Professional Documents
Culture Documents
Information Transfer:
Elaine Shelburne
Today in the proliferation of information available, librarians and teachers are scurrying to
help high school students effectively seek accurate information. As a result, a number of
information search models have been developed from research, and they continue to be
evaluated. This paper will follow the information transfer process of two of these models from
preservation. The two models are the Information Search Process (ISP) derived and created
from research by Carol Collier Kuhlthau (1993, 2004), and The Big6, designed by Michael
Creation
field or in total; facts and information” according to The New Oxford American Dictionary
(Jewell and Abate, 2001). Typically, knowledge is created by “universities, Think Tanks, news
p. 123).
information seeking process. She developed a subsequent model based on her research that
includes six stages that the seeker goes through; these six stages are initiation, selection,
exploration, formulation, collection and presentation (Kuhlthau, 1993, 2004). Eisenberg and
Berkowitz (1990) created an information problem solving process that includes a six-step
strategy to help students understand the process and subsequently follow through to carry it out.
Information Transfer 3
These six steps are task definition, information seeking strategies, location and access, use of the
The referee process in peer-reviewed journals reveals newly created knowledge generated
from ideas and research. This process enables peers to review a submitted article, add
suggestions, and possibly return the article to author(s) for revisions. Upon resubmission, the
article is then given approval, or not, by the editor for publishing. School Library Media
Research (SLMR) “is an official journal of the American Association of School Libraries….The
purpose is to promote and publish high quality original research concerning the management,
implementation and evaluation of school library media programs” (School Library Media
Research, 2008). Three studies emerging from Kuhlthau’s ISP and The Big6 and published in
The Big6 was the basis for continued research in a case study entitled The Big Six
information skills as a metacognitive scaffold: a case study by Wolf, Brush and Sara (2003).
The manuscript for the study and results were submitted to for peer review by SLMR, August
2002, and they were revised February 2003. The manuscript was approved in June, 2003, for
collaborative effort between school library media specialists and kindergarten through twelfth-
grade teachers, this type of metacognitive support can be effectively integrated into the school
Kuhlthau’s ISP model and the Big6 along with other research models were evaluated in a
study entitled Students as authentic researchers: a new prescription for the high school research
Implications for Teachers and Librarians, as follows: “The underlying purpose of this study was
Information Transfer 4
to collect data that contributed to the reflective practice of classroom teachers and librarians who
A third study that includes the Big6 and Kuhlthau’s ISP is a science fair article, SLMR
volume 6. Examining Perceptions of the Science Fair Project: Content or Process? by Jinx
Stapleton Watson. The Referee Record shows the following: The manuscript was submitted
September 2002, the manuscript was revised January 2003, and the study was board approved
As a result of Kuhlthau’s research and ISP, plus the Big6 model, these three
aforementioned studies were implemented and published, creating additional knowledge that “is
derived from an explicit theory or theories, embedded in a social context of explanation, and …
through research and development or internally generated through research and development”
according to Achleitner; this definition fits studies based on Kuhlthau’s seminal research and
Dissemination
disperse (something, esp. information) widely…” (Jewell and Abate, 2001). “For example,
broadcast news is dissemination, as is newspaper publishing and Web sites that are available to
the public. The audience is of a general nature, and the acceptance of the information is
Knowledge dissemination is “The one-way spreading of information that helps the user
seek and acquire alternative sources of information and learn about options. Another level of
Information Transfer 5
dissemination is interactive and provides for a multidirectional flow of information into systems.
Achleitner.
