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Research Models for MEDT 7461 Amy West
 * Research Models Exploration FormName:**
 * Pathways to Knowledge**

Name of model and people involved || Pathways to Knowledge (Follett Information Skills Model – Marjorie Pappas and Ann Tepe || Where you located your information || __[]__ http://www.intime.uni.edu/model/information/appr.html || Description of the basis for the model || This is an information seeking model. It is a nonlinear model/approach which stresses questioning and authentic problem solving. In this models the students (children and.or adults) are encouraged to reassess information throughout the process of learning and revisit and modify previous steps. || Description of each step the students or other adults will follow || # APPRECIATION: learners appreciate certain topics as a jumping off point for discovering more about the topic Description of how model is similar to and different from other models || DIFFERENCES: SIMILARITIES: Describe the best possible use for this model with the group you would be instructing || I teach a unit of chemical properties and reactions. An ongoing throughout this unit is entitled The Chemistry of Baking. This model would work well as these students will begin with the appreciation of baking (eating baked goods). They research ingredients as chemicals, predict outcomes as ingredients are changed or omitted and then apply this to chemical reactions in general. || Describe any changes you would make in this model to make it more useful for group you would be instructing || As my target learners are 8th graders, I feel I would need to carefully guide them in the evaluation process. They are sometimes not yet developmentally ready to evaluate on their own. I would perhaps construct a guided evaluation process for each step in this model. ||
 * **Model**
 * **Information Sources**
 * **Overview of Model**
 * **Steps in Model**
 * 1) RESEARCH: making a connection between learner's prior knowledge and their topic; narrow thier search; develop research questions
 * 2) SEARCH: locate proper research information and tools; plan research strategy (keeping focus on research questions)
 * 3) INTERPRETATION: engages learners in analysis, synthesis and evaluation; learner reflects on information found and constructs personal meaning
 * 4) COMMUNICATION: learner organizes and applies new knowledge through a presentation relative to their research question(s)
 * 5) EVALUATION: ongoing throughout all stages; allows learner to develop their own research process; also evaluate their communication product ||
 * **Comparison**
 * Research is based on their (or teacher designed) appreciation of certain things/topics/ideas.
 * Like other models, it includes stages of : information gathering, interpreting.analyzing the information and communicating the findings.
 * It contains non linear or cycling like The Research Cycle Model.
 * Like The Big 6 model, there is an emphasis on evaluating the actual research process
 * All models involve the use of higher level thinking skills.
 * Even though some emphasize a nonlinear approach, they all demonstrate a similar sequence of stages: question/problem, locating resources, obtaining information, analyzing/evaluating information, and communicating the information.
 * Like the KidsConnect KC Tools model and the Critical Thinking and Information Literacy Model, it address the connecting of prior knowledge. ||
 * **Potential Use**
 * **Adaptations**


 * Research Models Exploration FormName:**
 * Critical Thinking and Information Literacy Process Model**

Name of model and people involved || Critical Thinking and Information Literacy Process Model || Where you located your information || __[]__ http://virtualinquiry.com/inquiry/ips.htm || Description of the basis for the model || This information inquiry model's approach is focused on the level of thinking required at each step. It provides the verbs associated with each step demonstrating the movement up the cognitive hierarchy as the research process continues. || Description of each step the students or other adults will follo || # EXPLORING/FORMULATING/QUESTIONING/CONNECTING: brainstorming, posing questions, connecting with prior knowledge, planning Description of how model is similar to and different from other models. || DIFFERENCES: SIMILARITIES: Describe the best possible use for this model with the group you would be instructing || I could use this method my 8th grade inclusive GA History class, when investing technological innovations and how they affected antebellum Georgia. The focus on the students feelings of frustration during the research process would allow for me to get them "over the hump" and assist them in the completion of the task. Many of these students tend to quit or reduce their work production when they become frustrated. || Describe any changes you would make in this model to make it more useful for group you would be instructing || As with any inclusion class, modifications need to be made according to the students' IEPs. I would provide them with a written format to assist them in synthesizing the information and developing new meaning. I may even need to model this for them according to their specific information and emotional needs, Additionally, in order to maximize my effectiveness, I would have some of the students work in pairs according to their learning needs and emotional perspective. ||
 * **Model**
 * **Information Sources**
 * http://virtualinquiry.com/inquiry/ips.htm
 * Overview of Model**
 * **Steps in Model**
 * 1) SEARCHING & LOCATING: identifying & scanning resources; evaluating information
 * 2) COLLECTING/ORGANIZING/MANAGING/MONITORING: organize information, manage time & resources; monitor ethical use of technology & resources
 * 3) ANALYZING/EVALUATING/INTERPRETING/INFERRING: applying reading/thinking strategies; determine importance and relevance of information; interpret data; categorize information
 * 4) SYNTHESIZING/SOLVING: create new meaning or understanding from information; draw conclusions; draw conclusion to solve problem
 * 5) APPLY NEW UNDERSTANDING: seek peer review; assess product
 * 6) COMMUNICATE/PRESENTING/SHARING: determine best method for sharing; use effective communication skills; engage audience; provide feedback ||
 * **Comparison**
 * This is the only model to address ethical use of information & technology.
 * This model requests learner to get and respond to feedback from audience.
 * Like other models, it includes stages of : information gathering, interpreting.analyzing the information and communicating the findings.
 * Even though some emphasize a nonlinear approach, they all demonstrate a similar sequence of stages: question/problem, locating resources, obtaining information, analyzing/evaluating information, and communicating the information.
 * Like the KidsConnect KC Tools Mode,and The Pathways to Knowledge Model it address the connection with prior knowledge. ||
 * **Potential Use**
 * **Adaptations**


