Dr. Carol Gordon

1
Re-designing Knowledge Spaces From Information
Literacy to Knowledge Outcomes Part II
Dr. Carol Gordon Center for International
Scholarship in School Libraries Rutgers, The
State University of New Jersey cissl.scils.rutgers
.edu cgordon_at_scils.rutgers.edu
2
The Good Old Days

• In these gentle rooms bursting with riotous
  thought, with question on the brink of answer,
  with the insistency of every story ever told,
  every word ever laid down, there is enough energy
  to rock the world. All librarians know this. They
  know that kindness and good manners are essential
  in the face of this die-hard effort to define a
  single moment, to express a sacred mystery.
  Thats why we whisper here. Why there are solid
  oak chairs and tables. Why we are friendly but
  reserved. Why there is order on the shelves.
  Flowers from the garden club on the front desk.
  Say a prayer when you enter, hang onto your hat.
  Anything can happen. This is a library.

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Warrior Librarians
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Tough Times

• What is the future of the book?
• What is the future of libraries?
• What is the future of schooling?
• How is technology most effective in schooling?
• How do we educate students for the 21st century?

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The focus is on 21st century survival skills.
Partnership for 21st Century Skills Report of the
National Center of Education and the Economy
Are they Really Ready to Work? This is a world
in which a very high level of preparation in
reading, writing, speaking, mathematics,
science, literature, history, and the arts will
be an indispensable foundation. In order to
compete in a global economy, American graduates
must be comfortable and well-organized, able
to learn very quickly and work as a member of a
team and have the flexibility to adapt quickly
to frequent changes in the labor market as the
shifts in the economy become ever faster and
more dramatic. (2007).
Private Sector
6
The focus is on reading comprehension.
National Reading Panels Report Teaching
Children to Read
RAND Reading and Study Group Reading for
Understanding Toward an RD Program in Reading
Comprehension
Institute of Education Sciences Program of
Research On Reading Comprehension
Government No Child Left Behind
National Assessment of Educational Progress
Private Sector
The Partnership for 21st Century Skills
ETS Report One-third of a Nation
Report of the National Center of Education and
the Economy
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The focus is on information skills.

• Educational Testing Service ICT Test
• Tested 6300 students and found the majority of
  high school and college students lack
• critical thinking skills when researching online
• judging the objectivity and authoritativeness of
  a web site
• entering multiple search terms
• identifying a statement that captured demands of
  the
• assignment.

Or is it?
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Is information literacy enough?
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Going from Information to Knowledge
A collection of data is not information A
collection of information is not data A
collection of knowledge is not wisdom A
collection of wisdom is not truth
Fleming, Neil. Coping with a Revolution Will
the Internet Change Learning?, Lincoln
University, Canterbury, New Zealand
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Information to knowledge
Data symbols

• .

Knowledge application of data and information
in a strategy or practice or method answers
"how" questions
Information data that are processed to be
useful provides answers to "who", "what",
"where", and "when" questions
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Understanding appreciation of "why"

• Wisdom embodies principle, insight, moral,
  archetype evaluated understanding

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How can we facilitate the information-knowledge
connection?
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What does cognitive psychology tell us?

• Kellys Personal Construct Theory
• All knowledge begins with confusion
• Constructs are patterns built to make sense of
  the world
• Patterns provide frames of reference for
  decisions and choices
• Constructs built from experience to anticipate
  future events
• Constructs are not easily discarded or changed
• Deweys Reflective Thinking
• Five phases suggestion, intellectualization,
  guiding idea (hypothesis), reasoning, testing by
  action
• Inter-relatedness of actions and thoughts
• Facts, data, and information arouse ideas that
  help make inferences (leaps from the known)
• Piaget/ Bruners Schema Theory
• Schema integrated, organized representation of
  the past which guides us in reconstructing
  previously encountered material and enables us to
  go beyond evidence, to fill gaps, to extrapolate.

