2.2+Module+Notes,

__ SIX STAGES ** : **__
 * Kuhlthau, Carol C. "Information Search Process." // Carol Kuhlthau // . Rutgers, Dec. 2015. Web. 22 Feb. 2016. < [] ** >.
 * “The Information Search Process (ISP) is a six stage model of the users’ holistic experience in the process of information seeking”
 * “identifies three realms of experience: the affective (feelings), the cognitive (thoughts) and the physical (actions)””
 * “The ISP describe common experiences in the process of information seeking for a complex task that has a discrete beginning and ending and that requires considerable construction and learning to be accomplished”
 * “From the user’s perspective
 * “Central to the ISP is the notion that uncertainty, both affective and cognitive, increases and decreases in the process of information seeking”
 * “The model of the ISP describes users’ experience in the process of information seeking as a series of thoughts, feelings, and actions”
 * “Thoughts that begin as uncertain, vague, and ambiguous become clearer, more focused, and specific as the search process progresses. Feelings of anxiety and doubt become more confident and certain. Through their actions, people seek information relevant to the general topic in the beginning stages of the search process and pertinent to the focused topic toward closure”
 * “Formulation of a focus or a personal perspective of the topic is a pivotal point in the search process the primary objective of information seeking is to accomplish the task that initiated the search, not merely the collection of information as an end in itself”
 * Initiation, when a person first becomes aware of a lack of knowledge or understanding and feelings of uncertainty and apprehension are common.
 * “the task is merely to recognize a need for information”


 * Selection, when a general area, topic, or problem is identified and initial uncertainty often gives way to a brief sense of optimism and a readiness to begin the search.
 * “ the task is to identify and select the general topic to be investigated and the approach to be pursued”


 * Exploration, when inconsistent, incompatible information is encountered and uncertainty, confusion, and doubt frequently increase and people find themselves “in the dip” of confidence.
 * “The task is to investigate information on the general topic in order to extend personal understanding”
 * “Some actually may be inclined to abandon the search altogether at this stage. Exploration is considered the most difficult stage in the ISP when the information encountered can increase uncertainty prompting a dip in confidence”


 * Formulation, when a focused perspective is formed and uncertainty diminishes as confidence begins to increase.
 * “the turning point of the ISP”
 * “The task is to form a focus from the information encountered”
 * “Focus formulation calls for reflective thinking about the information encountered in the exploration stage of the ISP that provides a direction for the completion of the search”


 * Collection, when information pertinent to the focused perspective is gathered and uncertainty subsides as interest and involvement deepens.
 * “the task is to gather information related to the focused topic”


 * Presentation, when the search is completed with a new understanding enabling the person to explain his or her learning to others or in someway put the learning to use.
 * “The task is to complete the search and to prepare to present or otherwise use the findings”


 * “The ISP is a process of seeking meaning not just finding and reproducing information”
 * “Formulation, the central task in the ISP, is frequently misunderstood when the search process is thought of as merely a process of collection not a construction activity””
 * “Advances in information technology, that open access to a vast assortment of sources, have not helped the user’s dilemma and may have intensified the sense of confusion and uncertainty. Information systems may intensify the problem particularly in the early stages of the ISP by overwhelming the user with “everything” all at once”
 * “The ISP considers uncertainty as natural and essential for constructing personal knowledge in the process of information seeking rather than regarding the reduction of uncertainty as the primary objective of information seeking”
 * “In some situations, new information actually increases uncertainty”
 * “Information searching is traditionally portrayed as a systematic, orderly, and rational procedure rather than the uncertain, confusing process that users commonly experience”
 * “A gap exists between users’ expectations in information use and search design
 * “If uncertainty is viewed as a sign of the beginning of innovation and creativity, the goal of library and information services shifts from reducing uncertainty to supporting the user’s constructive process


 * Kuhlthau, Carol C., Maniotes, Leslie K., and Ann K. Caspari. "Guided Inquiry Design." // Carol Kuhlthau // . Rutgers, Dec. 2015. Web. 22 Feb. 2016. < [] >. **


