Standard 1 | The Learner & Learning
Canandidates in school librarian preparation programs are effective educators
who demonstrate an awareness of learners’ development.
Artifact 1
Name: The Information Behaviors of Elementary Students & Recommendations to Improve School Library Services
Course Number: LIS 508 Course Title: Information Users & Uses
Course Instructor: Dr. Perrault Assignment Title: Virtual Poster Presentation
LIS Program Objectives Met: 1, 2, 3 & 4
Name: The Information Behaviors of Elementary Students & Recommendations to Improve School Library Services
Course Number: LIS 508 Course Title: Information Users & Uses
Course Instructor: Dr. Perrault Assignment Title: Virtual Poster Presentation
LIS Program Objectives Met: 1, 2, 3 & 4
Standard 1: The Learner and Learning focuses on four key elements: learner development, diversity, individual differences, and learning environments. As school librarians, one of our most essential roles is to equip students with the skills needed to access and evaluate information effectively. This requires recognizing that each child is a unique learner who employs different strategies to seek information. To support them effectively, we must understand their information-seeking behaviors through the lens of established theories and models. By doing so, we can provide scaffolded instruction that meets their diverse needs and fosters independent, confident information users.
The artifact I selected, A Virtual Presentation Poster on the Information Behaviors of Elementary Students and Recommendations to Improve School Library Services, was the capstone project for LIS 508: Information Users and Uses. This project applied information behavior theories and models to interpret elementary students' information-seeking behaviors and identify strategies to support their learning needs.
To create the recommendations outlined in the poster, I conducted extensive research on two key information behavior models: Robert Taylor’s model of information need and Ellis’s model of information behavior. Taylor’s model focuses on the stages students move through when formulating queries, from initial frustration to final query compromise. Understanding this model allowed me to recognize the importance of student-librarian interactions and the value of scaffolding support as students refine their questions. Ellis’s model identifies eight observable behaviors, such as starting, chaining, browsing, and verifying, which helped me map out the non-linear ways elementary students seek and process information. Applying these models to student information behaviors deepened my understanding of how children navigate information tasks and the roadblocks they face.
My research also identified where children typically look for information, including the internet via computers or smartphones, with Google as their preferred search engine. Commonly visited sites include YouTube, Wikipedia, and Khan Academy. In addition, students rely on parents, teachers, friends, online public access catalogs, and databases for information. However, barriers such as lack of language and spelling skills, preference for visual information, and over reliance on convenience searching can hinder their ability to find credible sources.
To improve educational services and foster self-efficacy, I explored strategies such as promoting awareness of individual seeking styles through self-evaluation questionnaires and enhancing the organization of library collections. Additionally, I recommended incorporating the Big 6 and Super 3 research skills frameworks to strengthen query formulation and source evaluation. Research findings suggest that self-efficacy in information-seeking increases when students have autonomy in research topics, collaborate with peers, and develop instrumental search styles. However, challenges such as executive search styles, frustration, and disorganized collections can impede their progress.
With this knowledge, I researched instructional strategies that align with students’ diverse learning needs. I curated recommendations that promote explicit instruction in query formulation, source evaluation, and self-efficacy. I also emphasized the importance of offering multiple resource formats—such as print, e-books, audiobooks, and accessible databases—to ensure that all learners, regardless of ability, can access information.
This artifact demonstrates my ability to leverage information behavior theories to design curricula that support learner development, address diverse needs, and create an inclusive learning environment. It highlights my commitment to empowering students with the skills and confidence they need to become independent, effective information seekers.
The artifact I selected, A Virtual Presentation Poster on the Information Behaviors of Elementary Students and Recommendations to Improve School Library Services, was the capstone project for LIS 508: Information Users and Uses. This project applied information behavior theories and models to interpret elementary students' information-seeking behaviors and identify strategies to support their learning needs.
To create the recommendations outlined in the poster, I conducted extensive research on two key information behavior models: Robert Taylor’s model of information need and Ellis’s model of information behavior. Taylor’s model focuses on the stages students move through when formulating queries, from initial frustration to final query compromise. Understanding this model allowed me to recognize the importance of student-librarian interactions and the value of scaffolding support as students refine their questions. Ellis’s model identifies eight observable behaviors, such as starting, chaining, browsing, and verifying, which helped me map out the non-linear ways elementary students seek and process information. Applying these models to student information behaviors deepened my understanding of how children navigate information tasks and the roadblocks they face.
My research also identified where children typically look for information, including the internet via computers or smartphones, with Google as their preferred search engine. Commonly visited sites include YouTube, Wikipedia, and Khan Academy. In addition, students rely on parents, teachers, friends, online public access catalogs, and databases for information. However, barriers such as lack of language and spelling skills, preference for visual information, and over reliance on convenience searching can hinder their ability to find credible sources.
To improve educational services and foster self-efficacy, I explored strategies such as promoting awareness of individual seeking styles through self-evaluation questionnaires and enhancing the organization of library collections. Additionally, I recommended incorporating the Big 6 and Super 3 research skills frameworks to strengthen query formulation and source evaluation. Research findings suggest that self-efficacy in information-seeking increases when students have autonomy in research topics, collaborate with peers, and develop instrumental search styles. However, challenges such as executive search styles, frustration, and disorganized collections can impede their progress.
With this knowledge, I researched instructional strategies that align with students’ diverse learning needs. I curated recommendations that promote explicit instruction in query formulation, source evaluation, and self-efficacy. I also emphasized the importance of offering multiple resource formats—such as print, e-books, audiobooks, and accessible databases—to ensure that all learners, regardless of ability, can access information.
This artifact demonstrates my ability to leverage information behavior theories to design curricula that support learner development, address diverse needs, and create an inclusive learning environment. It highlights my commitment to empowering students with the skills and confidence they need to become independent, effective information seekers.
Please see attachements for PDF versions of the Presntation Poster & the synthesis and application paper that supports my reccomendations.
| lis508-katzmaierse-partc-poster.pdf |
| katzmaierspartb__3_.pdf |
