That would be Carol Kuhlthau.
"They were confused and disoriented, often expressing annoyance at the
assignment, the library, and themselves. I have come to understand that this
point, when librarians frequently first encountered students and other
library users as well, is the most difficult stage of the search process"
Good discussion tying search efforts with constructivist theory on her
website at (http://www.scils.rutgers.edu/%7Ekuhlthau/Search%20Process.htm),
Information Search Process (ISP). Work is well represented in Ebsco and
Proquest's professional collections if you want to read further.
Her work is one of the points I try to bring up when discussing or defining
what our job is. If 'doing research' was just a simple process (go to the
library, read about it, write), then it shouldn't be so difficult. But then
again, long division, borrowing, and fractions are just 'simple processes',
so we shouldn't need math teachers either...
Robert Eiffert, Librarian
Pacific Middle School
Evergreen SD 114 Vancouver WA
beiffert@egreen.wednet.edu
pac.egreen.wednet.edu/library
robert@crypticmachinery.net
-----Original Message-----
From: School Library Media & Network Communications
[mailto:LM_NET@LISTSERV.SYR.EDU] On Behalf Of Evelyn Westervelt
Sent: Friday, January 02, 2004 7:44 AM
To: LM_NET@LISTSERV.SYR.EDU
Subject: Library Skills Lesson Plans - Carol C. Kahlthau
I too use Librarian's Grade-By-Grade Activities Program: A Complete
Sequential Skills Plan for Grade K-8" by However, I have adjusted a
"Research Protocol" into our middle school program that is highly
successful, incorporating Internet. The Kahlthau's "pre-search phase"
allows students time to explore the abundance of data on their subjects,
both from books and INTERNET. All our students' research begins in books,
with keywords as reminders of meaningful segments of the students readings.
We move on to the INTERNET with knowledge on the subject. Advanced search
techniques become more meaningful and fruitful. My observation is that
students, otherwise reluctant to explore hard copy, are finding their own
INTERNET skills enhanced when they prepare ahead of time. It is very
rewarding for me to be teaching in this environment with students who are
excited about coming to these classes. Our media center usage for research
classes has doubled in the last two years, to 500 students a day. That is
1/3 of our student population!
Reference to Carol Kahlthau is made in Library and Information Science
Program. After a 20 year career in technology where we utilized research
techniques to map user functionality with precision systems design, I found
the adaptation of Carol Kahlthau to be the most logical and complete of many
of the better known research techniques, including the widely used but
rather primitive Big 6.
Evelyn Westervelt-Johnson, SLMS
Louis Armstrong Middle School
East Elmhurst, NY
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