Sending out the information can therefore be through multiple channels. Organizations
that are disseminators are professional organizations, libraries, book stores, Web sites, TV and
radio stations. The disseminating is done by librarians, reviewers, book store staff, Web
masters, TV and radio producers, and on-air staff (Greer, Grover, and Fowler, p. 123).
information or knowledge that is specific and potentially useable from one social system to
another” (p.1). However, he stressed the importance of knowing the audience/clients and that it
can be helpful to provide a partnership with others in the organization, in order to enhance the
knowledge transfer. He also stated that it was important to have strategies and to follow
stores and allows access to information (Scullion, 2002) fits this definition. Scullion also
emphasized four key elements: the source, the message, the medium, and the specific target
audience. To use Scullions key elements in dissemination, Kuhlthau research (the source) was
sent out (disseminated) via the ISP (the message) through a number of carriers to the
observations (the source) which led to The Big6 (the message) were also sent out to school
library media teachers (specific target audience). Greer writes about copying the information or
reproducing the finished report or information so that it can be distributed, (p. 63). Professional
library journals publish the information, as well as it being posted on websites, printed in books
Information Transfer 6
and book reviews, and school library newsletters. Professional journals such as School Library
Media and School Library Journal disseminate monthly articles to library media teachers.
The Big6 process has been distributed through posters and bookmarks, worldwide. The
http://library.humboldt.edu/~ccm/fingertips/kuhlthau.html.
Organization
identification, access and retrieval.” (Achleitner). Organizations that organize the knowledge
may include professional library organizations, publishing companies and government agencies;
the professional component is librarian indexers and subject heading specialists” (Greer, Grover
and Fowler, (2007). Greer writes that “specialized indexes and bibliographies” can be created to
Subject headings can be used for the new knowledge in a classifying or cataloging library
system. In the Library of Congress cataloging, Kuhlthau’s Guided Inquiry: Learning in the 21st
Century is accessible at the call numbers of LB 1060 K84 2007, and in the Dewey Decimal
system, one can find it at 371.39. Information about ISP with a forward by Kuhlthau is in the
book Guided Research in Middle School: Mystery in the Media Center. This volume is found in
LOC systems at LB 1601.H37 2007 and in Dewey systems at 371.3. Eisenberg and Berkowitz’s
volume entitled The New Improved Big6 Workshop Handbook is found in LOC systems at
searching on Google, a Google Scholar search or in the EBSCOhost Databases. These processes
Diffusion
It’s important for library teachers to teach the new knowledge and processes, once they
have learned them. Teaching students is diffusion. “The key to knowledge diffusion is learning
and learning is enhanced through the application of theories derived in educational psychology”
(Greer, Grover, and Fowler, p.27). Knowledge diffusion is sometimes accidental, the spreading
of knowledge, especially through contact; the exchange and multi-flow of knowledge. Diffusion
is the process by which an innovation is communicated through certain channels over time
among members of a social system. Rogers five stage innovation diffusion model consists of
awareness, interest generation, and knowledge acquisition, attitude formation, trial decision,
Kuhlthau’s ISP and The Big6 Process have been diffused to specific audiences, already
that diffuse the knowledge include schools, colleges and universities, churches, private
enterprise libraries, and social organizations. Professionals who do the diffusing may be faculty,
clergy, managers, librarians, teachers and information professionals. The audience for diffusion
of Kuhlthau and Berkowitz/Eisenberg’s models is the library media profession, librarians, and
higher education library information departments. They understand the vocabulary and theories
Regarding diffusion, Kramer writes that the knowledge source is “credible, rigorous
evidence, compelling idea, and audience specific.” He also writes that “key ideas” are research
knowledge for transfer, with thematic messages being a summation of a significant body of
Information Transfer 8
research. Kuhlthau’s ISP process fits this description, as educators and librarians can remember
the ISP steps or key ideas better than without these summations. The Big6 is also a thematic
message that is easier to diffuse because the steps have been made succinct and clear.
The Big6 is frequently presented in seminars and at conventions, around the world.
Eisenberg and Berkowitz have presented at the American Association of School Librarians
(AASL) to the assembly of library teachers; they involve audience participation and present in a
rigorous, engaging fashion. The annual state library conferences and state library teacher
conferences frequently have workshops to diffuse the Big6 to teachers and librarians.
Websites can be an easily accessible means of diffusions information using Web 2.tools.
