The School Library Impact Measure (SLIM) is a toolkit that enables you to
assess student learning through guided inquiry in the school library. It consists of
four instruments that elicit students’ reflections on their learning at three points in
their inquiry process. The toolkit will enable collaborating school librarian –
teacher teams to chart changes in students’ knowledge and experiences
throughout the process.
The school context for using the SLIM toolkit is an inquiry unit. An inquiry
approach to learning is one in which students actively engage with diverse and
often conflicting sources of information and ideas to discover new ideas, to build
new understandings, and to develop personal viewpoints and perspectives.
SLIM Reflection Instruments and Scoring Guidelines
SLIM Scoring Sheet
Kuhlthau, C., Heinstrom, J, & Todd, R. J. (2008). The "Information search process' revisited: is the model still useful? IR Information Research 13(4). Available at http://InformationR.net/ir/13-4/paper355.html .
This paper examines the continued usefulness of Kuhlthau's Information Search Process as a model of information behavior in new, technologically rich information environments. It presents a comprehensive review of research that has explored the model in various settings, and documents a study employing qualitative and quantitative methods undertaken in the context of an inquiry project among school students (n=574). Students were surveyed at three stages of the information search process, during which nine feelings were identified and tracked. Findings show individual patterns, but confirm the Information Search Process as a valid model in the changing information environment for describing information behavior in tasks that require knowledge construction. The findings support the progression of feelings, thoughts and actions as suggested by the search process model. The paper concludes that the information search process model remains useful for explaining students' information behavior. The model is found to have value as a research tool as well as for practical application.
Todd, R. J. (2006). From information to knowledge: Charting and Measuring Changes in Students' Knowledge of a Curriculum Topic. IR Information Research, 11 (4). Available at: http://www.informationr.net/ir/11-4/paper264.html.
This research sought to investigate how school students build on their existing knowledge of a curriculum topic and transform found information into personal knowledge, and how their knowledge of this topic changes. The qualitative study involved 574 students from Grades 6 to 12 in ten New Jersey schools. The context for data collection was an instructional program framed by Kuhlthau's information search process. Data were collected through surveys at the initiation, midpoint and conclusion of the instructional program. The instruments sought to measure changes in knowledge, specifically in relation to substance of knowledge, structure of knowledge, amount of knowledge, estimate of extent of knowledge, and label of knowledge. It was possible to operationalize knowledge change in terms of substance, amount and structure of knowledge, and user-centered perceptions of knowledge growth. Additive and integrative approaches to knowledge development were identified. Students came to know more about their topics, and perceived that they knew more as they progressed through the task. However, students seemed more oriented to gathering facts and knowing a set of facts, and accumulating these in an additive manner, rather than building complex, integrated and abstract knowledge representations.
Todd. R. J. & Heinstrom, J. (August 2006). "Uncertainty & Guidance: School Students' Feelings, Study Approaches, and Need for Help in Inquiring Projects". Scan, 25 (3) 29-35.
Building on the frameworks of the NSW Department of Education and Training's approach to Quality Teaching, and guided inquiry (Kuhlthau & Todd, 2005), this article discusses how students' need for information literacy instruction can be related to individual differences. The findings are based on the NJ study of 574 students from middle and high schools, who described their feelings, study approaches, difficulties and their need for help while undertaking inquiry projects. It concludes that the students' tendencies to experience different feelings and difficulties while searching and processing information are dependent on their study approaches. This interaction has important implications for the design and implementation of instructional interventions by teacher librarians and classroom teachers.