Model+6+--+Stripling

**Background information on the model** The late 1980s was a time when many librarians and educators were discussing the importance of information skills. Barbara Stripling and Judy Pitts focused their attention on the need for high level thinking in the research process. It became known as the Stripling and Pitts Research Process Model or REACTS. (KMS)

Originally known as //Brainstorms and Blueprints//, the Stripling and Pitts Research Process Model was one of the first influential models. Stripling and Pitts hoped to ensure high level thinking and therefore the creation of quality products. All teachers understand that if students are not researching at a high level, they will create a poor product. This will not support them throughout their education and into their careers. Stripling and Pitts emphasized the process of integrating, making conclusions, and conceptualizing. They hoped that this would result in students who could create final projects that demonstrated their ability to reflect and synthesis information. **LS**

The REACTS Taxonomy includes the following elements: Recalling Explaining Analyzing Challenging Transforming Synthesizing (KMS)

Level 1 ** asks students to **recall** and **report** the main ideas that they have found. They should not analyze the information or reorganize it at this point. An example assignment would be to ask students to **state** five questions a TV reporter might ask if he was doing a news report on their subject. **LS**
 * Level 2 ** asks students to **explain** by **restating**, **summarizing**, or **paraphrasing** information. Make sure that students are explaining events and/or actions. Assess whether or not they understand the information well enough to be able to put it into a new context. An example assignment would be to have students **illustrate** an important feature of their research through a drawing. **LS**
 * Level 3 ** asks students to **break down** their subject into the following parts: causes, effects, problems, and solutions. Urge them to **compare** parts to come to their own conclusions. An example assignment would be to ask students to **rewrite** a historical event from two points of view. **LS**
 * Level 4 ** asks students to **think critically** about the subject. This thought process can be based on either internal or external standards. Make sure students are thinking thoroughly; simple answers are not sufficient. An example assignment would be to have two students **debate** on a controversial topic that they have studied and researched. **LS**
 * Level 5 ** asks students to bring together all of the information they have gathered and **make conclusions**. They must the **present** their findings in a unique way. An example assignment would be to have students **create** a board game that includes the major conclusions they came to about their subject. **LS**
 * Level 6 ** asks students to **create** an entirely new project based upon a new idea or concept. An example assignment would be to have students **develop** a solution to a social problem that they have researched. **LS**

Choose a broad topic Get an overview Narrow the topic Develop thesis statement Formulate questions Plan for research Find, analyze, evaluate Evaluate evidence Establish conclusions Create and present final product (KMS)
 * Steps in model with a description of each step ** Along with the the teaching strategies associated with the REACTS Taxonomy, Stripling and Pitts designed a 10-step process to help students develop their term paper from topic selection to final product. Each step includes reflective questions to help the student focus their activities.

Overview of the Process

The ten-step research process presented in this book can be used by students of any age for any library research. Each step of the process includes specific study and thinking skills as well as teaching and learning strategies.

At critical points in the process, reflection points direct students to evaluate the work they have just completed. If problems are apparent, students revise of re-perform the previous research-process step until they are able to answer the reflection=point questions satisfactorily.

An overview of the research process is listed below:

Step 1:

Choose a broad topic.

Step 2:

Get an overview of the topic.

Step 3:

Narrow the topic. Reflection Point: Is my topic a good one?

Step 4:

Develop a thesis or statement of purpose. Reflection Point: Does my thesis of statement of putpose represent an effective, overall concept for my research?

Step 5:

Formulate questions to guide research. Reflection Point: Do the questions provide a foundation for my research?

Step 6:

Plan for research and production. Reflection Point: Is the research / production plan workable?

Step 7:

Find / Analyze / Evaluate sources. Reflection Point: Are my sources usable and adequate?

Step 8:

Evaluate evidence / Take notes / Compile bibliography. Reflection Point: Is my research complete?

Step 9:

Establish conclusions / Organize information into an outline. Reflection Point: Are my conclusions based on researched evidence? Does my outline logically organize conclusions and evidence?

Step 10:

Create and present final product. Reflection Point: Is my paper / project satisfactory? (KMS)


 * Strengths and weaknesses of the model** The REACTS Taxonomy focuses on critical thinking in the research process. This model focuses on strategies for ensuring high level thinking and resulting quality products. If students research at a low level, they're likely to react at a low level. In other words, if students spend their time collecting facts, they'll probably create a low-level recall-type report. However if they spend their time in the research process integrating, concluding, and conceptualizing, then their final product will be reflect transformation and synthesis of information. (KMS)

Stripling and Pitt’s model was revolutionary for it’s time. It was one of the first good research process models. It asks students to think and reflect as they go through the research process. As each step of the process is completed, students reflect on their work and the conclusions they were making. This model emphasizes the process, rather than the outcome, but still asks students to create a unique product that incorporates their new knowledge and requires them to synthesize all that they’ve learned into a creative whole. **LS**

This model really is the complete package because it has students engage in so many important information literacy skills. Students are choosing topics, narrowing in on smaller topics, developing statements of purpose, formulating questions to guide their research, making plans for research, finding and evaluating resources, taking notes, compiling a bibliography, evaluating evidence, and establishing conclusions. **LS**

The only difficulties I can see with this model are its complexity and teachers’ ability to use it on a smaller scale for younger students. Teachers may be inclined to choose another, simpler model with fewer than 10 steps. **LS**

"REACTS" retrieved from http://virtualinquiry.com****/inquiry/stripling.htm (KMS)** Public Education Network & American Association of School Librarians. (2001). //The information-powered school// (Sandra Hughes-Hassell & Anne Wheelock, Eds.). Chicago: American Library Association. **LS**
 * Reference list

Stripling, B. K. (Ed.). (1999). //Learning and libraries in an information age: Principles and practice.// Colorado: Libraries Unlimited. **LS**

Stripling, B. K. (n.d.). //Reacts taxonomy: A taxonomy of research reactions.// Retrieved June 29, 2010, from http://virtualinquiry.com/inquiry/stripling.htm **LS**