When students begin to collect their information at this stage, they are seeking information through a much more focused lens. The task here is to search for and gather information that is relevant and important to the focused topic; specific, not general, information is needed at this stage. (See Humbolt State University's chart for more information)
Benefits:
At this stage, students' confidence levels are increasing because now that they have a focus, they can begin to gather information sources that help them to extend and support their ideas and learning. According to Kuhlthau (2004), as students' interest in their work increases, they will also develop a sense of ownership and expertise in their learning. After having experienced the formulation stage, Kuhlthau (2004) argues that students will be able to express "the need for relevant, focused information to librarians and systems, thereby facilitating a comprehensive search of all available resources" (pg. 49). Students can experience optimism and satisfaction at this stage.
Pitfalls:
If students skip this stage or move through it too quickly, they risk not fully exploring the depth of their focused topic. In terms of searching for pertinent information, without the proper guidance and interventions, students may stop searching either because they have "just enough" to finish the task, or because they are frustrated in understanding how to search various systems (internet, databases, online catalog) effectively. Students also need sufficient time to read resources, organize notes, and recall information from previous stages.
Unfortunately, according to Kuhlthau (2004) students often use their own "personal standards...to determine closure" of this stage; oftentimes, these "personal standards" are not driven by lessons they have learned about searching, but by their own thoughts and feelings (pg. 83). Without guidance, students could potentially experience more frustration at this stage, or if this stage is rushed.
Important Concepts:
Comprehensive Search: This type of search should be done only "after considerable background information has led to ideas about forming a focus," and if done too early, it "tends to bog down students' thinking in detail that is overwhelming and confusing" (p. 84). Only after an exploratory search provides the "guiding idea" can students perform a comprehensive search "to collect specific, pertinent information on the focused perspective of the inquiry" (p.84).
Search Closure: The process by which students determine the end of the search process for information. According to Kuhlthau (2004), "people reveal different reasons for closing a search. Some stop when they encounter diminishing relevance or evidence of redundancy, while others conclude the search when they feel they have put forth 'sufficient' effort" (pg. 50). A lot of the time, deadlines/due dates can drive the motivation for students to end a search.
Evaluating Information for Need: Have students use the checklist of questions from Chapter 7 of the Basic Library Research Handbook by the University of Hawaii at Manoa Library (scroll down to "Identifying your Information Need") OR the Evaluating Information document from University of Toledo Libraries (Look under the heading, "Before you start searching, define your information need) to evaluate potential sources.
Questions: Students can generate questions based on their new state of "information need" to guide focused searching. Students can also pair-share these questions and receive feedback from classmates, teachers, and librarians.
Conversation: In this stage, "conversation centers on explaining the meaning of the information and facts students are collecting" (Kuhlthau, Maniotes, and Caspari, 2007, p.138).
Writing an "editorial": Before beginning the collection stage, show students an example of an editorial (from The Lamp, for example), and explain that editorials are opinions that do not provide documented facts to back up the author's ideas. Then using the background knowledge they have already gained about their topics, students quick-write an editorial on their topics in class. Refer again to the sample editorial, and ask students to identify statements that need evidence as well as possible sources. Now, have students exchange papers, read the editorial, and circle opinions that require evidence to be found during their next trip to the library to "collect" sources.
Searching for Information on Internet: Students can search the Internet for resources using Google's Advanced Search
Searching for Information on Databases: Students can view Hunterdon Central's list of subscription databases while on campus or off campus (click "access from off-campus"). Students can apply any of the Advanced Searching Strategies to find relevant information.
Evaluating Information for Quality: Students can explore the resources here to learn how to evaluate information sources for quality.
Stage 5: Collection
Description
When students begin to collect their information at this stage, they are seeking information through a much more focused lens. The task here is to search for and gather information that is relevant and important to the focused topic; specific, not general, information is needed at this stage. (See Humbolt State University's chart for more information)Benefits:
At this stage, students' confidence levels are increasing because now that they have a focus, they can begin to gather information sources that help them to extend and support their ideas and learning. According to Kuhlthau (2004), as students' interest in their work increases, they will also develop a sense of ownership and expertise in their learning. After having experienced the formulation stage, Kuhlthau (2004) argues that students will be able to express "the need for relevant, focused information to librarians and systems, thereby facilitating a comprehensive search of all available resources" (pg. 49). Students can experience optimism and satisfaction at this stage.Pitfalls:
If students skip this stage or move through it too quickly, they risk not fully exploring the depth of their focused topic. In terms of searching for pertinent information, without the proper guidance and interventions, students may stop searching either because they have "just enough" to finish the task, or because they are frustrated in understanding how to search various systems (internet, databases, online catalog) effectively. Students also need sufficient time to read resources, organize notes, and recall information from previous stages.Unfortunately, according to Kuhlthau (2004) students often use their own "personal standards...to determine closure" of this stage; oftentimes, these "personal standards" are not driven by lessons they have learned about searching, but by their own thoughts and feelings (pg. 83). Without guidance, students could potentially experience more frustration at this stage, or if this stage is rushed.
Important Concepts:
Comprehensive Search: This type of search should be done only "after considerable background information has led to ideas about forming a focus," and if done too early, it "tends to bog down students' thinking in detail that is overwhelming and confusing" (p. 84). Only after an exploratory search provides the "guiding idea" can students perform a comprehensive search "to collect specific, pertinent information on the focused perspective of the inquiry" (p.84).Search Closure: The process by which students determine the end of the search process for information. According to Kuhlthau (2004), "people reveal different reasons for closing a search. Some stop when they encounter diminishing relevance or evidence of redundancy, while others conclude the search when they feel they have put forth 'sufficient' effort" (pg. 50). A lot of the time, deadlines/due dates can drive the motivation for students to end a search.
Activities/Interventions:
Web 2.0 Tools:
Kuhlthau, C. C. (2004). Seeking Meaning: A Process Approach to Library and Information Services, 2nd edition. Westport, CT: Libraries Unlimited.
Kuhlthau, C. C., Maniotes, L. K., and Caspari, A. K. (2007). Guided Inquiry: Learning in the 21st Century. Westport, Connecticut: Libraries Unlimited.