1. Wendy Stephens
Library Research Models
MCLA
September 11, 2009

2. Some Library Research Models
“Beyond location”
Most existing models created in the 1980s (Callison,
2007)
A response to the dramatically increasing amount of
information available?
Developmentally appropriate
Perhaps best used to accomplish information literacy
instruction in collaboration with content area curricular
goals?

3. Kuhlthau’s Information Search Process (ISP)
Task Topic Pre-focus Focus Information Preparing Assessing
Initiation Selection Exploratio Formulatio Collection to Write Searching
n n
Prepare for Decide on Investigate Formulate a focus Gather Conclude Evaluating the
selecting topic topic information with based from information to search for research process
Task intent to find information define, extend, & information
focus encountered support the focus
Contemplate Compare topic Unable to always Thoughts: predict Define, extend, & Identify any An increase in self-
assignment, criteria to express precise outcome, consider elaborate on additional awareness, identify
prior learning, personal information again focus, select most information for problems and
Thoughts consider interest, needed, identify requirements of pertinent specific gaps, successes
options information several assignment, information, notice much
available, time possibilities for available organize notes information
allotted focus resources redundant
Apprehension Confusion, Confusion, Optimism, Realize extensive Relief, Sense of
and anxiety, brief doubt, confidence in work completed & satisfaction, but accomplishment,
Feelings uncertainty elation, uncertainty ability to complete gain confidence in disappointment perhaps
anticipation task project work if not all needs disappointment
met
Talk with Consult with Locate relevant Consider project Seek out specific Review sources, Evaluate evidence
others, browse others, read for information, list themes and focus resources in confirm of meeting focus,
overview interesting facts, libraries and take information and use of time, use of
Actions ideas, names detailed notes complete resources, use of
and events, relevant to focus bibliography, library and
maintain citations construct outline librarians
Brainstorm, Discuss Tolerate Chose a particular Use descriptors to Return to library Visualize the
discuss, options, read inconsistency focus and discard refine search and to make a process in time line
tolerate widely and others or combine locate most summary search or chart format; writ
uncertainty incompatibility of several themes pertinent ensuring all an evaluative
Strategies information, into one information, seek information summary
especially with additional info. leads have been statements, discuss
own assumptions formats exhausted problems w/
teacher, librarian

4. Alice Yucht’s Flip It
Focus – keywords and search terms to be used
Links – locations and call numbers of resources
Input – kinds of information needed; note taking and
bibliographic information
Properties – use a variety of sources, share
materials, put materials away

5. Alberta Inquiry Model

6. Alberta Inquiry Model
Phases Inquiry Skills and Strategies
Planning Establish topic and topic focus
Identify information sources
Identify audience and presentation format
Establish evaluation criteria
Retrieving Develop information retrieval plan
Locate resources
Collect resources
Select relevant information
Processing Evaluate information
Choose pertinent information
Record information
Make connections and inferences
Creating Organize information
Create product
Think about the audience
Revise and edit
Sharing Understand the audience
Present findings
Demonstrate appropriate behavior
Evaluating Evaluate product
Evaluate inquiry procedures
Transfer learning to new students, including beyond school

8. Information Problem Solving (Eisenberg & Berkowitz,
1988)
A metacognitive scaffold
Helps students
to visualize the problem-solving process
gain confidence in larger information literacy and management assignments
can be learned quickly, which makes it ideal for younger students

9. Eisenberg & Berkowitz’s Big6
Stage Aspects
Task Definition 1.1 Define the problem
1.2 Identify information requirements
Information Seeking Strategies 2.1 Determine a range of sources
2.2 Prioritize sources
Location and Access 3.1 Locate sources
3.2 Find information
Information Use 4.1 Engage with information
(read/view/listen)
4.2 Extract information
Synthesis 5.1 Organize information
5.2 Present information
Evaluation 6.1 Judge the product
6.2 Judge the process

12. http://www.uwstout.edu/soe/profdev/inspirationprojects.shtml

13. Task Definition

15. Task Definition

16. Task Definition

17. Information-
Seeking
Strategies
Brainstorming

18. Information-
Seeking
Strategies
Evaluating resources

19. Information-
Seeking
Strategies
Alternative search
engines

20. Information-
Seeking
Strategies
Reviewing search strategies

21. Location and Access
Pathfinders

22. Location and Access

23. Location and Access

24. Notetaking: citation, summary,
Information Use paraphrase, and quotation

25. Information Use
Organization of information

26. Information Use Citation formulation and management

27. Information Use Copyright and plagiarism

28. Information Use Copyright and plagiarism

29. http://www.odt.co.nz/files/story/2008/06/en4library.jpg

30. Big 6 • Super 3
Task Definition Plan
Information Seeking Strategies
Location and Access Do
Information Use Review
Synthesis
Evaluation