Kohout-Tailor, Jessica

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Clemson UniversityTigerPrintsPresentations University Libraries3-2019The Simple Four: Making Research Simpler for Allwith Information Literacy ModelsJessica Kohout-TailorClemson University Libraries, jkohout@clemson.eduFollow this and additional works at: https://tigerprints.clemson.edu/lib_presPart of the Library and Information Science CommonsThis Presentation is brought to you for free and open access by the University Libraries at TigerPrints. It has been accepted for inclusion inPresentations by an authorized administrator of TigerPrints. For more information, please contact kokeefe@clemson.edu.Recommended CitationKohout-Tailor, Jessica, "The Simple Four: Making Research Simpler for All with Information Literacy Models" (2019). Presentations.137.https://tigerprints.clemson.edu/lib_pres/137The Simple Four: Making Research Simpler for All with Information Literacy ModelsJessica Kohout-Tailor, Ed.D.Clemson University LibrariesBackground⊷ Started as Librarian at the elementary level and moved to middle level2⊷ Recently moved to Clemson University Libraries from middle school in Midlands⊷ Always been interested in the Simple Four ModelBy the end of the session, you will be able to:3⊷ Identify information literacy models in order to use in your instruction⊷ Explain potential benefits and challenges with using information literacy models in your classroom libraries⊷ Describe how you could implement the Simple Four or other model into their instruction or conduct a similar studyInformation Literacy or Research  Models⊷ Six stages ⊶ Task Definition⊶ Information Seeking Strategies⊶ Location and Access⊶ Use of Information⊶ Synthesis⊶ EvaluationBig6⊷ Has same elements as Big6⊷ Meant for younger students⊶ Plan⊶ Do ⊶ Review5Super3By Mike Eisenberg and Bob Berkowitz (1990)I-LEARN Model⊷ Delia Neuman (2011)⊷ 5 stages⊶ Identify⊶ Locate⊶ Evaluate⊶ Apply⊶ Reflect6PSU Model⊷ Valerie Nesset(2013)⊷ Instructors and advanced students⊷ Actions, affective behaviors, impact factors, learning, reflection⊶ Preparing⊶ Searching ⊶ Using7Searching: planning, defining, finding, gathering, evaluating, keywords, imagesBAT Model⊷ Valerie Nesset(2013)⊷ Simplified PSU model⊷ 3 stages⊶ Beginning⊶ Acting ⊶ Telling⊷ Visual representation of a bat for students to follow8(Image from https://www.sciencedirect.com/science/article/pii/S0740818813000091#f0010)PLUS Model⊷ James Herring (1996)⊷ 4 stages⊶ Identify Purpose⊶ Locate relevant sources⊶ Use ideas and information effectively⊶ Self-evaluate910Theoretical FrameworkKuhlthau’s Information Search Process or ISP (1989) model(image from http://wp.comminfo.rutgers.edu/ckuhlthau/information-search-process/)Simple Four Model⊷ 4 stages ⊶ Plan⊶ Act⊶ Organize ⊶ Reflect⊷ Questions for students to answer⊷ https://sites.google.com/site/marthaalewine/thesimplefour11Step 1: PLAN: Students should ask themselves such questions as:⊷ What do I need to do? ⊷ What’s my assignment? What’s my research topic? ⊷ What information do I need to answer my question? What information do I need for my research topic? ⊷ (Planning means that students are engaging the topic or assignment and deciding what they want to know about the topic and /or information they need for their assignment.)Step 2: ACT: Students should ask themselves such questions as:⊷ Where can I find the information I need to answer my question or for my research topic?⊷ Which information source(s) will be the most helpful in answering my question? Which information source(s) will be the most helpful for my research topic?⊷ What search strategy will work best for each information source (e.g., book, online encyclopedia, web site)?⊷ Now that I’ve found some information what do I do with it?⊷ How do I decide what I need from everything I’ve found?⊷ How do I investigate all these resources to make a decision about what I need?⊷ (As students ACT on their plan, they must prioritize their list of possible sources of information, find those resources, engagethe resources to extract the relevant information and then evaluate the information for credibility, authority, and relationshipto the topic or assignment.)12Step 3: ORGANIZE: Students should ask themselves such questions as:⊷ How can I put my information together to show that I answered my question? ⊷ How can I show what I learned? ⊷ How do I document all the information sources I used?⊷ (When students ORGANIZE their information, they are making decisions about that information and their assignment or research topic. During this phase, students will write their report, create their multimedia presentation, complete the assignment, and submit their work. During this phase students must demonstrate what they learned.)Step 4: REFLECT: Students should ask themselves such questions as:⊷ How will I know if I answered my question? ⊷ How will I know if I did my job well?