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Mal-constructs

• Q What does the word "benign" mean?'  A Benign
  is what you will be after you be eight
• Eventually, the Ramons conquered the Geeks.
  History call people Romans because they never
  stayed in one place for very long. At Roman
  banquets, the guests wore garlic in their hair.
  Julius Caesar extinguished himself on the
  battlefields of Gaul. The Ides of March killed
  him because they thought he was going to be made
  king. Nero was a cruel tyrany who would torture
  his poor subjects by playing the fiddle to them.
• Q What happens to a boy when he reaches
  puberty?  A He says good-bye to his boyhood and
  looks forward to his adultery.

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Guided Inquiry A Knowledge Construction Tool

• Guided Inquiry is carefully planned, closely
  supervised targeted intervention of an
  instructional team of school librarians and
  teachers to guide students through curriculum
  based inquiry units that build deep knowledge and
  deep understanding of a curriculum topic, and
  gradually lead towards independent learning.
• Guided Inquiry is grounded in a constructivist
  approach to learning, based on the Information
  Search Process developed by Kuhlthau, for
  developing students competence with learning
  from a variety of sources while enhancing their
  understanding of the content areas of the
  curriculum.

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What does the ISP tell us?
Stages Feelings Thoughts Actions Task
Initiation
uncertainty ambiguity seeking i i
relevant Topic Selection
optimism n n information
c t Pre-focus exploration confusion
r e e r Focus formulation
clarity a e
s s Information Collection confidence
e t d Search closure
relief specificity seeking
pertinent Starting writing
satisfaction/dissatisfaction
information
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ISP as a diagnostic tool
Kuhlthau

• Vygotsky

Novice Expert
Uncertainty Understanding
Constructivism Meta-cognition
Zones of Intervention
Zone of Proximal Development
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Task Initiation First Stage
Task Thoughts Feelings Actions Strategies Mood
Prepare for decision of select-ing a topic Contemplating assignment Comprehending task Relating prior knowledge Considering possible topics Apprehen-sion Uncertainty Talking with others Browsing library collection Brainstorming Discussing Contemplating possible topics Tolerating uncertainty Primarily invitation- al
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Topic Selection Second Stage
Task Thoughts Feelings Actions Strategies Mood
To decide on topic for research Weighing topics against criteria inter- est, require-ments, info available, time Predicting outcome of choices Choosing topic with potential success Confusion Sometimes anxiety Brief elation after selection Anticipation of prospective task Consulting with info mediators Making preliminary searches Using info sources Discussing possible topics Predicting outcome of choices Using general sources for overview of possible topics Primarily indicative
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Prefocus Exploration Third Stage
Task Thoughts Feelings Actions Strategies Mood
Investi- gate info with in- intent of finding a focus Becoming informed about general topic Seeking focus Identifying possible focuses Inability to express precise precise information need Confusion Doubt Threaten-ing Uncertainty Locating relevant info Reading to be inform- ed Taking notes on facts, ideas Making citations Reading to learn topic Tolerating inconsistency and incom- patibility of info encoun-tered Seeking focus Listing descriptors Primarily indicative
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Focus Formulation Fourth Stage
Task Thoughts Feelings Actions Strategies Mood
To formulate a focus from the information encounter ed Predicting outcome of possible foci using inter-est, require-ments, avail-ability, time Identifying ideas in info to form focus Moment of insight Optimism Confidence in ability to complete task Reading notes for themes Making a survey of notes Listing possible foci Choosing a focus, discarding others Combining themes to form focus Primarily indicative
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Information Collection Fifth Stage
Task Thoughts Feelings Actions Strategies Mood
Gather info that defines, extends, supports focus Seek info to support focus Define extend focus thru infp Gathering Pertinent info Organizing info in notes Realize ex- tensive work to be done Confidence in ability to complete task Increased interest Use library to collect pertinent info Request specific sources from librarian Take notesnotes citations Using descriptors to search out pertinent info Making com-prehensive search of various types of materials Using indexes Request help from librarian Combin- ation of indicative and invitational
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Search Closure Sixth Stage (Presentation)
Task Thoughts Feelings Actions Strategies Mood
To conclude search for information Identifying need for additional info Considering time limit Diminishing relevance Increasing redundancy Exhausting resources Sense of relief Sometimes satisfaction Sometimes disappoint- ment Rechecking sources for information initially overlooked Confirming information and citations Returning to library to make summary search Keeping books until completion of writing to recheck infor- mation Indicative
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Break-out Session

