Model+1+--+Kuhlthau's+ISP


 * Background information on the model**

The Information Search Process (ISP) by Carol Kuthlthau was puclished in 1985 and updated in 1994. The model describes the thoughts, actions and feeling commonly experienced by users in each stage of the process. Carol Kuhlthau is with the school of Communication, Informaiton and library Studies at Rutgers, The State University of New Jersey, in New Brunswick. According to Wilson (2004), "Kuhlthau is one of the most cited authors in the field and her model of the information search process, involving stages in the search and associated feelings, has been used by others in a variety of contexts."(J.C.) This model was designed to approach research from the point of view of the researcher. It was based on Carol Kuhlthau's five long-term studies of the relationships between the affective and cognitive stages that arose during an information seeking process. The studies were conducted on high school and college students, legal professionals and public library users. As information seekers progressed through the information seeking process their feelings, thoughts and actions changed. Their initial feelings of confusion and concern generally transformed to satisfaction and a sense of accomplishment. This emotional transformation mirrored their cognitive transition from a vague or broad topic to a focused. This is reflected in the physical transition from exploring resources to documenting learning and thinking. Originally the ISP was meant to help school librarians support students in the process of writing term papers. It has since contributed to more recent studies on the research process. (J.S.)

There are six stages and each has a task, thoughts, feelings and actions.
 * Steps in the model with a description of each step**


 * Stage 1: Initiating a Research Assignment ** The assignment is handed to a student and they are considering possible topics. They may have feelings of apprehension or uncertainty. They may not know where to begin or they may feel overwhelmed by the assignment. Actions to help with these feelings may be to talk with others or browse the library. Strategies for the instructor would be brainstorming, discussing, and tolerating uncertainty. (J.C.) This is also the stage where students are aware that they have a lack of knowledge or understanding. (J.S.)
 * Stage 2: Selecting a Topic ** A topic has been decided upon to research. Feelings during this stage may include feeling relieved after a topic was selected, but for students that had difficulty selecting a topic, their feelings of uncertainty and anxiety increased. Actions to help with these feelings are making a search of the library, use reference collection. Strategies for this stage would be to discuss possible topics, or predict outcome of choices.
 * Stage 3: ** **Exploring Information **Information is gathered during this time with the intent of finding a focus. However, some feelings reported were confusion or directionless. (J.C.) This may arise when the information found seems inconsistent or incompatible.(J.S.) Some want to change their topics. Actions during this stage are locating information, reading to gain information, note taking, and making citations. Strategies are reading to learn about the topic. (J.C.)
 * Stage 4: Formulating a Focus ** This is considered to be the most important stage of the process. The student begins to evaluate the information they have gathered. This can be a turning point for many. Feelings during this stage are relief they have made it to this point because there is not as much confusion. There may feel optimistic and confident in the ability to complete the task. Actions during this time are reading notes and deciding how to combine them for the project.(J.C.)
 * Stage 5: Collecting Information **Most students know what is needed to support the focus of their assignment. Reported feelings during this time are the realization of extensive work to be done, confidence in ability to complete task, and increased interest in the subject. Actions during this time are taking notes with citations.(J.C.) Their interest in the topic may also increase in this stage. (J.S.)
 * Stage 6: Preparing to Present **Search closure is when the student stops searching for more information and begins the final assignment. If the project were a success they would feel relief, satisfaction, or if it went poorly they feel disappointment. Actions are to recheck their information and they may keep books until they are done with the assignment. (J.C) This is the stage when students share their learning with others. Their learning and thinking becomes documented. (J.S.)

One of the major criticisms of this study is that is was conducted on high achieving students in the AP program. It does not consider a wide variety of students. "the lack of diversity in the selection os students is a major flaw in the study, but the idea that emotions are heavily involved in the research process can extend to teachers with students of any kind." (J.C.) It is considered a seminal model for its focus on process. Awareness of the ISP model can benefit information seekers by enhancing their metacognition and ability to cope and/or thrive within each stage of the model. At the same time knowing about the ISP model challenges the providers of information to improve their systems to mitigate the more difficult affective responses. It also helps librarians, classroom teachers and others who provide information or guide students through the process to remember the point of view of the information seeker. (J.S.)
 * Strengths and weaknesses of the model**

<span style="font-family: 'Arial','sans-serif'; font-size: 16px; line-height: 115%;">Callison, Danny. (2003). General format. Retrieved from <span style="font-family: 'Calibri','sans-serif'; font-size: 15px; line-height: 115%;">[] (J.C.)
 * Reference list**

<span style="font-family: 'Arial','sans-serif'; font-size: 16px; line-height: 115%;">Kuhlthau, Carol. (2011, May). General format. Retrieved from <span style="font-family: 'Arial','sans-serif'; font-size: 15px; line-height: 115%;">[|http://comminfo.rutgers.edu/~kuhlthau/index.html] [|(J.C] ) <span style="font-family: 'Arial','sans-serif'; font-size: 16px; line-height: 115%;">.

Kuhlthau’s Model of the Stage of the Information Process: Applications for Libraries in a Web 2.0. In Wikipedia. Retrieved July 2, 2011, from [|http://wik.ed.uiuc.edu/index.php/Kuhlthau%27s_Model_of_the_Stages_of_the_Information_Process:_Applications_for_Libraries_in_a_Web_2.0_World(J.C].) <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 16px; line-height: 115%;">Wilson, T.D. (2004) Review of: Kuhlthau, C.C. //Seeking meaning: a process approach to library and information services.// Retrieved from [] (JC)

Lopatovska, Irene. (2008, July). General format. Retrieved from __ http://www.asis.org/Conferences/AM09/open-proceedings/papers/22.xml __ (J.S.)

Hyldegård, Jette & Ingwersen, Peter. (2007, October). Task complexity and information behaviour in group based problem solving. //Information Research, volume 12// (number 4). Retrieved from __ http://informationr.net/ir/12-4/colis/colis27.html __ (J.S.)

Maschi, T., Bradley C., Youdin, M.L., Cleaveland, C., & Barbera, R.A. (2007). Social work students and the research process: exploring the thinking, feeling, and doing of research. General format. Retrieved from __ http://www.practitionerasresearcher.net/2009%20articles/007_Maschi_et_al_2007_research%20process.pdf __ (J.S.)