Irving's+Model+-+Cara+Lipari

IRVING'S STUDY AND INFORMATION SKILLS ACROSS THE CURRICULUM

In 1985 Ann Irving, an experienced English librarian, published a nine-step model for learning designed to guide elementary school students from the beginning of an assignment through to its completion. She believed that research and information skills are "life skills" that can be applied to a variety of school-related tasks. Each step in the model creates a framework for appropriate questions and activities.

Step 1- Defining Tasks “What do I need to do?”. The thinking stage, Irving thought this would help provide structure to the information seeking, reading, note taking and presenting future activities. She found this to be a critical stage where the teacher was responsible in making sure the student knew exactly what they were expected to do and that the mutual understanding between teacher and student is key in the student’s ability to execute the project.

Step 2- Considering Sources “Where do I go?” Irving suggests mapping alternatives to where one can find their information.

Step 3- Finding Resources “How do I get the information?” Irving feels that the key to completing this step is knowing how libraries are arranged and how to navigate through your source.

Step 4- Making Selections “Which resources shall I use?” Irving writes, “The crucial skill is not that of finding a book, but rather that of being able to reject a book which is unsuitable.”

Step 5- Effective Use “How shall I use the resources?” Reading, viewing, listening and understanding are the essential skills for this step.

Step 6 - Making Records “What shall I make a record of?” This step refers to identifying what is relevant and taking notes on it. Irving also believes that knowing when to quote is a skill in itself. “The real skill of note-taking lies not in the manual techniques for arranging material on a page, but in the cognitive techniques for looking for and asking relevant questions. Knowing what is important means knowing what it is important for having a sense of purpose”.

Step 7 - Making Sense “Have I got the information I need?” This being the most intellectually demanding step to organize, interpret, reflect upon and analyse notes. Basically, making sense of all of the knowledge that’s been gathered.

Step 8- Presenting Work “How should I present it?” There are many different ways to present the findings, through an essay, a presentation, a speech, etc.

Step 9- Assessing Progress “What have I achieved?” Irving believed that the students’ self assessments of their work is vital to their development as learners.

Before Irving, Michael Marland published this list of almost identical questions for the information curriculum in 1981, that were intended for librarians as a tool for teaching. 1. What do I need to do? Ability to analyze the information task; analyze the audience's information need or demand; describe a plan of operation; select important and useful questions and narrow or define focus of assignment; describe possible issues to be investigated. 2. Where could I go? Ability to determine best initial leads for relevant information; determine possible immediate access to background information) gaining the "larger picture"); consider information sources within and beyond the library. 3. How do I get the information? Ability to determine best modes of wider information access; what is possible and reasonable within the time limitations and expectations of the assignment or information need; identify options and alternatives including various information formats and delivery services. 4. Which resources shall I use? Ability to identify relevant materials; sense relationships between information items; determine which resources are most likely to be authoritative and reliable' consider and state the advantages and disadvantages of bias present in resources; consider stated and personal opinions and search for counter opinions; determine extent of need for historical perspective. 5. How shall I use the resources? Determine if information is pertinent to the topic; estimate the adequacy of the information; test validity of the information; focus on specific issues within the boundaries of information obtained; group data in categories according to appropriate criteria; determine the advantages and disadvantages of different information formats and intellectual levels. 6. Of what should I make record? Extract significant ideas and summarize supporting, illustrative details; define a systematic method to gather, sort and retrieve data; combine critical concepts into a statement of conclusions; restate major ideas of a complex topic in concise form; separate a topic into major components according to appropriate criteria; sequence information and data in order to emphasize specific arguments or issues. 7. Have I got the information that I need? Recognize instances in which more than one interpretation of material is valid and necessary; demonstrate that the information obtained is relevant to the issues of importance; if necessary, state a hypothesis or theme and match evidence to the focused goal of the paper or project; reflect, edit revise, and determine if previous information search and analysis steps should be repeated. 8. How should I present it? Place data in tabular form using charts, graphs, or illustrations; match illustrations and verbal descriptions for best impact; note relationships between or among data, opinions, or other forms of information; propose a new plan, crate a new system, interpret historical events, and predict likely future happenings; analyze the background and potential for reception of ideas and arguments of the intended audience; communicate orally and in writing to teachers and among peers. 9. What have I achieved? Accept and give constructive criticism; reflect and revise again; describe most valuable sources of information; estimate the adequacy of the information acquired and the need for additional resources; state future questions or themes for investigation; seek feedback from a variety of audiences.

Information skills prepare students to meet the particular demands of the information age. Problem solving, decision making, critical thinking, information gathering, and sense making are abilities related to information literacy. These skills must be taught, in addition to basic literacy and computer literacy, if students are to function in an information environment. One gap, as noted by Irving, is the need for research into information gathering, habits and needs of the sixth forms level of education. A great deal could be done to prepare the 'academic' stream for higher level of education and not to forget, the role of information in everyday life for those not going to further their education. Computer literacy involves more than knowing how to operate and program a computer goes hand-in-hand with the recognition that library skills involve more than knowing where to locate information sources. Library resource centers have become laboratories for learning the essential components of an information system and for interpreting information. As a part of Ann Irving’s article on information skills, she describes the roles of the teachers and media center in handling different media to teach these skills. Irving points out essential technology resources a media center must have to keep up to date with information skills. Information skills are the mutual responsibility of teachers and library media specialists, and must be infused into instruction across the curriculum. Students need to know how to identify a need for information; to locate, gather, and select relevant information; and to apply information to resolve an issue under question. Irving also believes information skills today go beyond memorization and location, to emphasize the synthesis of ideas. It is now believed that although the Big Six model draws on some of the theoretical frameworks, structures, and applications across contexts suggested by Irving, it is less cumbersome, and can be expanded (Little Twelve) or truncated (Super Three) depending on the developmental levels of the student learners.

http://virtualinquiry.com/inquiry/models.htm

http://www.ala.org/ala/mgrps/divs/aasl/aaslpubsandjournals/slmrb/editorschoiceb/infopower/slctkuhlthau1.cfm