I feel I need to discuss some of the many models of inquiry based learning and information literacy that have been developed. There is so much support for the implementation of this form of pedagogy that it is overwhelming. I have looked at only 4 models here, which I acquired through the web site developed by Trevor Bond. He has accumulated quite a list of various models making the search for this so much easier.
Big6: Information Literacy Process.
(Eisenberg & Berkowitz, 2000, http://big6.com/ )
The Big6 is a skilled approach, to teaching how to seek and apply information. There are 6 stages that people go through when completing a research task. The stages are listed below
1. Task Definition
2. Information Seeking Strategies
3. Location and Access
4. Use of Information
5. Synthesis
6.Evaluation
Although, it is stated in the information regarding this model that it is not linear, teachers may perceive it as such and may use it this way. When initially viewing this model, it is presented as a linear progression through the above stages. However, delving deeper, illustrates that this is not the case. Using the GeST model (Bruce & Lupton, 2010) as a guide, the Big6 model would be placed in the Generic window as it is very skilled based, if used in a linear form. It is well suited to use with a class completing a traditional report style project (finding information on a topic and presenting the information they found in their own words). It has the potential to be used in the other two windows but this would be contingent on how the teacher implements the program. Teachers will need to ensure the experiences for children are authentic and intrinsic. The model does not take into account the emotional journey students progress through as they complete their research tasks. Caution is needed when using this model, to ensure the linear style and the skills based focus is not emphasised, as this will reduce the validity of the learning the students will receive.
Super3 is an early childhood version of the Big skills program written by Mike Eisenberg and Bob Berkowitz (2001).
The three steps are:
- Plan
- Do
- Review.
I can see a need for an early childhood model, as a number of programs are written for older students in mind. However, caution needs be taken as the early years are so important for igniting the passion for learning. If searching for information becomes too prescriptive and not engaging for students, there is the problem of turning children off searching for information completely. I am concerned this model is too restrictive for students and teachers. Nonetheless, it is important for students at all ages to understand the how to of researching as well as what to research for. This model does help to make children aware of what they are actually doing but not necessarily why they are doing it. This model is similar to the Big6 model as the emotional journey is absent as well. I think the Super3 model is great to introduce the terminology to young children but I have reservations about using it exclusively to teach inquiry based learning to young children. There is so much more involved than learning the terminology.
This non-linear model is one that I think is well suited for use in a primary setting. This model is very comprehensive, as it doesn’t just provide the stages that students progress through while researching. It also provides the emotional journey that the students move through, as well as practical ideas on how to support students through both progressions. I like how it is presented in a way that doesn’t just apply to school projects, it is also open to the students own researching interests. It explains to students how to go about their own pursuits and helps them realise that information searches don’t need to be just for school. Which aides in igniting an intrinsic need to find information. It also takes into account all forms of information, encouraging students to explore the whole world around them not just the written word.
“Begin with observation. Take a couple days to really explore the world around you. Keep a journal of what you see, hear, say, touch, and taste. Describe how you feel physically and emotionally” (Lamb, 1997))
The terms used are a fun play on words and children can relate to these easily. Merging the terms of Plan, Do and Review with the 8W’s may help to alleviate the problem of too many labels being used to describe the processes, in the early childhood setting.
- Plan (Watching, Wondering)
- Do (Wiggling, Weaving, Wrapping, Waving)
- Review (Wishing).
I think this is one of the most practical of the models due to the nature of how it is written, with both practitioners and students in mind. It provides plenty of links for practical ideas to support students and teachers to help work through each stage.
This is a non-linear model where information seeking is displayed as cyclic in nature. Noteworthy is the central placement of Review in the model, illustrating that Review is happening constantly, not just at the end of an information seeking project. Another positive of the model is how Critical skills are explicitly stipulated as having an important role in finding information. This model encourages students to Validate the relevant information they have deemed as relevant and to think about: why is this information needed and what is it doing for us? I think once students know why they are searching for the information and what they are going to do with it once they have it, helps with their focus.
Validate relevant information Use information to: · Form or alter an opinion · Govern an action · Make a decision · Form a hypothesis · Meet a need · Predict an outcome · Suggest a solution · Analyse a situation · Clarify an issue · Debate an issue · Create a strategy (action plan) · Draw a conclusion · Socialise or culturalise · Improve or create a product or process · Solve a problem · Prepare a demonstration · Deepen understanding · Communicate information |
One of the major foundations of the Sauce model is how and why students use the information they have discovered. They need to do more than just present the information they have found in a different way. I also like how this model outlines the importance of students working collaboratively. This model would be suited to upper primary and beyond. I think it could work in lower grades with some tweeking.
On my initial look at this model I wasn’t particularly impressed, I think one of the reasons whas how it was set out. It is mostly written in bullet point form and on my first perception, it didn’t seem to have any substance to it. As a looked more closely, there were a number of positives that I liked about it. The layout doesn’t suit my learning style but others may find it quite user friendly.
Using the same layout I will pop in bullet points what I thought were the positives for this model.
- Takes into account the need for finding information for personal interest not just for school related projects.
- Views Information Literacy as a problem-solving process not just information retrieval.
- Realises that KLA’s can cross over while students are participating in authentic inquiry based projects.
- States that mastery of information literacy takes time.
- Teaches the importance of point of view of the information source the students are accessing.
- Allows for creativity both of students and teachers.
- Encourages collaborative learning.
The model doesn’t state if it is linear or non-linear but it is set out in steps, giving the impression of a linear progression. This is a model I think could be used very successfully in a high school and university setting. This may be the reason why I didn’t like it, initially. I don’t think this is a model I would use to help me with the development of Information Literacy in my school but it is a really good reference to enhance the models, I do choose to use.
References
information/1over/infolit1.html
Bond T. (2011). Information Literacy Models and Inquiry Learning Models. Retrieved from http://ictnz.com/infolitmodels.htm
Bruce, C. & Lupton, M. (2010) Chapter 1 : Windows on Information Literacy Worlds: Generic, Situated and Transformative Perspectives in Lloyd, Annemaree and Talja, Sanna. Practising information literacy : bringing theories of learning, practice and information literacy together. Wagga Wagga: Centre for Information Studies. pp. 3 - 27
Eisenberg & Berkowitz (2000), Big6: Information Literacy Process. Retrieved from http://big6.com/
Lamb A. (1997). Wondering, Wiggling and Weaving A new Model for Project and Community-Based Learning on the Web. Retrieved from http://www.virtualinquiry.com/1997article.pdf
Lamb A. (2001). 8Ws of Information Inquiry. Retrieved from http://www.virtualinquiry.
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