What Works

Volume 32, Number 1, October 2004

Ken Haycock

Information Process Models

Research Finding:
Effective library resource programs have a concise and uniform school-wide information problem-solving model adopted by teachers and the teacher-librarian.

Comment:
Metacognition, that is, “thinking about thinking,” enables students to know themselves, the task at hand and the strategies to employ. Students who can thus control and monitor their activities are more likely to be successful in their learning.

Metacognitive skill is enhanced by a model that teaches students to plan, implement and evaluate strategies for problem solving. Scaffolding, that is, providing support structures, impacts student success.

An information process model, as a support structure, fosters the development of research, problem-solving and metacognitive skills through the collaboration of the classroom teacher and teacher-librarian. These concise models inform students of the problem-solving process and provide context for the assignment.

When young researchers understand an information process model, they can comprehend the extent of the task facing them and the necessary strategies to complete it.

Models, maps and organizers provide students with greater confidence and understanding of the complexities involved in information problem-solving.

When teachers and students understand an information process model, they use common vocabulary to clarify terminology and label behaviors, each necessary to enhance metacognition.

A school-wide information process model allows students to gradually develop expert use patterns that enable them to reduce reliance on the scaffold and to use the model in different contexts, both in and out of school.

Source:
Wolf, S., Brush T., & Saye, J. (2003). The Big Six information skills as a metacognitive scaffold: A case study.School Library Media Research, 6. Retrieved July 28, 2004, from www.ala.org/ala/aasl/aaslpubsandjournals/slmrb/slmrcontents/volume62003/bigsixinformation.htm