For example, Eisenberg moderates a Big6 Blog on the BigSix.com website, where there is also a
Big6 Forum to discuss the Big6 skills. On the website is information on workshops and
Webinars, and places to comment on the Big6 method on RSS feeds. The site encourages
feedback and communication from the audience. Kuhlthau’s process is taught at Rutgers
Rogers writes about four main elements in diffusion (p.5,10): innovation, communication,
time and the social system. In innovation, new models are formed in the creative step.
working in the library field, or in journals. Time refers to how long for acquired knowledge to
be utilized. The last component, the social system, in which the ISP and Big6 processes would
be revealed would be in Library Information Systems, Masters of Library Science programs and
Utilization
Information Transfer 9
knowledge to solve problems and improve the quality of organizational decision-making. Plans
and designs for implementation of the new knowledge are crucial. Kramer writes that utilization
is “the need to establish a positive relationship between the source of the knowledge and the user
The process of utilization manifested in the Knowledge Broker in Kramer’s study was
demonstrated for twenty years and continue to do so. Greer (p.22) writes that “after individuals
or groups have adopted new knowledge and, after it has been diffused to them, the knowledge
may be put to use, or utilized. Knowledge that has been learned has been employed for some
benefit to the user or to the group. Information professionals exist for the purpose of converting
Preservation
use,” according to Achleitner. The knowledge is preserved, captured, and made available via
libraries, archives and museums. Librarians, archivists, curators and their support staff serve as
preservers (Greer, Grover and Fowler, 2007, p. 123). The Big6 process and resultant studies are
available through books by Eisenberg/Berkowitz as well as other authors. Kuhlthau has also
written books that are available and continues to write. “Preservation is concerned with the
retention of recorded information for future audiences. Three aspects of preservation must be
considered: (1) preservation of the artifact or physical information package, e.g., book, journal,
etc.; (2) preservation of the content—the ideas; (3) the context of the work—it’s [sic] meaning at
the time of its writing or production (Greer, Grover, and Fowler, 2007).
Information Transfer 10
creating, informing and transmitting a new message to be shared, used and made available for
retrieval as knowledge. Knowledge derived from these models continues to give scaffolding,
support and guidance to students searching for information. With the explosion of information
available today, the ISP model and The Big6 are timely and pertinent, but following the pattern
of knowledge spawning additional new knowledge, they will no doubt continue to expand and
References
Eisenberg, M.B., & Berkowitz, R.B. (1990). Information Problem-Solving: The Big Six Skills
Gordon, C. (1999). Students As Authentic Researchers: A New Prescription for the High School
Research Assignment. American Library Association. Retrieved July 10, 2008, from
http://www.ala.org/ala/aasl/aaslpubsandjournals/slmrb/slmrcontents/volume21999/vol2go
rdon.cfm.
Greer, R. C., Grover, R. J., and Fowler, S. (2007). Introduction to the library and information
Kramer, D. and Cole, D. (2003). Sustained, intensive engagement to promote health and safety
82.
Owens, T. (2001). Dissemination: a key element of the ATE program. The Evaluation Center.
Rogers, E. M. (2003). Diffusion of innovations. (5th ed.) New York: Free Press.
School Library Media Research (SLMR). American Library Association. Retrieved July 3,
Shannon, Donna. “Kuhlthau’s Information Search Process.” School Library Media Activities
Jewell, E. J. & Abate, F. (Eds.). (2001). The New Oxford American Dictionary.. New York,
Watson, J. S. (2003). Examining Perceptions of the Science Fair Project: Content or Process?
http://www.ala.org/ala/aasl/aaslpubsandjournals/slmrb/slmrcontents/volume62003/sciencef
air.cfm.
Wolf, Brush, and Sara (2003, June). The Big Six information skills as a metacognative scaffold:
a case study. American Library Association. Retrieved July 10, 2008, from
http://www.ala.org/ala/aasl/aaslpubsandjournals/slmrb/slmrcontents/volume62003/bigsixin
formation.cfm
Information Transfer 13
Anderson, Charles & Johnson (2003). The impressive psychology paper. Chicago: Lucerne
Publishing.
Smith, M. (2001). Writing a successful paper. The Trey Research Monthly, 53, 149-150.
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