 * Research Models Exploration FormName:**
 * Flip It Model**

Name of model and people involved || Flip It Model – Alice Yucht || Where you located your information || __[]__ ||
 * **Model**
 * **Information Sources**
 * http://virtualinquiry.com/inquiry/ips.htm

Description of the basis for the model || This is a decision making model designed to help the learner process information using four specific markers. It is a set of reflective question designed to guide the learner through the information gathering process. These questions are arranged in a clearly recognizable graphic format that is interchangeable regardless of content. || Description of each step the students or other adults will follow || 1. FOCUS•Defining the problem/Formulating the question •Narrowing the scope •Identifying specific subtopics/ key search terms to consider •Understanding the kinds of questions/answers needed 2. LINKS/LOGISTIC Exploring Resources .finding useful data. •Identifying the different types of Resources •Selecting and Using appropriate resources •Developing effective search strategies 3. INPUT/IMPLEMENTATION •Acquiring information: Evaluating the facts Taking notes and Citing sources •Evaluating information •Integrating information from a variety of sources •Organizing the information acquired 4. PAYOFF/PRESENTATION Creating & Demonstrating Knowledge - •Developing and Organizing the information into a presentation •Evaluating the results || Description of how model is similar to and different from other models || DIFFERENCES: SIMILARITIES: Describe the best possible use for this model with the group you would be instructing || In my 8th Ga Studies class (inclusion class), my students could use this model when researching the reasons that Georgia participated in the use of slave labor. The graphic format of the model with the easy to understand questions is a terrific way to have lower level learners engage in the research process. || Describe any changes you would make in this model to make it more useful for group you would be instructing || As always with middle schoolers, they will need assistance with narrowing their focus. ALso, since this is an inclusion setting, those students with learning disabilities will need guided instruction in discerning which resources are the best; and they will need assistance in note taking. It may be necessary to work through each quartile of the graphic organizer with some of these students, making sure they are on track before moving on to the next. ||
 * Overview of Model**
 * **Steps in Model**
 * **Comparison**
 * This model consists of only reflective questions presented in a specific graphic format.
 * Like other models, it includes stages of : information gathering, interpreting.analyzing the information and communicating the findings.
 * Even though some emphasize a nonlinear approach, they all demonstrate a similar sequence of stages: question/problem, locating resources, obtaining information, analyzing/evaluating information, and communicating the information.
 * Like the KidsConnect KC Tools model it guides the student through questios rather than statements or rules. ||
 * **Potential Use**
 * **Adaptations**


