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Although models are often assumed to constitute the end productof a research project, it is not unusual for them to be refined aftersubsequent study or thought. Having presented a model of youngpeople’s information behavior in a previous paper elsewhere, theauthors here offer a more compact version and explore the possibilitiesfor its application in a teaching context with pupils. Useof models in this way can play an important part in reducingthe longstanding gap between information-seeking research andinformation literacy instruction. Drawing inspiration from earlierwork undertaken by Shenton with Masters students at NorthumbriaUniversity, the authors demonstrate how it is possible to evolve fromsuch models pro formas that can be completed by pupils to helpthem in relation to their own information-seeking activity. Shentonand Hay-Gibson feature here one such pro forma, intended foruse by secondary schoolers. They discuss its value in promotingmetacognition and indicate how this type of tool may be introducedat one of various points in an assignment task: in advance (as apupil planning aid), while the activity is taking place (so as to guideinformation-seeking as it happens) or at the end (to aid summativereflection).
Author(s): Hay-Gibson NV, Shenton AK
Publication type: Article
Publication status: Published
Journal: New Review of Children’s Literature and Librarianship
Year: 2012
Volume: 18
Issue: 1
Pages: 27-46
Print publication date: 23/03/2012
ISSN (print): 1361-4541
ISSN (electronic): 1740-7885
Publisher: Routledge
URL: http://dx.doi.org/10.1080/13614541.2012.650961
DOI: 10.1080/13614541.2012.650961
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