• What happens when the information process goes
  wrong?
• What does it look like when students get stuck?
• thoughts
• feelings
• actions
• How can the ISP help to diagnose and remediate?
• Outcome A list of symptoms and your diagnoses on
  newspaper print.

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When it goes wrong
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Interpretation of ComplexityConnecting new
information into patternsin a continuum
Flow is the state of deep but effortless
involvement in an activity. Reading is
currently perhaps the most often mentioned flow
activity in the world.
Csikszentmihalyi, 1991, p. 117
Context Independent
Highly connected understood
Csikszentmihalyi, Miahly. The Evolving-Self A
Psychology for the Third Millennium,
Harperperennial Library, 1994.
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How do we guide the inquiry?

• Read

What are you curious about? What do you already
know? What personal experiences might you
explore? What have you/could you read?
Task Initiation Topic Selection
Pre-focus Formulation Focus Formulation
Information Collection Closure/Presentation
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Strategic Reading

• Understanding
• being able to explain information,
• connect it with previous knowledge,
• and use information. (Beck, et al.)

• Strategic
• Reading
• thinking about reading
• in a way that enhances
• learning and understanding
• (Harvey Goudvis, 2000)

Information The raw material
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Instructional Interventions/Reading Strategies
Scaffolding
Asking What do you wonder? to promote student
Generated questions
Making connections (text-text text-life
text-world)
Asking questions to track confusion (How do you
know when you are confused? What do you do when
confused?)
Thinking aloud, marking text (sticky notes,
highlights codes to types of thinking)
Mental modeling (read aloud/think aloud)
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ISP is the organizing principle

• ISP is the only research-based information search
  model
• ISP is central to guided inquiry
• Stages of ISP parallel reading comprehension

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Task Initiation First Stage
Task Thoughts Feelings Actions Strategies Mood
Prepare for decision of select-ing a topic Contemplating assignment Comprehending task Relating prior knowledge Considering possible topics Apprehen-sion Uncertainty Talking with others Browsing library collection Brainstorming Discussing Contemplating possible topics Tolerating uncertainty Primarily invitation- al
Establishing Prior Knowledge Visualization Conce
pt Maps
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Topic Selection Second Stage
Task Thoughts Feelings Actions Strategies Mood
To decide on topic for research Weighing topics against criteria inter- est, require-ments, info available, time Predicting outcome of choices Choosing topic with potential success Confusion Sometimes anxiety Brief elation after selection Anticipation of prospective task Consulting with info mediators Making preliminary searches Using info sources Discussing possible topics Predicting outcome of choices Using general sources for overview of possible topics Primarily indicative
Asking questions before, during, after
reading What do you wonder? Mental modeling
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Prefocus Exploration Third Stage
Task Thoughts Feelings Actions Strategies Mood
Investi- gate info with in- intent of finding a focus Becoming informed about general topic Seeking focus Identifying possible focuses Inability to express precise precise information need Confusion Doubt Threaten-ing Uncertainty Locating relevant info Reading to be inform- ed Taking notes on facts, ideas Making citations Reading to learn topic Tolerating inconsistency and incom- patibility of info encoun-tered Seeking focus Listing descriptors Primarily indicative
Monitoring comprehension clarifying,
summariz-- ing, predicting, fix-up (repair)
strategies
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Focus Formulation Fourth Stage
Task Thoughts Feelings Actions Strategies Mood
To formulate a focus from the information encounter-ed Predict out-come of foci using inter- est, require-ments,avail ability, time Identifying ideas in info to focus Sudden moment of insight Optimism Confidence in ability to complete task Reading notes for themes Making a survey of notes Listing possible foci Choosing a focus, discarding others Combining themes to form focus Primarily indicative
Determining what is important graphic
organizers Sticky notes highlighting
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Information Collection Fifth Stage
Task Thoughts Feelings Actions Strategies Mood
Gather info that defines, extends, supports focus Seek info to support focus Define extend focus thru infp Gathering Pertinent info Organizing info in notes Realize ex- tensive work to be done Confidence in ability to complete task Increased interest Use library to collect pertinent info Request specific sources from librarian Take notesnotes citations Using descriptors to search out pertinent info Making com-prehensive search of various types of materials Using indexes Request help from librarian Combin- ation of indicative and invitational
Inferences, connections graphic organizers for
notes/analysis
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Search Closure Sixth Stage (Presentation)
Task Thoughts Feelings Actions Strategies Mood
To conclude search for information Identifying need for additional info Considering time limit Diminishing relevance Increasing redundancy Exhausting resources Sense of relief Sometimes satisfaction Sometimes disappoint- ment Rechecking sources for information initially overlooked Confirming information and citations Returning to library to make summary search Keeping books until completion of writing to recheck infor- mation Indicative
Synthesizing information Making connections
(text-life text-other texts text-world)
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Support for the Research Process

