ISP with Infographic

Information Search Process (ISP) is championed by Carol Kuhlthau as an alternative research process to the Big 6 model.  ISP has seven steps and they are very similar reworded steps to the Big 6.  The two processes are stepwise progressions toward the completion of a token of research, but are very difficult to utilize unless memorized or helped by a mnemonic device.  Those are the similarities.

Even considering some very big similarities, there is one glaring difference between the two - layers.  It is such a big separating factor I featured that prominently in my infographic.  Kuhlthau goes through the steps of ISP as a progression like the Big 6, but wants teachers and students to realize there is far more at work in the heart and mind of the student than the research process.  There are emotional issues brought on by each stage, and action issues that see a development take place over the course of the project.  Each of these additional layers add depth to the student's development as a learner and a person.

Steps in the Process: I mentioned the actions, thoughts and feelings components a moment ago, and think the infographic displays the matrix of those components better than a written explanation.  The steps in ISP follow this progression: Imitation, Selection, Exploration, Formulation, Collection, Presentation, and Assessment.  There is little difference in these steps from the Big 6, and the separation of Selection and Collection steps is confusing to me, and certainly would be to a student.  For each of the processes steps there are corresponding actions, thoughts and feelings as the student moves from a broad focus that overwhelms the subject to an interesting and motivating benchmark of success.  I understand that there are multiple layers of development and understanding taking place in research assignments, but this appears to be overkill.  There are too many steps, some of which are very similar and confusing, and are not as clear as the question-based process of I-Search.

Outcomes: Because of the rigid structure of the steps, the students are clearly expected to perform all steps of the task to arrive at a satisfactory conclusion.  Students are not given the freedom to choose their own topics without deviating from the process, as opposed to the I-Search.  This is a paper generating process that will squeeze the curiosity out of me as I student, and I imagine many students feel this way.  There would also be less flexibility in the sources chosen, and allowing the topic to lead the search.  ISP takes you to a source, you remove the material that is pertinent, and move on to the next source without examining what new information has been discovered.

Role of the Librarian:  I fear what Professor Joyce placed as key points for this process in saying that we should mention "interventions and librarian as mediator."  This sounds more like a treatment plan than a research project.  The librarian should still guide the student to valuable resources, but also understand that the student has likely been assigned a topic and will not have a deep interest in an issue that is irrelevant to them.  One may also have to nudge the student along to complete the process steps, since the chart created by Kuhlthau indicates that interest is low in the beginning stages of the process.

Placement on the Continuum: Inquiry-based learning of the worst kind.