1. Information Literacy Process
Models
Stephanie Seale
Stephanie VanHooijdonk

2. Rationale
• I-LEARN
– Discovered through research as being
an emerging model
• Big 6
– Prince George’s County model

3. I-LEARN

4. The Big 6

5. Common Core Connection
• I-LEARN
– Reading
• 1 Read closely to determine what the text says
explicitly: LocateFocus, Extract
• 1 Cite specific textual evidence: ApplyOrganize
• 2 Summarize key supporting details and ideas:
ApplyGenerate
• 8 Evaluate specific claims and validity of reasoning:
EvaluateAuthority, Relevance
• 10 Read literary and informational texts independently
and proficiently: KnowInternalize

6. Common Core Connection
• I-LEARN
– Writing
• 1 Write arguments to support claims in an analysis of
substantive topics: ApplyGenerate, Communicate
• 2 Effective selection, organization, and analysis of content:
LocateFocus, Extract; EvaluateAuthority, Relevance
• 4 Produce clear writing appropriate to task, purpose, and
audience: ApplyCommunicate; ReflectAnalyze
• 5 Strengthen writing by editing, rewriting, or trying a new
approach: ReflectRevise, Refine
• 8 Gather relevant information from multiple print and digital
sources: LocateFind; Evaluate

7. Common Core Connection
• Big 6
– Reading
• 1 Cite textual evidence to support analysis: 5. Synthesis
• 2 Determine central idea: 4. Use of Information
• 4 Determine meaning of words and phrases: 4. Use of
Information
• 6 Determine author’s point of view: 2. Information
Seeking
• 7 Integrate information: 5. Synthesis
• 8 Evaluate claims supported by text: 2. Information
Seeking

8. Common Core Connection
• Big 6
– Writing
• 1 Write arguments to support claims: 5. Synthesis
• 2 Write informative/explanatory text: 3. Location and
Access, 4. Use of Information, 5. Synthesis
• 4 Produce clear and coherent writing: 5. Synthesis
• 5 Develop and strengthen writing with writing process: 6.
Evaluation
• 8 Gather relevant information from multiple sources: 4. Use
of Information
• 9 Evidence to support analysis: 5. Synthesis
• 10 Write routinely for a variety of tasks: 6. Evaluation

9. I-LEARN and Big 6 Similarities

10. I-LEARN and Big 6 Differences
I-LEARN Big 6
• Movement between stages • Linear process
• Activating curiosity • A given task
• Quality of information • Judging product and
• Personal meaning process
• Meeting requirements

11. Guided Inquiry Comparison
• Stimulates motivation, attention, curiosity, discovery,
and personal connection
– Open, Immerse, and Explore before identifying problem or
question
• Information-seeking occurs before (Explore) and after
(Gather) focus question
• Encourages collaborative learning and sense of
community (Share)
• Types of learning include learning how to learn and
social skills

12. Content Critical Thinking Model
• Scientific Method • I-LEARN and Big 6
1. Ask a Question – Step 1 of Big 6 and Identify
stage relate to task
2. Make Observations definition
and Conduct Background
Research – Steps 2 and 3 of Big 6
relate to background
3. Propose a Hypothesis research, Locate and
4. Design an Experiment Evaluate from I-LEARN
to Test the Hypothesis – Apply from I-LEARN relates
5. Test the Hypothesis to designing an experiment
6. Accept or Reject – Step 6 is Reflecting (I-
Hypothesis/Draw LEARN and
Conclusions drawing/writing
conclusions

13. Slam Dunk Evidence
• A Tale to Be Told
– Step 1: Begins with videos and a question, How are
folktales different from other stories?
– Step 2: Teacher provided resources for sources
– Step 3: Students use teacher provided resources to gather
necessary information
– Step 4: Students will watch and read to retrieve
information to complete activities
– Step 5: Students will become an expert on a particular
type of folktale, write folktales
– Step 6: Produce voicethread and share with other
students, is the question, How are folktales different from
other stories answered?

14. Slam Dunk Evidence
• Cinderella: A Cultural Adventure
• IdentifyActivate: Begins with video and question, “How are
cultural values reflected in literature?”
• LocateFocus, Find, Extract: Provides guiding databases and texts
• Evaluate: Choose relevant cultural elements
• ApplyGenerate: Take notes on Cultural Elements chart to
construct new understanding
• ApplyCommunicate: Compose own version of Cinderella story
incorporating cultural elements from research
• KnowInternalize, Personalize: Enrichment activity of creating
movie trailer for story

15. References
• Kuhlthau, C.C., Maniotes, L.K., & Caspari, A.K. (2012). Guided
inquiry design: A framework for inquiry in your school. Santa
Barbara, CA: Libraries Unlimited.
• Neuman, D. (2011). Constructing knowledge in the twenty-first
century: I-LEARN and using information as a tool for learning.
School Library Media Research, 14. Retrieved from ERIC
• http://www.corestandards.org/assets/CCSSI_ELA
%20Standards.pdf
• http://janetsinfo.com/Big6_CCSSIStds.htm
• http://www.bcps.org/offices/lis/models/aboutmodels.html
• http://big6.com/