Module3

Notes

Kuhlthau's ISP Model The ISP presents seeking information as a means to accomplish a goal. The model of the ISP is articulated in a holistic view of information seeking from the user’s perspective in six stages:
 * //Initiation//, when a person first becomes aware of a lack of knowledge or understanding and feelings of uncertainty and apprehension are common.
 * //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.
 * //Exploration,// when inconsistent, incompatible information is encountered and uncertainty, confusion, and doubt frequently increase and people find themselves “in the dip” of confidence.
 * //Formulation,// when a focused perspective is formed and uncertainty diminishes as confidence begins to increase.
 * //Collection,// when information pertinent to the focused perspective is gathered and uncertainty subsides as interest and involvement deepens.
 * //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.

Initiation: What are some possible topics? Selection: Which topic do I choose? What do I need to do for the task? Exploration: Research my topic. Formulation: What aspects of my topic will I focus on? What information will I use from my research? Collection: Put it all together, organize. Engage in additional, more focused research. Presentation: Prepare to present findings.

ISP was among the first to take into account the emotional experience of a research task. Sometimes less is better in the exploration stage.

My brain is working through the point of all this. Introduce students to this, so they know to expect these feelings of uncertainty, and to not give up? Make teachers and librarians more aware of the emotional experiences involved with research tasks so that we are more understanding toward the students when they are frustrated and anxious about the task? So we can help them obtain that focus that will ease their anxiety? Know when to help out in the narrow window called the "zone of intervention" without being told to "bug off?" It seems like we could simplify this into easier terminology if that is the case and give our brains a break. Ironically, reading about Kuhlthau's ISP model is causing me high anxiety. Maybe that's the point, since I am in the initiation stage here learning about this ISP model. Just some thoughts. Ok, I think I just worked out the point of all this. :)

Kuhlthau, Carol C. "Information Search Process." Rutgers University School of Communication and Information. Web. 18 Sep. 2012. .

Assignment 3_1: >
 * 1) I've been away, Kennedy assassination inquiry, my Master's thesis.
 * 2) Myself and students have experienced uncertainty and anxiety - I've seen it in the initiation and exploration stage. Liken it to when writing a paper - once the thesis/opening paragraph is completed, anxiety seems to lessen and confidence increases now that the unknown is the known. I've also seen feelings of satisfaction with a presentation and feelings of disappointment when they missed something or didn't support their argument well enough.
 * 3) See discussion response. I like the strategies for intervening in the information process outlined in the PowerPoint presentation. Concept mapping - "Concept mapping has been found to help students in focus formulation ([|Gordon 2000])." - work cited below

Discuss: "Burdick ([|1996]) found that boys tend to gather and complete, while girls prefer to investigate and formulate. Girls are more likely to be optimistic as they start their projects, but doubtful and uncertain by the end while boys tend to be more confident as they finish their projects."

"Students' feelings of relief at the end of their process is more related to task completion rather than to a successful learning outcome ([|Holliday and Li 2004]). Similar results have been found in group work contexts where the sense of relief at the end of the process is strongly related to end of stress rather than sense of accomplishment and negative emotions prevailed throughout the project ([|Hyldegard 2006])."

"Nine feelings were identified and tracked through the three points of data collection. These were: confidence, disappointment, relief, frustration, confusion, optimism, uncertainty, satisfaction and anxiety. These were measured by asking the students to indicate how they experienced a particular feeling on a four-point scale: very, fairly, a little and not at all. In addition, the students were also asked to state what they found easy and difficult in researching their topics at the three points in the search process." - Similar to reflection aspect of an I-search inquiry.

Kuhlthau, Carol. C, Heinstrom, J, & Ross J. Todd, R.J. (2008). The Information Search Process Revisited: Is the Model Still Useful? //​IR Information Research//, ​13.4 (2008). Web. 18 Sep. 2012. .

Discuss: "Through an accumulation of these timely experiences in the learning process, students learn to recognize changes in their feelings and thoughts. They learn "how to learn" in a lasting and transferable way from a variety of sources." - This is the most important thing we can teach our students, how to learn.

Kuhlthau, Carol C. and Leslie K. Maniotes. "Building Guided Inquiry Teams for 21st Century Learners." //School Library Monthly// 26(5) 5 Jan. 2010. Web. 18 Sep. 2012. .

Bird Units and Bloom's Digital Taxonomy


 * "Bloom's Digital Taxonomy** isn't about the tools or technologies rather it is about using these to facilitate learning. Outcomes on rubrics are measured by competence of use and **most** importantly the **quality of the process or product**." - Keep in mind when creating rubric for revised lesson plan.

