presenting the information, and . . . • Currency. If your page is current and updated regularly (as stated on the page) and the links (if any) are also up-to-date, and . . . • Coverage. If you can view the information properly--not limited to fees, browser technology, or software requirement, then . . . You may have a Web page that could be of value to your research! FROM: Kapoun, Jim. "Teaching undergrads WEB evaluation: A guide for library instruction." C&RL News (July/August 1998): 522-523.

27. STEP 4 - Collecting To effectively collect information, be sure to: • Collect ideas by sorting information in an ordering scheme, like chronological, cause/effect, comparison/contrast, pro/con, or into a cluster/main idea map. • Apply critical reading and thinking strategies. • Manage time, resources, and documents. • Make sure you have put all of your work into a folder. • Check your calendar for your next due date. • Monitor ethical and responsible use of information and technologies.

28. STEP 4 - Collecting Collect ideas by sorting information in an ordering scheme. Think about the organizational scheme that fits your purpose for collecting information; then, click on the link below to go to an Inspiration template, or another type of organizer. • chronological, • cause/effect, • comparison/contrast, • cluster/main idea • another type of organizer

29. Now that you have located the information you need, it’s time to apply critical reading and thinking strategies. As you read, use these links to make connections, ask questions, create visualizations, make predictions and inferences, determine important ideas, and use fix-up strategies. STEP 4 - Collecting • Apply critical reading and thinking strategies.

30. STEP 4 - Collecting • Manage time, resources, and documents. • Make sure you have put all of your work into a folder. • Check your calendar for your next due date.

31. STEP 4 - Collecting • Click on the link to learn how to monitor ethical and responsible use of information and technologies. Choose the Flash version and use the next buttons to navigate through the web site. Skip the pre-assessment as you need an email address to get the results.

32. Self-check:Please read the original source material carefully and then select the entry, either "A" or "B," that you think has not been plagiarized. Click on the underlined link to check your answer.

33. Sorry! Wrong answer. Example A is plagiarized. The student did not use quotation marks around the authors’ words and did not give credit to the authors. If you need a quick review of plagiarism, click here. You are over half way finished! Check your research calendar to make sure you haven’t fallen behind. If you have time, give yourself a few days to think about your research before going to the next step, Analyzing. Remember that you can always click on the home button to choose another skill. Plagiarism is the act of using someone else's words, sentences, or ideas and passing them off as your own without giving credit by citing the original source. Plagiarizing someone’s work can get you in serious trouble. For more information, click on the link to go to my favorite tutorial. While you can not score the pre-quiz, just click the Next button to learn more.

34. Correct! Example B is not plagiarized. The student used quotation marks, gave credit to the authors, and cited the source. If you need a quick review of plagiarism, click here. You are over half way finished! Check your research calendar to make sure you haven’t fallen behind. If you have time, give yourself a few days to think about your research before going to the next step, Analyzing. Remember that you can always click on the home button to choose another skill. Plagiarism is the act of using someone else's words, sentences, or ideas and passing them off as your own without giving credit by citing the original source. Plagiarizing someone’s work can get you in serious trouble. For more information, click on the link to go to my favorite tutorial. Choose the Flash version. While you can not take the pre-quiz, just click the Next button to learn more.

35. STEP 5 - Analyzing When you analyze your notes, you may want to: • Determine importance of information and its relevance to essential question. • Sort information and ideas into component parts. • Make inferences, identify trends, interpret data. • Separate information and ideas into component parts. • Exercise flexibility in information seeking and collaboration with peers.

36. Demonstration: Sifting InformationClick here to see a demonstration of sifting. When you analyze your notes, you need to first, sift and then, sort the information you have gathered. Sifting is the process of weeding out information you don’t need and keeping what you do. Once you have sifted your information, then, it’s time to sort the information.

37. Practice #1 Now it’s your turn to practice sifting. Remember to look back at your topic and keep only those ideas that support your topic. Right click and delete the subtopics that do not belong.

38. Now, it’s time to sort the information. When you sort information, you look for facts and ideas that are the same. Demonstration: Sorting InformationClick here to see a demonstration of sorting.

39. Now it’s your turn to practice sorting. Look at your topic. What topics or ideas are the same? Which are different? Right click, select format auto shape, and color code ideas that are alike. Practice #3

40. Quick Quiz: Sifting is the process of sorting information into the main idea and sub-topics. I agree I disagree Self-check • Did you sift the information you gathered by determining its importance? • Did you think about if and how the information answers your essential question? • Did you make inferences and interpret data? • Did you sort the information?

41. When you sift information, you determine its importance and relevance to your essential question. When you sort information, you identify the main idea and related sub-topics. Sorry, wrong answer! If you want more practice, check out Gathering, Sifting and Sorting. Then, go to the next step, Synthesizing, or go home to choose another step by clicking on the house.

42. When you sift information, you determine its importance and relevance to your essential question. When you sort information, you identify the main idea and related sub-topics. Congratulations! You’ve completed all of the steps and passed the quiz. You may go to the next step, Synthesizing, or go home to choose another step by clicking on the house.

43. STEP 6 – Synthesizing & Solving When you synthesize and solve, you: • Synthesize by fusing, reordering, recalling, retelling to create new meaning or understanding. • Draw conclusions to create new meaning based on sound reasoning and authenticity of information. • Apply new understanding to solve the task.

44. Synthesizing is the hardest part of the research process because you have to put all of the parts together into a unified whole. If you need more help, go to Synthesize New Information STEP 6 – Synthesizing & Solving • Synthesize by fusing, reordering, recalling, retelling to create new meaning or understanding.

45. For a step-by-step guide to synthesizing, click here. To see synthesis in action, click here. STEP 6 – Synthesizing & Solving • Draw conclusions to create new meaning based on sound reasoning and authenticity of information.

46. STEP 6 – Synthesizing & Solving • Apply new understanding to solve the task. • Click here for a one minute thinking activity that will help you apply your new understanding to solving your task. (After clicking, you might need to exit out of the presentation mode for powerpoint to view the Word document.)

47. Self-check: • Did you synthesize your new learning? • Did you draw conclusions? • Did you apply you new understanding to your task? Quick Quiz: When you synthesize your new learning, you break down what you’ve learned into its component parts. True False

48. Congratulations! You’ve completed every step and passed the quiz. Go to the next step, Applying New Understanding, or go home to choose another step by clicking on the house. The statement is false. When you synthesize, you recall, reorder, and fuse what you know with what you learned. In the process, you create new understandings.

49. Sorry, wrong answer! For a step-by-step guide to synthesizing, click here. To see synthesis in action, click here. Then, go to the next step, Applying New Understanding, or go home to choose another step by clicking on the house. The statement is false. When you synthesize, you recall, reorder, and fuse what you know with what you learned. In the process, you create new understandings.

50. STEP 7 – Applying New Understanding To apply your new understanding, you need to: • Assess the scope of work and needed resources, materials, and equipment. • Use this Praise Question Polish form to seek peer review for new insights and revision. • Use the following rubrics to assess the product in terms of requirements your and your group’s work. • individual • group effort.