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Information Management Process

Information adapted from Prince William County Information Management Manual

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Clarify Information NeedFormulate a basic search plan.

What does the student already know

about the topic?

What does the student need to find

out? What will the student be doing with

the information? What are the guidelines of the

project?

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Clarify Information NeedObjectives

Student determines and states intended

purpose of search.

Student accesses prior knowledge of

topic. Student formulates questions relevant to

search. Student creates and describes a search

plan.Student should have completed this step before

arriving at the library.

Student evaluates: Do I understand the question?

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Access & Retrieve Resources

Where should the student look

to meet the identified need?

What sources exist to help

answer this question? What sources might be best?

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Access & Retrieve ResourcesObjectives

Student recognizes that information is organized by

alphabet, number, chronology, classification

(subject), keyword, and/or symbol.

Student determines most appropriate kind of

resource.

Student determines most appropriate format of

resource. Student uses various means to locate resources:

print indexes, electronic indexes, keyword searching, location guides, bibliographies, author/title/subject searching, Boolean operators, electronic menu systems, and citation codes.

Student evaluates: Am I looking in the right place?

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Evaluate Resources

Do the sources located have the kind of

information the student expects will meet his

identified need? Are the sources timely, well-organized,

usable? Do the sources have the kind of help the

student needs: index, table of contents,

chapter headings/subheadings, and list of

other suggested sources? Can the student understand the material?

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Evaluate ResourcesObjectives

Students examines resources to determine

their usefulness, considering such features as

table of contents, index, glossary, cross

reference, bibliography, abstract, guide

words, readability, copyright date, and format. Student evaluates success in locating

appropriate resources.

Instruction available: Librarians can introduceteachers and students to a variety of possibleresources.

Student evaluates: Should I keep looking, or do I have the resourcesthat I need?

.

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Analyze the Information

What does this source say? How does it apply to my

question? What does it mean? Record information; do

bibliography. Has question been answered?

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Analyze the InformationObjectives

Student applies appropriate reading/listening strategies

to gather data and information: skims, reads for main

idea, selects appropriate details, reads boldface print and

captions, reads symbols and keys, reads technical

writing, and actively listens. Student evaluates data and information: recognizes

omissions and conflicting data.

Student reads and understands information before

recording data by writing important words, paraphrasing,

summarizing, or using graphic organizers.

Student organizes information appropriately.

Student uses appropriate bibliographic format to cite

sources.

Student evaluates search strategy.Student evaluates: Does this information make sense? Does it answer my question?

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Synthesize the Information

How does the student pull

everything together?

How does the student present

the information to others

(teacher, classmates, or

audience)?

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Synthesize the InformationObjectives

• Student combines information from a variety of sources.

• Student evaluates prior knowledge in light of new

information.

• Student uses what he/she has learned.

• Student determines appropriate demonstration of

knowledge.

• Student evaluates his or her own learning.

Student evaluates: Do I have the answer to my question?

Should I reenter the research process at any point?

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Strategies for Teaching

Clarify Information

        KWL Chart

        Brainstorming

        Practice broadening and narrowing topics

Access & Retrieve

        Use of library catalog to locate resources

        Knowledge of what resources are available in the library,

classroom, and community for various information needs

        Practice in using appropriate search terms/keywords

        Use of timelines to access information by time or date

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Strategies for TeachingContinued #2

Evaluate the Information

        Vocabulary – recognizing different ways to express a similar idea

        Brainstorming of vocabulary that might be encountered for a

given information search

        Index use for subtopic entries; familiarization of subject

organization of information; broad to narrow topics; identification

of subject relationships

        Students use of a variety of resources, evaluating which is best

for their information need

        Library use --essential

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Strategies for TeachingContinued #3

Analyze the Information

        Use of keys to understand symbols (maps, charts, signs)

        Modeling note-taking for students of keywords and phrases using

bullets, webs, and other graphic organizers

        Not acceptable – information copied directly from a source

Synthesize the Information

        Several sources required for combining information

       Modeling and guidance of student’s reflections on collected information

encouraged

        Planning of ways for students to compare and contrast, and manipulate

data to draw conclusions based on findings

        Opportunities for students to share their knowledge with others in a

variety of ways (multiple intelligence); Students given as much choice

as possible

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The Foundation for All Knowledge