|
Stages
|
||||||
|
Task
Initiation |
Topic
Selection |
Prefocus
Exploration |
Focus
Formulation |
Information
Collection |
Search
Closure |
Starting |
|
Feelings
|
uncertainty
|
optimism
|
confusion, frustration, doubt
|
clarity
|
sense of direction/confidence
|
relief
|
|
Thoughts
|
ambiguity---------------------------------------->specificity----------------------------------------->increased interest
|
|||||
|
Actions
|
seeking relevant information----------------------------------------------------------->seeking pertinent information
|
|||||
Table 1.
Kuhlthau Model of the Search Process
[back]
|
Informant
|
Voc Cklist
(previous) |
Bio Test
|
BioGrade
|
Iowa scores
|
Sex
|
Age
|
BirthPl
|
1stLang
|
Comput
Exper |
|
CM
|
|||||||||
|
A
|
80
|
86
|
B
|
86
|
F
|
14
|
Austria
|
English
|
3
|
|
B
|
80
|
93
|
B
|
98
|
F
|
15
|
USA
|
Dutch
|
3.5
|
|
C
|
90
|
89
|
B
|
99
|
F
|
14
|
Philip.
|
English
|
4
|
|
D
|
60
|
NA
|
C+
|
90
|
M
|
15
|
USA
|
English
|
2
|
|
E
|
80
|
82
|
B-
|
81
|
F
|
15
|
England
|
English
|
2.5
|
|
CM Mean
|
78
|
87.5
|
B-
|
90.8
|
15
|
3
|
|||
|
NCM
|
|||||||||
|
F
|
100
|
100
|
A
|
99
|
M
|
15
|
USA
|
English
|
5
|
|
G
|
85
|
93
|
C
|
80
|
M
|
14
|
Holland
|
English
|
4
|
|
H
|
70
|
100
|
B
|
84
|
M
|
15
|
Canada
|
English
|
3
|
|
I
|
80
|
90
|
A-
|
99
|
F
|
16
|
India
|
Hindu
|
4
|
|
J
|
55
|
NA
|
B-
|
96
|
M
|
14
|
USA
|
English
|
3
|
|
NCM Mean
|
78
|
95.8
|
B
|
91.6
|
15
|
3.8
|
|||
Table 2.
Characteristics of the Key Informants
[back]
I. The Classroom Unit
A. Control Group
- Teacher-made pre-test on vocabulary and concepts administered.
- Traditional lessons taught.
- Two teacher-made tests of student knowledge administered.
- Student key informants selected using data from user profiles.
B. Experimental Group
- Teacher-made pre-test on vocabulary and concepts administered.
- Studies on concept mapping given to teacher.
- Teacher trained in concept mapping using Learning How to Learn.
- Lesson plans that incorporate concept mapping methods generated by teacher.
- Students received hand-outs, introduction to concept mapping.
- Students taught characteristics of maps using good and bad examples. Students receive directions on concept mapping; made individual maps.
- Students given feedback from the teacher for at least 3 sub-topics of the unit including scoring using Novak and Gowin's (1984) comprehensive scoring scheme.
- Two teacher-made test of student knowledge administered.
- Expert concept maps made by the teacher for at least 3 unit sub- topics.
- Student key informants selected using data from user profiles.
II. The Library Unit
A. Control and Experimental Groups
- Teacher and librarian collaborated to design the research unit and packet of support materials for students.
- Students chose topics from teacher-made list.
- Librarian gave instruction in use of packet (Glossary, Note-taking Sheets, Bibliography Charts), sources of information, and using automated search systems.
- Teacher/Librarian graded research paper and research process (packet) respectively.
- Librarian conducted three expert searches.
III. Methods of Data Collection from Key Informants
A. Think-alouds
- Think-alouds conducted for each key informant (minimum of three per student, two per teacher, two per librarian).
- Each session audio-taped and transcribed.
B. Interviews
- Individual interviews conducted for students, teacher and librarian for a minimum of three times at staggered intervals during the search process for a minimum of ten minutes each.
- Stimulated recall using transcriptions of think-alouds during sessions incorporated with interviews.
- Each session is audio-taped and transcribed.
C. Journals
- Students kept journals detailing their thoughts and feelings throughout the research process as well as their searching strategies.
- Students made transaction logs from memory immediately after each search.
- Teacher and librarian kept journals of their observations of students.
- Teacher and librarian made transaction logs from memory after each the observed expert" "searches they per formed, including time lines, time logs and flow charts.
D. Debriefing
- Debriefing occurred following each data collection session for all key informants.
Table 3.
Summary of Data Collection
[back]
|
Total Time |
Length of Session |
Number |
Mean Time |
|
| Electronic | ||||
| CM |
96
|
19.2
|
7
|
2.7
|
| NCM |
156
|
30.6
|
9
|
3.7
|
| CM |
220
|
12.9
|
17
|
1.8
|
| NCM |
166
|
20.8
|
8
|
2.6
|
| Total | ||||
| CM |
316
|
13.2
|
24
|
12.9
|
| NCM |
319
|
18.8
|
17
|
|
Table 4.
Number and Length of Search Sessions
[back]
|
Number of Concept
Mappers’ Searches |
Number of Non-Concept |
|
| Subject | ||
| SIRS |
6
|
5
|
| OPAC |
5
|
6
|
| Total |
11
|
11
|
| Key Word | ||
| SIRS |
7
|
18
|
| OPAC |
4
|
17
|
| Total |
11
|
35
|
Table 5.
Subject Heading and Key Word Searches
[back]
|
Breadth
|
Depth
|
|||
|
No.
|
%
|
No.
|
%
|
|
| CM |
118
|
79
|
30
|
21
|
| NCM |
92
|
81
|
22
|
19
|
| Electronic | ||||
| CM |
21
|
72
|
8
|
28
|
| NCM |
49
|
84
|
9
|
16
|
| Total | ||||
| CM |
--
|
139
|
--
|
--
|
| NCM |
141
|
--
|
31
|
--
|
Table 6.
Breadth and Depth Searches
[back]
| Search Characteristic |
Concept Mappers
|
Non-Concept Mappers
|
| Print vs electronic |
0.40
|
-0.36
|
| SIRS vs OPAC |
0.96
|
-1.65
|
| Subject vs key word |
0.74
|
-0.41
|
| Total search word repertoire |
0.91
|
-0.74
|
| Unique search word repertoire |
0.61
|
-0.41
|
| Opening moves |
0.72
|
-0.52
|
| Re-formulations |
0.78
|
-0.57
|
| Search operations |
0.79
|
-0.64
|
| Breadth searching |
0.60
|
-0.47
|
Table 7.
Summary of Measures of Search Characteristics
[back]
| Search Characteristic |
Concept Mappers
|
Non-Concept Mappers
|
| Opening moves |
-0.25
|
.30
|
| Reformulations |
-0.26
|
.34
|
| Search operations |
-0.33
|
.38
|
Table 8.
Summary of Measures of Rates of Search Operations
[back]
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