Print out Concept Map of Bloom's Digital Taxonomy verbs.

Remembering - students use digital means to find, record, organize, manage and retrieve the important resources they need. Understanding - building relationships and constructing meaning; summarizing; paraphrasing. Applying - applying facts and processes learned to a situation. Applying could be using a process, skill or set of facts. (Using what has been learned.) Analyzing - determining how the parts relate or interrelate to one another or to an overall structure or purpose; organizing; outlining; structuring. Evaluating - making judgements based on criteria and standards through checking and critiquing; validating sources; reflecting. Creating - putting it all together; designing, constructing, making.

Churches, Andrew. “Bloom’s Digital Taxonomy.” Educational Origami. 2012. Web. 20 Sep. 2012. .

The Re-Create model Loertscher, David. "Ban Those Birds Units Model Testing: An Action Research Project." Davidvl.org. 2005. Web. 20 Sep. 2012. .

Assignment 3_2 idea relating to 10_1 LibGuide: Rework slave drawings assignment - have them scan their completed drawing and create a Voicethread presentation with an explanation of what they drew, why they chose it, and why it is important in studying slavery/history. Then students must peer review each others' drawings and explanations on the VoiceThread, then drawer must reflect on their work and respond to their classmates reviews.

How can I turn this into a research project? Task: Using prior knowledge and some additional research, come up with a concept and create an original work of art, a powerful depiction of slavery as it relates to U.S. History. Present your work in VoiceThread, peer review others' work, and reflect on your own work and reviews of your work in VoiceThread. You will be graded on four aspects: 1. your initial research - at least 3 sources, variety (librarian help), and validity (sheet), describe process in VoiceThread) or create a note-taking sheet for this purpose (combine with validity) 2. your drawing - the originality of your drawing, the quality of your drawing (attention to detail), 3. your VoiceThread presentation - drawing is placed in VoiceThread, you've voiced the description of your drawing, your inspiration (why did you draw what you did?), and why it is a powerful depiction of slavery and important in the study of U.S. History. You also need to include source information and a brief reflection of your research process. 4. your 3 peer reviews and final reflection (response to peer reviews, evaluate your final product and the process)

Remembering - students will need to retrieve what they know about slavery and do additional research to come up with an idea for a drawing. Cite three different sources for research. Understanding - Students will need to summarize what they drew. Applying - Students will apply what they have learned to explain why they chose to draw what they did. Analyzing - Student must determine and explain why their picture is a powerful depiction of slavery and how it aids in the study of slavery in history. Evaluating - students must reflect on their own work as well as make judgements about others' work. Creating - students must assemble the different requirements of the task into a VoiceThread presentation and publish it for others to evaluate.

Use parts of Blog Commenting Rubric http://edorigami.wikispaces.com/file/view/blogging+commenting+rubric.pdf

Common Core State Standards http://www.corestandards.org/ Speaking and Listening 6-12, Comprehension and Collaboration, grades 9-10, 1. Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9–10 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively. 1d. Respond thoughtfully to diverse perspectives, summarize points of agreement and disagreement, and, when warranted, qualify or justify their own views and understanding and make new connections in light of the evidence and reasoning presented. 3. Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric, identifying any fallacious reasoning or exaggerated or distorted evidence.(pg.50) Speaking and Listening 6-12, Presentation of Knowledge and Ideas, grades 9-10, 4. Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning and the organization, development, substance, and style are appropriate to purpose, audience, and task. 5. Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest. (pg.50)

Reading Standards for Literacy in History/Social Studies 6–12, Integration of Knowledge and Ideas, grades 6-8, 7. Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with other information in print and digital texts. (pg.61)

Reading Standards for Literacy in Science and Technical Subjects 6–12, Craft and Structure, grades 11-12, 6. Analyze the author’s purpose in providing an explanation, describing a procedure, or discussing an experiment in a text, identifying important issues that remain unresolved. (pg.62)

Writing Standards for Literacy in History/Social Studies, Science, and Technical Subjects 6–12, Research to Build and Present Knowledge, grades 6-12, 9. Draw evidence from informational texts to support analysis reflection, and research. (pg.66)

National Governors Association Center for Best Practices, Council of Chief State School Officers. "Common Core State Standards." Washington D.C.: National Governors Association Center for Best Practices, Council of Chief State School Officers, 2010. Web 20 Sep. 2012. .