Model+6+--+Stripling+&+Pitts

In the 1980's, Barbara Stripling and Judy Pitts were concerned with involving higher level thinking skills in library research. They developed a taxonomy called REACTS (Recalling, Explaining, Analyzing, Challenging, Transforming, Synthesizing in ascending order of critical thinking skills) (TC)
 * Background information on the model**

This ten-step research process can be used by students of any age for any library research. Each step of the process includes specific study and thinking skills as well as teaching and learning strategies. At critical points in the process, reflection points direct students to evaluate the work they have just completed. If problems are apparent, students revise or re-perform the previous research-process step until they are able to answer the reflection point questions satisfactorily.(Loertscher 2003 LF)
 * Steps in the model with a description of each step**

Their 10-step process was designed to help students develop their term paper from topic selection to final product.

> > > > > > > Does my outline logically organize conclusions and evidence? (Loertscher, 2003 LF) > >
 * 1) Choose a broad topic
 * 2) Get an overview
 * 3) Narrow the topic: Is this a good topic? (&TC) Reflection Point: Is my topic a good one? (Loertscher, 2003 LF)
 * 1) Develop thesis statement: does it represent the overall research concept? (&TC) Reflection Point: Does my thesis of statement of putpose represent an effective, overall concept for my research? (Loertscher, 2003 LF)
 * 1) Formulate questions: do they provide a research foundation? (&TC) Reflection Point: Do the questions provide a foundation for my research? (Loertscher, 2003 LF)
 * 1) Plan for research: is this plan workable? (&TC) Reflection Point: Is the research / production plan workable? (Loertscher, 2003 LF)
 * 1) Find, analyze, evaluate: are sources usable and adequate? (&TC) Reflection Point: Are my sources usable and adequate? (Loertscher, 2003 LF)
 * 1) Evaluate evidence: is the research complete? (TC) Reflection Point: Is my research complete? (Loertscher, 2003 LF)
 * 1) Establish conclusions and organize an outline: are conclusions based on research evidence? (&TC) is the outline logical? (&TC) Reflection Point: Are my conclusions based on researched evidence?
 * 1) Create and present final product: is the project satisfactory? (&TC) Reflection Point: Is my paper / project satisfactory? (Loertscher, 2003 LF)

Allows students to draw their own conclusions and synthesize their own solutions (TC) Accentuates integrating, concluding, conceptualizing, and the social aspect of learning (TC) Promotes longer retention of information (TC) Is adaptable for addressing students' differing needs and learning styles (TC) Encourages students' working in groups (TC) Depends on the clarity of the teacher's guidelines and instructions (TC)
 * Strengths and weaknesses of the model**

This model asks the student to reflect on what he or she has just completed at each step. This engages the student in critical higher-order thinking, employing metacognition. (Paisley, 2004 LF) This model promotes that instruction in information seeking and use must be integrated with content for subject matter learning to occur. (Paisley, 2004 LF) Sequential in its process (Paisley, 2004 LF) This model employs a framework where old thoughts are organized with new ideas until ‘the pieces fit logically together into the learner’s mental model,’ (Paisey, 2004 LF) thus employing the use of prior knowledge.

http://slisweb.sjsu.edu/courses/250.loertscher/modelstrip.html (LF) (&TC) http://florencepaisey.com/main/il_Models_and_Programs.php (LF) [](TC)
 * Reference list**