Comparison of Research Models

Comparison of Research Models

Tara Ikner

Department of Education, University of West Alabama

LM 564: Critical Issues in School Library Services

Dr. Michelle M. Wilson, NBCT

July 26, 2020

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Introduction

It has been said that knowledge is power; I feel more inclined to proclaim that the ability

to find, understand, use, and learn from information is truly most powerful. Students of all ages

need to be equipped with the skills to access and use information effectively. Knowing that all

students do not learn in the same way, as educators we must use strategies that best suit students'

needs. In the following paragraphs, I will summarize three widely used models that help learners

seek and use information.

Big 6 Model

The Big 6 model was developed by Michael Eisenberg and Robert Berkowitz. The Big 6

approach outlines six steps in the problem-solving process: Task Definition, Information Seeking

Strategies, Location and Access, Use of Information, Synthesis, and Evaluation. Riedling, Shake,

and Houston pointed out that the process describes the six thinking steps as one goes through any

time there is an information problem to be solved. This process encourages teaching partnerships

of library media specialists and classroom teachers (Marino & Eisenberg). While the Big 6 is

geared for students around 3rd grade and up, for younger students, preschool through 2nd grade,

the Super 3 model, adapted from the Big 6, offers a 3 step process to guide students through the

information search process. The three steps, Plan, Do, & Review is simple enough for younger

students who are just starting with the inquiry process.

Kulthau Model

The Information Seeking Process was created by Carol Kuhlthau. In her model, she developed a

7 stage process for researching and using information: Task Initiation, Topic Selection,
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Exploration, Formulation, Collection, Presentation, and Assessment. Kuhlthau focuses on three

behaviors as they relate to the information search process. She describes the various thoughts and

feelings that students may experience during each stage, and actions need to be taken. This

model encourages an in-depth focus that enables students to seek more relevant information and

produce a product of higher quality (Riedling, Shake, and Houston). After I studied Kuhlthau's

model, it seems that it is better suited for secondary education students. As I studied the stages

and behaviors, I could identify myself with some of the same feelings of confusion during the

exploration process.

The Pitts/Stripling Model

The Pitts/Stripling model of information literacy was developed by Barbara Stripling and

Judy Pitts. The model focuses on the integration of the content areas with the information search

process. Striping points out that as students work through the four steps of the content process:

Need to Know, Information, New Understanding, and Assessment, there is a simultaneous

occurrence of the information processes (Veltze). Throughout all of the processes, it is

recommended that guidance and support from teachers and library media specialists are vital.

The Pitts/Stripling model can be used for grade 1 and up, and Veltze points out that through her

study of the model that it would best be used in the library media center setting, where the main

focus is learning.

Application of a Research Model

I prefer the Big 6 approach to research. I like the fact that as earlier as preschool,

adaptations have been made to incorporate the research process into student learning using the

Super 3. Students can continually build their research skills as they take on The Big 6 approach
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which can be used throughout their educational career. In the following paragraphs, I will

describe the implementation of the Big 6 approach with a sixth-grade class.

After collaborating with the English and History teachers of a sixth-grade class, we

developed an assignment for the students that would cover History and English standards from

the Alabama Course of Study for sixth grade. During this time of collaboration, plans for

students with special needs should be addressed. Librarians will need to make sure that

appropriate resources and tools are available for special learners. Students will be asked to write

an essay explaining the causes and effects of the Great Depression of the United States. This

assignment will cover standard 5 from the Alabama Course of Study for sixth grade Social

Studies. Multiple standards from the Alabama Course of Study for sixth grade Language Arts

will be covered. Under the subtitle Reading Standards for Informational Text, standards 11, 12,

13, and 17 will be covered as students read through informational sources as they are

researching. Writing Standard 22 covers informative or explanatory text, students will meet this

standard with their final product. Production and Distribution of Writing Standards 24, 25, and

26 will be covered as the students move through the writing process. As students gather

resources and information for their writing, they will also meet standards 27, 28, and 29 under

the heading Research to Build and Present Knowledge.

The first step of the Big 6 model is to define the task. Students will be given the topic of

their essay. They brainstorm what they already know about the Great Depression, and make a list

of information they need to find as well as questions they may have. This step covers the AASL

Domain A. Think.
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During step two students will be applying information-seeking strategies. They will

determine where they may find information about the causes and effects of the Great Depression.

They will also need to determine which sources will best fit the needs of their research

assignment.

By collaborating with the Language Arts and History teachers, the librarian will be

prepared to help with step 3, which will be to locate and access sources. Librarians will be

available to guide students through this process. The classroom teachers can coordinate a time

with the librarian to bring their classes to the media center to work on the assignment.

Once students have collected their resources, they will move to step 4 where they will use

their information. They will need to analyze their sources carefully to extract useful information.

Students will take notes of useful information. During this time, students will need to keep stay

focused on the topic of their assignment. Using keywords and phrases when analyzing

information can help to determine if the sources are relevant.

Step 5 of the Big 6 model is synthesis. Students will need to organize their information so

that it makes sense. Students can seek help and guidance from the Language Arts teacher and

their peers during this step. Part of the collaborative efforts among the classroom teachers and

librarians could be focused on developing a rubric for the assignment. This would help the

students assess their work, and they could also use it when proofreading or collaborating with

their peers. AASL Standards domain B. Create will be covered as learners are creating their

finished product for the assignment. As they share their work with their peers and teachers, they

will also meet the AASL standard domain C. Share.

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The last step of the Big 6 model is evaluation. During this time students will evaluate and reflect

on their work. They will assess their work for accuracy, and make sure that they have cited all

sources correctly. Students will also analyze the content of their writing to make sure it addresses

the topic appropriately.

Conclusion

To become effective users of information, students must be taught how to access it use it

to best fit their needs. Using research models to help guide students will help to make sure that

they think through the research process. Collaboration among classroom teachers and librarians

is crucial. When all parties work together, it makes the chances of student success even greater.
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References

Eisenberg, M. B., & Berkowitz, R. E. (1996). Information problem-solving: the big six skills
approach to library & information skills instruction. Ablex Publishing.

Kuhlthau, C. C. (1997). Library Trends, 45(4), 708.

Kundu, K. D. (2017). Models of Information Seeking Behavior: A Comparative Study.

International Journal of Library and Information Studies, 7(4), 393–405.

Marino, J., & Eisenberg, M. (2018). Knowledge Quest-Evolution of a School Librarian, 47(2),
56–60.

Riedling, A. M., Houston, C., & Shake, L. (2013). Reference skills for the school librarian: tools
and tips. Linworth.

Veltze, L. (2003). The Pitts/Stripling Model of Information Literacy. School Library Media
Activities Monthly, XIX(8), 19–20. https://search-proquest-
com.ezproxy.uwa.edu/docview/237130755/fulltextPDF/1D4E695C7F734DAEPQ/1?
accountid=14786.