The information process approachThe process approach is a perspective on learning rather than a formula for teaching. There are some general guidelines, however, for guiding students in the development of skills for seeking and using information in each stage of the information search process.(9) |
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Defining |
First and foremost, the process approach is initiated by open-ended problems, questions, or topics that need to be addressed by using a number of sources over a period of time. These open-ended issues arise directly from the curriculum to initiate problem-directed research, rather than artificially imposed research assignments that only peripherally relate to the context, content, and objectives. Some basic groundwork is laid to prepare students for the research process... to enable them to form some basic constructs upon which to build. During this initial stage the students become aware of issues and questions worthy of further investigation and identify those issues that are of personal interest to them. Brainstorming in the early stages draws out what students know and provides opportunities for generating, clarifying, and sharing ideas. Raising questions about their existing knowledge provides motivation for proceeding to find out more. Brainstorming also encourages collaborative learning at the very beginning of the process. An audience for their work beyond the teacher is established at the start. In the early stages, students concentrate on topics, ideas, and questions that need further investigation rather than getting enmeshed in the mechanics of the project. Mechanics are stated directly but in no way overshadow the central task of gaining a deeper understanding of a particular problem, issue, or topic. Keeping a journal is a useful strategy throughout the process and can serve a variety of purposes at different points. For example, at one point students use their journals to record thoughts on possible topics, plans for addressing the project, and prospective problems. Later in the process, they use their journals for detailed notetaking. At the beginning, students are introduced to the concept of stages in the search process and become aware of what to expect in the ensuing project. The model of the information search process is used to illustrate the sequence of tasks, thoughts, actions, and feelings that are commonly experienced in each stage of the process. Students may refer to the model from time to time to determine where they are in the process. After students have selected a topic or area for research, they are carefully guided and coached through the exploration stage. This is frequently the most difficult stage. Uncertainty prevails as students encounter information that is inconsistent and incompatible and does not match what they already know. Reading and reflecting in a receptive mood and in an unhurried environment are conducive to formulating new understandings. Opportunities for discussing newly formulated constructs are offered through one-on-one conferences, small group interaction, and large group discussions. Journals are helpful for recording interesting ideas, connecting themes, and emerging questions developed from a number of sources instead of extensive copious notes from one source. This activity also deters students from the tendency to copy word-for-word or to plagiarize when presenting. Students gain a clear understanding that their task during this time is to form a focused perspective of their topic or problem by reading, investigating, and thinking. |
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Locating |
A focused perspective provides direction for collecting information and is the turning point of the information search process. |
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Selecting |
Once a focus is formed the search takes on a central theme or guiding idea that provides the basis for making judgments of what information to collect and what to disregard. Notetaking strategies shift at this point to recording detailed notes on information related to the focused perspective of the topic. |
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Organising |
The final stage is organizing ideas for presentation. Students are guided in determining what will be paraphrased, summarized, and quoted and how to document the origin of the information used. Connections are made between and among the ideas and extensions of meaning are identified and explained. |
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Presenting |
Presentations take many forms and are addressed to the collaborative learning group, not solely to the teacher. |
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Assessing |
An essential part of the process approach to information skills is assessing the process as well as the product at the end of the project. An opportunity to look back and take account of the entire process enables students to recognize that their experience has not been isolated to this one incident but is applicable to a wide range of situations. Journals provide an excellent means for students to review their process. By reflecting on their use of time, use of sources, and evidence of a focus in their presentation, they develop an awareness of their own information search process. "Process folios" of student work representing the various stages provide an excellent way to assess the process of learning.(10) |
8. Carol C. Kuhlthau, "Levels of Education," in Seeking Meaning: A Process Approach to Library and Infmation Services (Norwood, N.J.; Ablex, 1993): 145–54. 9. Carol C. Kuhlthau, Teaching the Library Research Process, 2d ed. (Metuchen, N.J.: Scarecrow, 1993). 11. Carol C. Kuhlthau, "The Information Search
Process: From Theory to Practice," Journal of Education for Library
and Information Science 31 (Summer 1990): 72–75.
This article was found in SLMR Resources; Information Power: Building Partnerships for Learning; Full-Text Research Articles from School Library Media Quarterly SLMQ
Volume
22, Number 1, Fall 1993
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