• Making a Difference
• School Library Association of Victoria
• http//www.slav.schools.net.au/
• Click on Publications
• Download order form

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Break-out Session

• Reflect on and discuss your practice and the
  opportunities for remediation in the context of
  actual projects you have designed and/or taught.
  Use your work from last session.
• How can you use instructional interventions that
• Help information search process problems?
• Promote reading for understanding?
• How could the ISP have helped?
• How could you have used reading strategies, as
  well as information problems, to help your
  student.
• Outcome Create a list of problems and
  interventions.

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The BHS Story
Reading Takes You Places
http//www.barnstable.k12.ma. us/bhs/Library/ Summ
erReadingProgram.htm
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Research Questions

• What can we learn about the reading behaviors and
  attitudes of students from a web-based summer
  reading program/
• How can we use this evidence to revise the
  program?

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Findings of the Barnstable Study

• Participation in summer reading
• Non-participants 10 (14 of males 4 of
  females)
• CP1s had highest non-participatory rate (33)
• 11th and 12th grades had higher non-participatory
  rate
• What students liked
• Choice non-graded lists multiple (12) lists
• High and average achieving students enjoyed
  freedom to browse and liked the choices of lists
  and titles
• Most popular lists for girls was Best Sellers
  for boys Non-fiction. The other 2 most popular
  YA (Quick Reads), Student and Staff Pix.
• Choice of project work, e.g., writing, art (more
  project submitted)

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What were the reading behaviors?

• What students didnt like or respond to
• Digital natives underused features of an
  interactive digital environment (blogging,
  linking to school library and public library
  networked collaborative, linking to virtual book
  stores, using NoveList to find more books like
  the featured title of each list
• Boys were not happy with reading lists,
  preferring non-fiction (only one list of twelve
  were non-fiction)
• Students wanted more specific categories
  (boy/girls books sports)
• Where students got their books for summer reading
• Students read an average of 3.26 books (3 were
  required)
• CP1 average of books read was 1.2 books
• 40 got their books from local bookstore 38 of
  books were borrowed from public libraries 36
  read books from home 15 got books from school
  library 13 from a friend or relative 7
  purchased books
• online.

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What were the benefits?
Teachers Mixed Responses Students Latent reading effects
Student accountability Grading non-written projects Being fair about grades Confusing students with too many lists Some thought SRP should be curricular, academic Some thought SRP should be fun, motivating Students seemed to read more More projects submitted Some did not mind students re-read a book or read below level Projects were fun, creative Read more books Enjoyed browsing Learned vocabulary stuff about Civil War and globalization Learned how to solve problems, meet challenges such as read- ing disability, self-esteem time management, friends who smoke, sharing what they learned with friends, think stuff through before acting, not to give up enven with times are hard.
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Questions for further study

• What is the purpose of summer reading?
• How can we motivate low achieving students to
  read?
• Outlier I feel I can read anything now. CP1
  student
• How can we better address the reading needs of
  boys?
• How can the public library play a significant
  role in supporting the schools goals for summer
  reading?