 * Research Models Exploration FormName:**
 * The Research Cycle**

Name of model and people involved || The Research Cycle - Jamie McKenzie. || Where you located your information || __[]__ __[]__ || Description of the basis for the model || This model focuses on the learner as an information producer and not simply an information gatherer. The focus is on questioning and judgment and not on topical research projects. || Description of each step the students or other adults will follow || # QUESTIONING: students generated; subquestions generated; can be an EQ; mind map of relating questions Description of how model is similar to and different from other models || DIFFERENCES: SIMILARITIES: Describe the best possible use for this model with the group you would be instructing || In my 8th grade advanced content physical science classes, I could easily apply this model to an inquiry-based lab activity. For example, "How can we efficiently supply energy to make a light bulb glow?". || Describe any changes you would make in this model to make it more useful for group you would be instructing || The basic problem with this model in a classroom setting is the time required to appropriately utilize it. I would need to constantly need be reviewing their questions and modeling the process for them. I would need to implement a tight time schedule and be available for a lot of consultation time for the students. ||
 * **Model**
 * **Information Sources**
 * **Overview of Model**
 * **Steps in Model**
 * 1) PLANNING: decide what info is needed; develop info collection/storage system
 * 2) GATHERING: structure findings as they are gathered (not later)
 * 3) SORTING & SIFTING: sort through the information gathered and decide what is necessary and what is unnecessary
 * 4) SYNTHESIZING: arrange the information gathered until the response to the question(s) is in focus
 * 5) EVALUATING: determine is research question(s) are answered completely or if more information is needed. Here they "cycle" through the process until the questions are satisfactorily answered.
 * 6) REPORTING: persuasive reporting of the information (multi media suggested) ||
 * **Comparison**
 * This model allows the learner to generate the questions, and not be solely driven by a specific research topic.
 * It provides a planning stage where the learner can create an organizational tool prior to the information gathering stage
 * Like other models, it includes stages of : information gathering, interpreting.analyzing the information and communicating the findings
 * Like the Pathways to Knowledge Model there is an emphasis on the nonlinear path to researching.
 * Even though some emphasize a nonlinear approach, they all demonstrate a similar sequence of stages: question/problem, locating resources, obtaining information, analyzing/evaluating information, and communicating the information. ||
 * * **Potential Use**
 * **Adaptations**


 * Research Models Exploration FormName:**
 * The Big 6**

Name of model and people involved || The Big 6 – Mike Eisenberg and Robert Berkowitz || Where you located your information || __[]__
 * **Model**
 * **Information Sources**

http://www.crlsresearchguide.org/Big_Six_Steps.asp || Description of the basis for the model || This is a straight forward model to guide all ages of learners in problem solving. || Description of each step the students or other adults will follow || # TASK DEFINITION: define problem; identify informational requirements Description of how model is similar to and different from other models || DIFFERENCES: SIMILARITIES: Describe the best possible use for this model with the group you would be instructing || This basic process could readily apply to any research based lesson. One example would be, with my advanced content 8th grade physical science students, the task of researching energy transformation and demonstrating the law of conservation of energy. This is a performance based project where the students research 1-3 examples where there are multiple energy transformations, and then produce a multi media presentation to communicate their learning. || Describe any changes you would make in this model to make it more useful for group you would be instructing || Utilizing this model for the lesson described above would require little or no adaptations. I think it is quite appropriate for the age of my learners (8th grade). ||
 * http://virtualinquiry.com/inquiry/big6.htm
 * Overview of Model**
 * **Steps in Model**
 * 1) INFORMATION SEEKING STRATEGIES: determine the range of the sources; evaluate & prioritize the sources
 * 2) LOCATION & ACCESS: locate sources
 * 3) USE OF INFORMATION: engage the information; extract useful information
 * 4) SYNTHESIS: organize all information; create product
 * 5) EVALUATION: judge the product and the information finding process ||
 * **Comparison**
 * This is the simplest and most direct of the models.
 * Like other models, it includes stages of : information gathering, interpreting.analyzing the information and communicating the findings (communication is not a separate stage).
 * Like The Pathways to Knowledge Model there is an emphasis on evaluating the actual research process.
 * Even though some emphasize a nonlinear approach, they all demonstrate a similar sequence of stages: question/problem, locating resources, obtaining information, analyzing/evaluating information, and communicating the information. ||
 * * **Potential Use**
 * **Adaptations**


 * Research Models Exploration FormName:**
 * KidsConnect KCTools**

Name of model and people involved || KidsConnect KCTools || Where you located your information || __[]__ and then enter Kids Connect in the AASL search box in the top right corner
 * **Model**
 * **Information Sources**

