Just one more model

This week I examined a wide variety of information literacy, inquiry learning and research models. These differed in the number of steps or phases and the definitions of their processes. Identifying the merits and limitations of the various models became confusing because the use of terminology differs from model to model — particularly words like ‘assess’, ‘evaluate’ and ‘reflect’. Perhaps, there are as many models as there are learners. Perhaps each learner might use different models for different circumstances.

Some models cut to the bone, and while this might make them seem more manageable, some seem to loose something in the translation, like the Super 3 — Beginning (plan), Middle (do), End (review) (http://academic.wsc.edu/redl/classes/tami/super3.html). Others are lengthy and unweildy, like Stripling and Pitts’ (1988) 10 phase Research Process Model (http://slisweb.sjsu.edu/courses/250.loertscher/modelstrip.html). Some models are very cute, particularly the 8 Ws of information inquiry developed by Annette Lamb in the early 1990s. (http://virtualinquiry.com/inquiry/ws.htm), that involves watching, wondering, webbing, wiggling, weaving, wrapping, waving and wishing. Or Gwen Gawith’s (1983) 3 rhyming doors of aim, claim and frame.

I like the idea of 5 stages, like Ian Juke’s 5As —Asking - key questions to be answered; Accessing - relevant information; Analyzing - the acquired information; Applying - the information to a task; Assessing - the end result and the process. (http://virtualinquiry.com/inquiry/as.htm)

I also liked the concept of graphical representation offered by Lane Clark’s ThinkBox (http://www.laneclark-ideasys.com/about_boxtower.htm).

To illustrate how muddy the waters of inquiry models is, I began to devise some cute models of my own, beginning with the need to ask a QUESTION and find the ANSWERS.

Question Understand Evaluate Search Twist Invent Overhaul Never ask this question again!

Ask Need Search Worry Evaluate Right back where we started Silly .....

Hmmmm! So much for cute!

After some thought, I settled on a model that was neither too short, nor too long and certainly not cute.

This model is not linear. It comprises 5 broad sets of key processes. As an inquiry process it’s essential that it involves questioning and reflecting. The processes are organised under the verbs ‘reflect’, ‘question’, ‘find’, ‘judge’ and ‘use’. Each key process is underpinned by a prompt question. The diagram below shows the interplay amongst the key processes. I  avoided using the words ‘evaluate’ and ‘assess’ as key processes because they are used with differing intent in other inquiry models.

So I wonder how this might work with pre-primary students.