Model+1+--+Kuhlthau's+ISP

The Information Search Process (ISP) by Carol Kuhlthau was published in 1985 in the book __Teaching the Library Research Process__ and it was updated in 1994. She also wrote another book in 1993 entitled __Seeking Meaning: A Process Approach to Library and Information Services__. Kuhthau was influenced by the work of three educational theorists, "Dewey identified stages of cognition, Kelly attached the idea of feelings being associated with cognitive stages, and Bruner added the notion of actions associated with both." (Kuhlthau) (LF)  The Kuhlthau Model is based on the works of Dewey which can be traced to constructivism. The constructivist paradigm consists of the notion that the accent is on the learner rather than the teacher. It is the learner who interacts with his or her environment and thus gains an understanding of its features and characteristics. The theory aligns with the Kuhlthau Model in that the learner constructs his own conceptualisations and finds his own solutions to problems, mastering autonomy and independence throughout the stages. Information seeking is seen as a process of construction in which users are actively engaged in learning from information encountered during various stages of the information search process. The user's primary task is to seek meaning in an information-rich environment which in the workplace translates into adding value to information to address a problem (Kuhlthau, 1996).(KS Kuhlthau's work is unique because it was her observations of students emotional reactions by use of strategies such as journaling, case studies and interviewing while tracking these students progress that made her work so rich. It goes beyond the basic model of Information Search Process, (ISP) and looks at attitudes and emotional processes throughout the inquiry process. For instance she talks about the importance of providing students an "invitation to research" encouraging students to visualize research possibilities. (SB)
 * Background information on the model**

There are six stages and each has a task, thoughts, feelings and actions. Some are listed below: (LF)
 * Steps in model with a description of each step**

Task: initiating a Research Assignment Thought: thinking about the assignment Feelings: apprehension, uncertainty Actions: brainstorming, discussing, thinking about the topics
 * 1. Initiation**

Task: selecting a Topic Thought: thinking about the different outcomes Feelings: confusion, sometimes anxiety, brief elation, anticipation Actions:using reference collection, discussing possible topics
 * 2. Selection**

Task: Exploring Information Thought: seeking focus on topic Feelings: confusion, uncertainty, doubt, sometimes threat Actions: reading to learn about topic
 * 3. Exploration**

Task: Formulating a Focus Thought: sudden moment of insight Feelings: optimism, confidence in ability to complete task Actions: Listing possible focus or choosing possible focus
 * 4. Formulation**

Task: Collecting Information Thought: seeking information to support focus Feelings: realization of extensive work to be done, confidence in ability to complete task, increased interest Actions: requesting specific information
 * 5. Information Collection**

Task: Present the research or concluding research Thought: identifying the need for additional information Feelings: sense of relief, sometimes satisfaction, sometimes disappointment Actions: rechecking sources for information missed
 * 6. Search Closure**

One of the most interesting aspects of Kuhlthau's work is her emphasis on the attitudes and behaviors of students during the information search process. She learned through close observation and data gathering that students often begin a project they are interested in researching with great enthusiasm but quickly begin to feel deflated when they expeience confusion in the research process itself and many times then give up. Importantly she finds there is a "Zone of Intervention" where teachers can help prevent this frustration and dip in confidence and find ways, "teachable moments" and use learning materials to help students move ahead. (SB) The concept of a zone of intervention has been developed to address this question based on Vygotsky's zone of proximal development (Kuhlthau, 1996) (KS). The zone of intervention is that area in which an information user can do with advice and assistance what he or she can not do alone or can do only with great difficulty (Kuhlthau, 1993) (KS). Intervention within this zone enables the user to move along in the information search process. Intervention outside this zone is inefficient and unnecessary; experienced by users as intrusive, on the one side and overwhelming, on the other (Kuhlthau, 1996)(KS).

**Strengths and weaknesses of the model** Kuhlthau' s inquiry process focuses the attitudes and feelings of the students. The librarian can better help the student by identifying which stage he or she is currently in. (LF) Wilson, T.D. (2004) Review of: Kuhlthau, C.C. //Seeking meaning: a process approach to library and information services.// Retrieved from http://informationr.net/ir/reviews/revs129.html (LF) Kuhlthau, C. C. A principle of uncertainty for information seeking. Journal of Documentation **1993**, 49 (4), 339-355.(KS) Kuhlthau, C. C. The concept of a zone of intervention for identifying the role of intermediaries in the information search process. In //Global Complexity; Information, Chaos and Control//, Proceedings of the 59th American Society for Information Science Annual Meeting, Baltimore, MD., October 21-24, 1996; Hardin, S, Eds.; Information Today, Medford NJ, 1996, 91-94.(KS) Kuhlthau, C. C. (February / March 1999). Accommodating the User's Information Search Process: Challenges for Information Retrieval System Designers. Bulletin of the American Society for Information Science, Volume 25, No. 3. Retrieved from http://www.asis.org/Bulletin/Feb-99/kuhlthau.html (LF) Shannon, D. (2002). Kuhlthau's information search process. //School Library Media Activities Monthly//, //19//(1), Retrieved from [] (SB) Brooks, G. J. and Brooks, G. M. (1993). //In Search of Understanding: The Case for Constructivist Classrooms//. Alexandria, VA: Association for Supervision and Curriculum Development. (KS)
 * Reference list**