Application of an Information Search Process (ISP) model in higher education curricula

Abstract

This presentation describes the application of Carol Kuhlthau’s Information Search Process (ISP) model in academic literacy integration into two core academic course curricula at The University of Auckland: • FTVMS 100: Film, Television and Media Studies (first year undergraduate course,500 campus-based students) • POPLHLTH 701: Research Methods in Health (first year postgraduate course, 60 students including campus-based and distance). An academic review conducted in 2012 revealed the need for enhanced support of the following competencies in both courses: • An ability to locate, evaluate, and organise information effectively • A capacity for critical appraisal of relevant scholarly literature • An ability to initiate, design, conduct, sustain, and report research. Ongoing collaboration with academics provided an opportunity to integrate academic literacy into the two course programmes. Introduced in 1980s, Kuhlthau’s Information Search Process (ISP) describes feelings, thoughts, and actions from the individual’s perspective within the six stages of information seeking and emphasises the important role of the emotional and cognitive processes a researcher experiences at the time. In order to effectively integrate academic literacy components into both course curricula, Kuhlthau’s ISP model was adapted in two ways to match the learning needs of each cohort at undergraduate and postgraduate levels. The first ISP model variation (undergraduate level) provided the key framework for the development of the compulsory FTVMS 100 online academic literacy assessment bearing 10% total course mark. The model also provided core structure for the accompanying online tutorial containing the following modules: What is the assignment question asking me to do?/ Where and how do I find readings for my assignment?/ Are the readings good enough?/ How do I write my essay?/ How do I reference?. Similarly, the second ISP model variation (postgraduate level) formed the key structure in the design of the compulsory POPLHLTH 701 assessment with integrated academic literacy assessment components carrying 35% of the total course mark. The online tutorial supporting different stages of the ISP was designed accordingly with the following modules: How do I formulate a research question/ What does my research question really mean?/Where can I find quality information?/How can I find the information I need?/How do I write my literature review?/ A reflection on my learning. The integrated academic literacy components were introduced in both courses in Semester 1 2013. OUTCOMES: The analysis of completed students’ coursework for both courses indicated improvement in the quality of student learning. For FTVMS 100, results showed a 20% increase in the overall quality of final essay submissions compared to the same assessment results from 2012. For POPLHLTH 701, submissions showed that students reflected on their learning and articulated their understanding and knowledge of the different stages of the information seeking process.