Model+7+--+Pathways


 * Background information on the model**

The **Pathways to Knowledge Model** was developed and revised by Marjorie L. Pappas and Ann E. Tepe based on their experiences as school librarians working with students engaged in the research process. Taking into consideration how you learn, the resources you have available, your task, and what you may already know about your topic, this model focuses on a nonlinear process for finding, using, and evaluating information (Follett, 2000). (KW)

This model is suggested for instructors and students from grade 4 thru college. For grades K-3, instructors are encouraged to use this model as a framework for an introduction to the skills and concepts that can later support the Pathways to Knowledge Model in the 4th grade. The developers of this model have stated that the sequence of the model can be altered and used on an "as needed" basis in the classroom. They do not believe that this model will not be reproduced perfectly in every setting and each classroom will have a unique experience while utilizing the various parts of the model. (EY)


 * Steps in model with a description of each step**

There are six Stages in this model: Appreciation, Presearch, Search, Interpretation, Communication, and Evaluation. However, students may not always use all the Stages or follow them in the same order. Students are encouraged to continuously explore and reassess as they process information (Follett, 2000). (KW)

These stages have a a variety of search strategies that are general and specific. Also, this model encourages appreciation and evaluation throughout the whole search process. The developers of this model suggest that focusing on appreciation can help them refine their own sense of appreciation and that evaluation should be considered throughout the entire search process. (EY)

//__Stage 1: Appreciation and Enjoyment__// During the appreciation stage, students are encouraged to examine the world through many different forms, which include all their senses. Reading literature, viewing the arts and nature, or listening to music are a few of the many ways to spark curiosity and enjoyment among students and lead them to a discovery phase in an information seeking activity (Follett, 2000). (KW)

This step is supposed to be going on the entire search process so that the students' appreciation of the arts and literature will continue to mature and grow throughout the utilization of the model. (EY)

__//Stage 2: Presearch//__ During the presearch stage, students start a project by developing an overview of a topic and exploring relationships between the topic and what they already know. In order to develop an overview of their topic, students may formulate initial questions, brainstorm ideas about the topic, and identify key words. Students also explore general sources to fill in gaps and build background knowledge. Lastly, students need to figure out how pieces of information fit together, specifically identifying what they already know and what they want to learn. Suggested formats to help students explore relationships include: webbing, grouping, outlining, questioning, modifying (narrowing/broadening topic), and listing (Follett, 2000). (KW)

During the second step of this model, students begin to connect information and prior knowledge of a topic. The presearch gives students the skills to clarify their topic and focus on a specific set of questions for their task. (EY)

//__Stage 3: Search__// During the search stage, students identify and select appropriate research tools to conduct their work, such as indexes, subject trees, search engines, periodical databases, and/or electronic and paper library catalogs. Additionally, students assess whether other information resources, such as current news sources, experts, videos, or CD-ROMs, would help them carry out their work. Once students identify the most relevant and appropriate research tools and information resources, they are encouraged to use the following strategies to gather information: skim and scan materials, take time to develop good questions, identify alternative topics, take good notes and organize information, recheck information, record bibliographic information, be willing to get help, determine relevancy of information, and understand the best ways to search for information (Follett, 2000). (KW)

Students plan and implement a search strategy to locate the information needed to address their information need. Students also will use print and electronic resources as they participate in cooperative searches and seek out information from experts. (EY)

//__Stage 4: Interpretation__// Once students gather the information, they then have to decide during the interpretation stage what is and what is not useful for their project. Students are encouraged to compare and contrast information, link ideas, classify information, and determine patterns or themes among ideas in order to analyze and evaluate the relevancy and usefulness of the information. In addition, students need to filter the information according to point of view and bias and make sure to give credit to other people's work (Follett, 2000). (KW)

Students reflect on their research and determine its relevancy and usefulness to their information need while analyzing, synthesizing, and evaluating each piece. Also, in this stage, students are expected to create personal meaning from the information they have gathered. (EY)

__//Stage 5: Communication//__ During the communication stage, students organize, explain and share the knowledge they have learned. Students determine the best way to present their new knowledge, such as through a demonstration, writing or design, and are reminded to draft, edit, and revise their work several times (Follett, 2000). (KW)

__//Stage 6: Evaluation//__ During the evaluation stage, students evaluate both the process of locating information and the product. Students should check for effective communication of new knowledge, determine level of satisfaction with the questions asked, review whether the appropriate tracking tools were used to search for information, and brainstorm ways to be more successful on the next project (Follett, 2000). (KW)
 * The Appreciation and Evaluation Stages should occur throughout the whole process!!

The evaluation stage of this model is a nonlinear process, since students are constantly evaluating and assessing their work and that of their peers. Students participate in a continual assessment, evaluation, and revision process as they go through the Pathways to Knowledge Model, which will help strengthen their individual search skills. (EY)


 * Strengths and weaknesses of the model

Some strengths of this model are that it is flexible and nonlinear. Since this model does not necessarily need to be followed step-by-step students will not be locked into a certain process. This model allows for some variance and does not require that all steps be fulfilled for a rich research and information seeking process. The developers also suggest that using the Pathways to Knowledge Model will create a unique experience in each classroom that will be varied because of the different ways it can be utilized. Also, this model encourages students to appreciate what they find in the information seeking process and evaluate their actions, information, and processes as they continue the process. This is a great facet of this model because students will learn to evaluate, analyze, and revise throughout the process versus just at the end of a research project when they fill out an evaluation form. (EY)

Since this process encourages students to be at the center of their own learning, students are more likely to develop the skills to intelligently process information. It also fosters intrinsic motivation by making students active participants in their learning. Lastly, the multiple stages of this model accounts for and adapts to the different learning styles of the students. (KW)

Some weaknesses of this model are that the quality of work can become extremely varied and it is hard to constantly monitor if students are appreciating and evaluating the information that they gather. Since there are so many choices and ways to use this model, there are endless possibilities for the types of work that will be produced and the quality of that work. Also, there is no tangible way mentioned in the model regarding how the students will evaluate and assess their work as they go. For students and instructors it is important that the evaluation and assessment of the process, information, and work be clear and documented or else there is little effect for later revisions. Additionally, the students would benefit from the availability of a concise evaluation of their work throughout each step of their process, which is not outlined in the Pathways to Knowledge Model. (EY)

Since students are given so many choices in this model, students need to learn self-management, which requires extra time to teach. As a result, a negative of this model is all the upfront work it will take to teach students how to set goals and priorities, manage time, and collaborate to learn. Additionally, teachers need to develop solid classroom management in order to keep students focused and invested in their own learning. (KW) **

Follett Software Company. (2000). //Pathways to knowledge//. Retrieved June 29, 2010, from [] **(KW)
 * Reference list**

Harada, V. & Tepe, A. (1998). Pathways to knowledge. //Teacher Librarian, 26//(2), 9-16. (EY)**