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Warrior Librarians
46
The Good Days to Come

• In these volatile rooms bursting with riotous
  thought, with question on the brink of answer,
  with the insistency of every story ever told,
  every word ever laid down, there is enough energy
  to rock the world. All librarians know this. They
  know that perseverance and change are essential
  in the face of this die-hard effort to define a
  single moment, the mystery of coming to know.
  Thats why we do not whisper here. Why there are
  solid professionals who do not contain their
  enthusiasm. Why there is disorder on the shelves
  as young minds discover that the wonders of a
  universe are within their grasp. Say a prayer
  when you enter, hang onto your hat. Anything can
  happen. This is a library.

47
Print Resources

• Beck, I. L.., M. G. McKeown, L. Kucan. 1997.
  Questioning the author An approach for enhancing
  student engagement with text. Newark, DE
  International Reading Association.
• De Bono, E. 1999. Six thinking hats. Boston
  Little, Brown Co.
• Harvey, S. 1998. Nonfiction matters. Portland ME
  Stenhouse
• Harvey, S. Goudvis, A. 2000. Strategies that
  work. Portland ME Stenhouse
• Kuhlthau, C. C. 2004. Seeking meaning A process
  approach to library and information services. 2nd
  ed..Westport, CT Libraries Unlimited.
• National Institute for Child Health and Human
  Development (NICHD). 2000. Report of the National
  Reading Panel. Teaching children to read An
  evidence-based assessment of the scientific
  research literature on reading and its
  implications for reading instruction. (NIH
  Publication No. 00-4769.) Washington D.C. U. S.
  Government Printing Office.
• RAND Reading Study Group. 2002. Reading for
  understanding Toward and R D program in
  reading comprehension. Santa Monica, CA RAND.
• Tovani, C. 2000. I read it, but I dont get it.
  Portland ME Stenhouse

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Web Resources

• Center for International Scholarship in School
  Libraries. Accessed February 20, 2007.
  http//www.sciles.rutgers.edu/guided
  inquiry/introduction.html
• National Center on Education and the Economy.
  2006. Tough times or tough choices Executive
  Summary. Accessed February 15, 2007.
  lthttp//www.skillscommission.org/pdf/exec_sum/Toug
  hChoices_EXECSUM.pdfgt
• Thinkfinity. Literacy, Education and Technology.
  Verizon. http//www.thinkfinity.org/home.aspx
• The National Reading Panels Report, Teaching
  Children to Read, Partnership for 21st Century
  Skills. 2006. Results that matter 21st century
  skills and high school reform. Accessed February
  15, 2007. lthttp//www.21stcenturyskills.org/docume
  nts/RTM2006.pdfgt
• NGA Center for Best Practices. 2006. Closing the
  achievement Gap. Washington, D.C.
• lt http//www.subnet.nga.org/educlear/achievement/gt
  
• Partnership for 21st Century Skills. Are they
  really ready to work? Employers perspectives on
  the basic knowledge and applied skills of new
  entrants to the 21st century U.S. workforce.
  http//www. Accessed February 15, 2006.
  lt21stcenturyskills.org
• Educational Testing Service. 2006. College
  students fall short in demonstrating the ICT
  literacy skills necessary for success in college
  and the workplace. Accessed February 15, 2007.
  lthttp//www.ets.org/portal/site/ets/menuitem.c988b
  a)e5dd572bada20bc47c392150972/?vgnextoid340051e51
  22ee010VgnVCM10000022f95190RCRDVGNEXTCHANNELDD2D
  253B164F4010VgnVCM10000022f951190RCRDgt