 * Guided Inquiry Design **
 * “ Guided Inquiry Design is grounded in the research of the Information Search Process (ISP)”
 * “These studies showed that students’ thoughts are charged with emotions that influence the actions they take”
 * “The early stages of the ISP reveal the struggle they experience in learning in an extensive inquiry project”
 * “ The Guided Inquiry Design framework is built around the ISP with specific direction for guiding students in each phase of the inquiry process”
 * ** Open **
 * “ to catch students’ attention, get them thinking, and help them make connections with their world outside of school”
 * “sets the tone and direction of the inquiry”
 * “The main goal is to open students’ minds and stimulate curiosity and inspire them to want to pursue the inquiry”
 * Spark conversation, set the stage
 * ** Immerse **
 * “ to build enough background knowledge to generate some interesting ideas to investigate”
 * “The main task of Immerse is to guide students to connect with the overall content and to discover interesting ideas that they want to explore further”
 * Discover, connect, and reflect
 * ** Explore **
 * “ ideas for an important, authentic engaging inquiry question”
 * “students browse through various sources of information exploring interesting ideas to prepare to develop their inquiry question”
 * “Students can easily become overwhelmed by all the information and confused by facts that don’t fit together”
 * “Guiding students through the Explore phase leads them to form a meaningful inquiry question”
 * What’s interesting to them?
 * ** Identify **
 * “ clearly articulate the inquiry question before moving on”
 * “In Guided Inquiry they have had lots of preparation for this phase ”
 * “The main task of the Identify phase is to construct an inquiry question from the interesting ideas, pressing problems and emerging themes they have explored in various sources of information”
 * ** Gather **
 * “ to help students collect detailed information from a variety of sources ”
 * “the main task of the Gather phase is for students to choose what is personally meaningful and compelling about their inquiry question in the information sources they find and reflect upon”
 * Go broad then deep, guide students
 * ** Create **
 * “ to organize their learning into a creative presentation”
 * “Create sessions are designed to guide students to reflect on all they have learned about their inquiry question and decide what type of presentation will best represent their ideas for a particular audience”
 * Create to communicate, more than facts, reflect
 * ** Share **
 * “ They now have the opportunity and responsibility to share their insights with their fellow students and communicate their learning to others”
 * Collaborative learning
 * ** Evaluate **
 * “ to reflect on content and process and assess achievement of learning”
 * “Students’ self-reflection takes place while the entire process is fresh in their minds to reinforce content learning and establish good habits and competencies for learning and literacy”
 * “The Guided Inquiry Design framework is an innovative, dynamic approach to teaching and learning for providing information age education for children across the United States and in countries around the world.”


 * Abilock, Debbie. "Building Blocks of Research: Search Syntax and Operations." // Information Literacy // . NoodleTools Inc., 23 Jan. 2015. Web. 24 Feb. 2016. < [] >. **


 * Building Blocks of Research **
 * ** Engaging **
 * Students – Browse, read, experience, visualize, imagine, question, discuss
 * Teaching – SSR, choice, facilitated discussion, coaching, hand-on experience, access to info
 * Competencies - familiar with the characteristics of print, media and technology, navigates the library and the information world, actively listens and communicates, displays interest in issues, problems, ideas, questioning
 * ** Defining **
 * Students – self-question, activate prior knowledge
 * Teaching – real-world problem, project-based learning, collaborative learning, KWL, discussion, reflection time
 * Competencies- identifies an information need, recognizes that a problem exists, distinguishes between recreation and research, defines an information problem
 * **Initiating**
 * Students – Brainstorm/develop topic, make search plan, identify engines or sources, develop criteria for evaluating sources, develop questions, time frame
 * Teaching – peer education, facilitated discussion, think alouds, skill modeling, teach as needed
 * Competencies– can develop a search plan appropriate to the problem and the product
 * ** Locating **
 * Students – uses flexible search techniques, pre-assesses value of sources
 * Teaching – variety of materials, access, reference help
 * Competencies- can access different resources effectively, judges quantity based on need, behaves flexibly


 * ** Examining, Selecting, Comprehending, Assessing **
 * Students – summarizes, synthesizes, modifies questions, asks for help, assesses information
 * Teaching – access, coaching, collaboration, extended work periods/adjustable deadlines
 * Competencies– demonstrates flexible and complex thinking and behaviors


 * ** Recording, Sorting, Organizing, Interpreting **
 * Students – use note taking methods
 * Teaching – model skills, group problem-solving
 * Competencies– uses note taking to synthesize


 * **Communicating, Synth****esizing**
 * Students – effective communication
 * Teaching – community of listeners, alternative modes of expression
 * Competencies– demonstrates learning, clear communication


 * ** Evaluating **
 * Students – feedback, self-reflective, questions
 * Teaching – assessments, conferences
 * Competencies– self-reflective, motivation, committed to learning and improving

“The process is repeatable and applicable across a school’s full range of subjects.” “IIM gives teachers the tools to teach and monitor essential skills, meet state standards, encourage critical thinking and prevent plagiarism.”
 * "IIM Research Process - Independent Investigation Method." // Independent Investigation Method // . Active Learning Systems, LLC, n.d. Web. 24 Feb. 2016. < [] >. **
 * Topic
 * “ Making sure a research topic is neither too broad nor too narrow is a challenge for your students”
 * Brainstorm, select topic, review literature, prior knowledge, formulate questions, organize info, develop new vocab


 * Goal Setting
 * “The goal setting process gets all the “stuff” of research in place before the search begins. This includes asking good questions related to their topics.”
 * Concrete, measurable goals, formulating questions, time management


 * Research
 * “ The research step of any research process is where students finally begin to find NEW information”
 * Ethics, document sources, variety of sources, detailed info gathering, notetaking, new vocabulary


 * Organizing
 * “ IIM shows students how to structure their projects by encouraging them to consider what they have learned and construct their presentations accordingly”
 * Summarize, organize, analyze and synthesize


 * Goal Evaluation
 * “ Revisiting their project goals along the way helps ensure students are being true to their original topics and goals”
 * Draw conclusions, check on original goals, raise more questions, identify areas that are lacking info, reflect on research, set future goals