http://www.ala.org/aasl/aboutaasl/aaslcommunity/quicklinks/k12students/aaslkctools || Description of each step the students or other adults will follow || # I WONDER...coming up with a research question; determining what you are curious about or interested in; any previous knowledge; resources for help Description of how model is similar to and different from other models || DIFFERENCES: SIMILARITIES: Describe the best possible use for this model with the group you would be instructing || I would use this model with my 8th grade physical science students. This would be an important component in a self paced individual module on alternative energy resources. This on line module the students are asked to research alternative energy resources and present this information to their classmates. I would edit the module to include the link to the KidsConnect KC Tools to allow them to completely independent of me in this part of the module. || Describe any changes you would make in this model to make it more useful for group you would be instructing || The adaptations would be minimal in that this model is student focused and easy for them to understand and follow. I could modify the links that provide help resources for the students. I may include my own links that are content specific. ||
 * || This is a research tool for students. It is more like a module geared toward the child and not the teacher. It gives the child 4 easy to understand steps in the research process. It provides the information in child friendly language with available resources for assistance when needed. ||
 * **Steps in Model**
 * 1) I FIND... search for information; resources for help; 3 tips
 * Not all information is found on the Internet. Sometimes you will get faster and better information from a book (like an encyclopedia).
 * Spend some time thinking about keywords you can use to search with.
 * Learn how different search engines work. Try more than one, you will likely get different results.
 * Always check the information you find with another source to make sure it is accurate
 * 1) I EVALUATE: understanding the information found; resources for help; tips for evaluation
 * Make sure the information is relevant to your topic.
 * Pay attention to the Internet page construction, spelling, grammar, and the url. Those may be clues to the quality of your information.
 * You want to be aware of when the information was published. Make note of the copyright date.
 * Learn the difference between primary and secondary sources. Ask your school library media specialist for help.
 * Be aware of the differences between fact and opinion. Not everything you read is true.
 * 1) I SHARE: communicating the information; resources for help; tips
 * Make sure your presentation keeps your audience in mind.
 * Make sure you answer your original question or questions.
 * Always give credit to the anyone whose work you may have used (cite your sources).
 * Be creative. ||
 * **Comparison**
 * This model is written for the student to follow
 * it is the only model written in first person which allows for the younger learner to connect with it
 * it provides specific tips for each stage in the process guiding the learner through the proper protocol for research
 * Like other models, it includes stages of : information gathering, interpreting.analyzing the information and communicating the findings
 * Even though some emphasize a nonlinear approach, they all demonstrate a similar sequence of stages: question/problem, locating resources, obtaining information, analyzing/evaluating information, and communicating the information.
 * Like the Critical Thinking and Information Literacy Process Model, and thePathways to Knowledge Model, it address the connection with prior knowledge.
 * Like the Flip It MOdel it guides the user through questions rather than statements or rules. ||
 * **Potential Use**
 * **Adaptations**


 * Research Models Exploration FormName:**
 * Information Search Process**

Name of model and people involved || Information Search Process - Carol Collier Kuhlthau (ISP) || Where you located your information || __[]__ http://virtualinquiry.com/inquiry/models.htm || Description of the basis for the model || This is an information inquiry model that takes the basic steps in research and focuses on emotional and attitudinal apsects of the student researcher. The model reflects the understanding that the student may begin with enthusiasm and curiosity, but then encounter frustration and lack of confidence in the research process. Each stage in the process includes: the task, associated learner thoughts, feelings, actions and strategies. Intervening at the appropriate times results in better understanding. || Description of each step the students or other adults will follow || # INITIATION: At this early stage in research the learner realizes their lack of knowledge or understanding to solve a complex problem; feelings of uncertainty and anxiety ensue. Description of how model is similar to and different from other models || DIFFERENCES: SIMILARITIES: Describe the best possible use for this model with the group you would be instructing || Essentially, this model should be applied on any task which requires research and information inquiry. As a science teacher, I could an should implement this each time my students are presented with an inquiry based task to complete. I will now be more intent on intervening at stages one and three as these provide the most uncertainty for the learner. || Describe any changes you would make in this model to make it more useful for group you would be instructing || I believe that I will adapt this model each time I use it depending on the difficulty of the inquiry task and the experience level of the students involved. ||
 * **Model**
 * **Information Sources**
 * **Overview of Model**
 * **Steps in Model**
 * 1) SELECTION: This is when the learner has identified a research topic and new feelings of optimism and readiness to continue replace those of anxiety.
 * 2) EXPLORATION: At this stage the learner is attempting create personal understanding from the information acquired. Feelings of confusion, uncertainty and doubt arise at this point, because the interaction between the learner and the information system is less efficient and awkward.
 * 3) FORMULATION: This is where the learner forms a focus from the gathered information. Understanding increases and the uncertainty decreases, while confidence increases.
 * 4) COLLECTION: At this point the interaction between the learner and the information system becomes efficient and purposeful. The feelings at this point are an increased confidence to complete the task and an increase in interest.
 * 5) PRESENTATION: At this point the learner is to complete the search and formulate a solution to the problem., The feelings at this stage are varied, ranging from relief and satisfaction to disappointment and presentation anxiety. ||
 * **Comparison**
 * This model is the only one which focuses on the learners' emotional and attitudinal response to the research process.
 * Like other models, it contains stages regarding researching, analyzing and communicating information
 * Even though some emphasize a nonlinear approach, they all demonstrate a similar sequence of stages: question/problem, locating resources, obtaining information, analyzing/evaluating information, and communicating the information. ||
 * **Potential Use**
 * **Adaptations**