⊷ (When students REFLECT on their work, they are evaluating their product as well as their research process. During this phase, students’ work may be submitted for peer review. Also during this phase, the teacher and/or library media specialist will reflect on the students’ work and using a grading rubric, evaluate the students’ work for assigning a grade.)1314-Scaffold for students-Not linear, iterative process-Higher order and critical thinking skills-All models have their limitationsWhat information literacy model do you use or have used in the past?Go to menti.com and enter code 26 58 3615The StudyMacro and Micro Level ⊷ Students not prepared for demands of higher education and jobs (Katz, 2007; Raish& Rimland, 2016; Saunders, Severyn, & Caron, 2017; Varlejs, Stec, & Kwon, 2014)⊷ District-wide assessment results⊷ 6th grade teacher concerns⊷ Observations⊷ Research skills often taught in silos⊷ Research assignments prevalent in almost all classes/subjects⊷ No model was used at schoolStudent Needs1718Results for 5th Grade Students at Feeder Schools –Research and Information Fluency Standard (ISTE)2007:3a. Plan strategies to guide inquiry3b. Locate, organize, evaluate, synthesize, and ethically use information from a variety of sources and media. 2016:3a. Students plan and employ effective research strategies to locate information and other resources for their intellectual or creative pursuits.3b. Students evaluate the accuracy, perspective, credibility, and relevance of information, media, data or other resources.86.85%     86.14%    86.0% proficiency 19Below Basic Basic Proficient Advanced Student Total7 151 96 51 301Results for 8th Grade Students at Local School 20Standard Assessed (ISTE 2007)Highest Score Possible School Average District Average 3a. Plan strategies to guide inquiry. 3 1.61 1.45 3b. Locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media. 3 1.46 1.37 3c. Evaluate and select information sources and digital tools based on the appropriateness to specific tasks. 3 2.05 1.87 3d. Process data and report results. 3 2.14 1.9 Simple Four ModelInformation Seeking Behavior of 6th-Grade StudentsConfidence and Anxiety Levels of 6th-Grade StudentsBeginning of StudyEnd of StudySimple Four Model Intervention Timeline – Over 6 WeeksIntervention⊷ Taught Simple Four model during research tasks⊷ Paper Graphic Organizer⊷ Asked students to complete a Google Form that mirrored the modelData Collection Instruments⊷ Pre-Questionnaires⊷ Post-Questionnaires⊷ Interviews⊷ Student observations as field notes2425Action Research Taught the Simple Four model using Google FormActWith 6th grade teacher, discussed student needs and interventionPlanStudent responses, what worked well, what needed to be improved with teacherReflectFormat of Google Form changed to meet the needs of studentsActWith 6th grade teacher on plans for next assignment and revisions to interventionPlan How would I do this differently?What are the limitations?ReflectResearch Task 1 Research Task 2Questionnaires⊶ Pre- and post-⊶ 12 questions in a Google Form⊶ Likert and Likert- ype Scales⊶ Students to rate agreement statements and confidence statements about research process⊶ Post- included 6 statements about Simple Four26Findings28How did teaching model affect their information seeking behaviors? Pre-Questionnaire Post-QuestionnaireSelf-Efficacy StatementM Mdn SD M Mdn SD Difference in MeansWhen given a research task, I know where to begin.3.73 4 0.83 4 4 1.02 0.27When given a research task, I know what to do next.3.61 4 0.98 4.08 4 0.74 0.47When given a research task, I know where to go to get information.3.46 4 1.02 3.85 4 0.88 0.39When given a research task, I think about whether or not a source is trustworthy.3.77 4 1.07 3.62 4 1.17 -0.15When given a research task, I think about how to organize all the new information I have gathered.3.65 4 0.98 4.31 4 0.78 0.66After I have completed a research task, I think about or reflect on what I would do differently next time.3.62 4 0.90 3.88 4 0.91 0.26M Mdn SDScores from Pre-Questionnaire3.64 4 0.11Scores from Post-Questionnaires3.95 4 0.23Comparison of Self-Efficacy SectionsHypothesis Test ResultsDifference MeanStd. Err.DF T-Stat P-valuePost-Questionnaire -Pre-Questionnaire1.88 0.7625 2.48 0.01Statistical Analysis of Paired t-Test for Self-EfficacyComparison of Self-Efficacy Statements 29How did teaching the model affect their confidence?Pre-QuestionnairePost-QuestionnaireConfidence QuestionM Mdn SD M Mdn SD Difference in MeansHow do you feel about the research process and all the steps you take when researching?3.34 3 0.853.353 0.850.01When given a research task, I know what to do next.2.88 3 0.912.883 0.91--When given a research task, I know where to go to get information.3.19 3 0.983.193 0.98--Comparison of Confidence Questions M Mdn SDScores from Pre-Questionnaire 3.14 3 0.23Scores from Post-Questionnaires3.14 3 0.24Comparison of Confidence SectionsHypothesis Test ResultsDifference Mean Std. Err.DF T-Stat P-valuePost-Questionnaire -Pre-Questionnaire0.85 0.43 25 1.96 0.03Statistical Analysis of Paired t-Test for Confidence30How did teaching the model affect their anxiety?Pre-QuestionnairePost-QuestionnaireAnxiety Statement M Mdn SD M Mdn SD Difference in MeansI feel anxious or nervous when my teachers ask me to research a topic.3.31 3 1.26 2.85 3 1.38 -0.46I feel anxious or nervous when my teachers give me a research assignment.2.57 3 1.24 2.84 3 1.41 0.27I think that researching is difficult.3.08 3 0.98 3.01 3 0.98 -0.07Comparison of