 * Product
 * “ Teachers want students to be information producers, not just information consumers, so product requirements need to be creative to enable student creativity”
 * Variety, creative presentation, edit final, organize visuals to complement presentation


 * Presentation
 * “Students need to learn how to present to different types of audiences and in different settings”
 * Variety of formats, speaking strategies, presentation skills, listen to others


 * Maniotes, Leslie K., and Carol C. Kuhlthau. "Making The Shift." // Knowledge Quest // 43.2 (2014): 8-17. // Library, Information Science & Technology Abstracts with Full Text // . Web. 28 Feb. 2016. **

6 Attributes of Inquiry: • Inquiry promotes and supports academic research at all ages. • Inquiry is learning-centered not product-driven. • Inquiry recognizes and supports the emotional aspect of learning. • Inquiry is carefully and intentionally designed. • Inquiry is driven by students’ high level of questioning. • Inquiry goes beyond low-level fact finding to deep understanding. (Maniotes and Kuhlthau 14). “Inquiry promotes and supports academic research at all ages” (Maniotes and Kuhlthau 14). “Another goal is for students to learn and practice literacy, social, and information literacy skills and content knowledge in an authentic context” (Maniotes and Kuhlthau 14).). “School librarians have special expertise in the inquiry process and how research fits into that process; this expertise makes them indispensable partners on the learning team” (Maniotes and Kuhlthau 15 ).  “Studies found that students’ interest increased when they built personal knowledge and that they experienced emotional satisfaction in sharing their learning with others in the class” (Maniotes and Kuhlthau 14).  “The shift from traditional research assignments to guiding inquiry is essential for moving students beyond simple fact finding to deep learning” (Maniotes and Kuhlthau 14 “This special expertise can be a major contribution to students’ learning in school and establishes the school librarian’s value in design and collaboration in inquiry learning” (Maniotes and Kuhlthau 15).


 * Maniotes, Leslie. "Stick-To-Itiveness: Three Strategies To Achieve Persistence Through Inquiry." // School Library Monthly // 30.2 (2013): 9-11. // Library, Information Science & Technology Abstracts with Full Text // . Web. 28 Feb. 2016. **

“The entire inquiry process requires persistence because it occurs over an extended period of time” (Maniotes 9) “Well-designed inquiry units encourage students to make deep connections from the beginning. These connections can sustain persistence within a longer in-depth study in the process of learning from a variety of sources” (Maniotes 10). “Students work in inquiry circles within that community” (Maniotes 11). “Teaching through inquiry comes in all shapes and sizes and can include direct instruction, coaching, modeling, and conferring” (Maniotes 11). “The time invested in the early phases of inquiry pays off in the persistence students have (through the concluding phases: Gather, Create, Share) and quality of the outcome” (Maniotes 11). “Guided Inquiry Design is set within an inquiry community that is studying one topic for a specific purpose” (Maniotes 11). “Educators can employ three strategies to help students persist through the entire inquiry process. First, engage students’ passions and interest. Second, design inquiry experiences that support student persistence throughout the process. Third, guide the learning that occurs within that process” (Maniotes 9). “These circles provide students with the ability to persist through a challenging project” (Maniotes 11). “Tracking the journey through journals and logs helps students reflect and persist through inquiry because they have a visual documentation of their understanding and learning through the process” (Maniotes 11). “Guiding students requires striking a balance between stepping in and holding back” (Maniotes 11). “Heightening their own awareness of what helped them reach a higher level of understanding in inquiry is worth the time” (Maniotes 11).


 * Ogle, Donna. "Creating Contexts for Inquiry: From KWL To PRC2." // Knowledge Quest // 38.1 (2009): 56-61. **

“When teachers nurture cooperative learning, inquiry thrives” (Ogle 59) "A key to stimulating questioning is creating context where inquiry and exploration are nurtured and respected" (Donna 59). “it is precisely in these areas that our future lies—with students who are nurtured to think, to ask questions, to seek multiple sources of authority and opinion, and to contribute to their classes and school learning community” (Ogle 61) "At the most fundamental level we need to recognize, listen to, and encourage students' questions" (Donna 59). "It takes only one or two students to build a connection to the topic; then questions and interest is develop" (Donna 60) “Educators who continue to create contexts for inquiry face challenges understand that they have a responsibility to shape that future that lies ahead. Working collaboratively with others who share the vision helps us persevere in these challenging times” (Ogle 61)

"Both experience and research tell us that students engaged in inquiry are more motivated to pursue learning on their own than students who are fed pre-organized information that they are expected to remember" (Stripling 50). "Increasingly, educators in all subject areas are recognizing the power of inquiry to provoke deeper learning" (Stripling 50). To achieve this level of inquiry-based learning, the library media specialist’s role involves collaboration, teaching, and collection development, as well as leadership and professional development" (Stripling 52).
 * Stripling, Barbara. "Inquiry: Inquiring Minds Want To Know." //School Library Media Activities Monthly// 25.1 (2008): 50-52. **