Anxiety StatementsM Mdn SDScores from Pre-Questionnaire2.98 3 0.38Scores from Post-Questionnaires2.9 3 0.10Comparison of Anxiety SectionsHypothesis Test ResultsDifference MeanStd. Err.DF T-Stat P-valuePost-Questionnaire -Pre-Questionnaire-0.531.0725 -0.50 0.31Statistical Analysis of Paired t-Test for AnxietyThe Simple Four Feedback31The Simple Four Statements M Mdn SDThe Simple Four made research easier.3.27 3 1.12When given a research task, the Simple Four helped me to know where to begin.3.46 3.5 1.02When given a research task, the Simple Four helped me to know what to do next in the research process.3.57 4 1.03When given a research task, the Simple Four helped me to think about using sources that are trustworthy.3.38 3 1.02The Simple Four helped me to not feel anxious or nervous when my teacher asked me to research a topic.2.88 3 1.03The Simple Four helped me to feel more confident when my teacher asked me to research a topic.3.15 3 0.97Section M MdnSDSimple Four 3.293.320.25Measures of Central Tendency for Simple Four Section Measures of Central Tendency for Simple Four Statements 32The Simple Four FeedbackResponses for “when given a research task, the Simple Four helped me to know what to do next in the research process”Responses for “when given a research task, the Simple Four helped me to know where to begin”Interviews and Field Notes⊷ Selected students to be interviewed by lowest scores in self-efficacy, confidence, and anxiety scores from pre-questionnaire⊷ Interviewed 17 students⊷Made 11 observations 3334Emerging ThemesEmerging ThemesOrganizationHelp with SourcesReduction in Negative FeelingsTransfer of KnowledgeMetacognitionRevisionLimitations⊷ One class at one school⊷ Limited time frame⊷ Cannot be generalized⊷ Feedback from students⊷ Barriers of absences and time constraints⊷ Acquisition of skills over time35Implications⊷ Teacher requested Google Form because students said they found helpful⊷ More research needs to be done ⊶ Work more closely with classroom teacher throughout year⊶ Other classes⊶ Use of other technologyDiscussion⊷ If you use a model, what has worked well for you?⊷ What are some benefits you have seen? Challenges?⊷ What are some lessons you’ve learned that could help us?⊷ How could you implement a model if you are not already doing so?37Questions?Email me: jkohout@clemson.eduTwitter: @jkohout_tailorReferences39Alewine, M. (2006). Overview of the Simple Four: An information problem-solving model. Retrieved June 4, 2016, from http://icts-sc.pbworks.com/w/page/10507141/The Simple Four Eisenberg, M., & Berkowitz, R. (1990). Information problem solving: The Big Six skills approach to library & information skills instruction. Norwood, N.J.: Ablex. Herring, J. E. (1996). Teaching information skills in schools. London: Library Association. Herring, J. E., Tarter, A.-M., & Naylor, S. (2002). An evaluation of the use of the PLUS model to develop pupils’ information skills in a secondary school. School Libraries Worldwide, 8(1), 1-24. Herring, J. E., Tarter, A.-M., & Naylor, S. (2002). An evaluation of the use of the PLUS model to develop pupils’ information skills in a secondary school. School Libraries Worldwide, 8(1), 1-24. Inskip, C. C. (2015). Making information literacy relevant in employment settings. Online Searcher, 39(4), 54-57. International Society for Technology in Education (ISTE). (2007). ISTE standards for students. Retrieved March 8, 2016, from http://www.iste.org/standards/standards/standards-for-students International Society for Technology in Education (ISTE). (2016). 2016 ISTE Standards for Students. Retrieved April 14, 2017, from https://www.iste.org/standards/standards/for-students-2016 Katz, I. R. (2007). ETS research finds college students fall short in demonstrating ICT literacy: National Policy Council to create national standards. College and Research Libraries News, 68(1), 35-37. Kuhlthau, C. C. (1985). A process approach to library skills instruction. School Library Media Quarterly, 13(1), 35-40. Nesset, V. V. (2013). Two representations of the research process: The preparing, searching and using (PSU) and the beginning, acting and telling (BAT) models. Library & Information Science Research, 35(2), 97-106. doi:10.1016/j.lisr.2012.11.007 Neuman, D. (2011). Constructing knowledge in the twenty-first century: I-LEARN and using information as a tool for learning. School Library Research, 14, 1-14. Raish, V. V., & Rimland, E. E. (2016). Employer perceptions of critical information literacy skills and digital badges. College & Research Libraries, 77(1), 87-113. Saunders, L., Severyn, J., & Caron, J. (2017). Don’t they teach that in high school? Examining the high school to college information literacy gap. Library & Information Science Research, 39(4), 276-283. Varlejs, J., Stec, E., & Kwon, H. (2014). Factors affecting students’ information literacy as they transition from high school to college. School Library Research, 17, 1-23. 

The Simple Four: Making Research Simpler for All with Information Literacy Models

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The Simple Four: Making Research Simpler for All with Information Literacy Models

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