Thoughts and Research Questions

I wanted to save part of the discussion I've been having with my Distributed Research Group about Youth and Information Literacy Instruction:

"It seems that, based on what I've read so far, the issue in late elementary school is learning the research process and learning to find and read websites.  Middle schoolers may still have some Web reading issues, but can also be taught more refined search strategies.  Late middle school and high school should reinforce those ideas but focus on evaluation of resources and synthesis of information.  Do you agree there is this "taxonomy" of skills to be taught, or should we be trying to teach all of those literacies at all grade levels?" (me)

"The taxonomy you outline in the last paragraph of your post makes sense to me, but I can't claim to have thought deeply about all these issues yet. I like how you have organized it in two levels: what is developmentally most appropriate at a given age and where we need to be stretching them as they grow into the next stage." (Pete)

I may want to consider this a bit more as I look for my research question.  I do think some of the steps in the information seeking process (particularly involving evaluation of resources) are, in part, developmental.  Of course, you can encourage elementary students to evaluate sources, but they may not be capable of really analyzing those sources until their thought processes allow them really understand the concept of bias, particularly when that bias is subtle.  Are we beating our heads (and theirs) against the wall in trying to teach things that are not developmentally appropriate?  If so, what is the correct "order" in which to teach skills, are there skills that should be the "focus" skills at some levels vs. others, how do we introduce those "stretch goals" in a manner that is effective? 

I do think looking at "best practices" for TL in general is too broad.  But focusing specifically on information seeking behaviors and how best to scaffold activities for different age groups is of interest to me.

I was also really interested in the article I read on group information seeking behavior.  It seems like group information seeking is best suited for information problems that do not have a "correct" answer.  How can TLs support classroom teachers in designing and implementing effecting group information seeking activities?

I am both dreading (because of time) and looking forward to focusing on a research question to examine in my upcoming assignments.  The good news is it looks as if my son is headed to preschool 5 mornings a week instead of his current 2.  This will give me 3-4 mornings of protected "school" time and, since his afternoon nap has become intermittent at best, I'll still get to spend time with him in the afternoons.  Now, of course, I just need to research and locate where this preschool will take place since his current program doesn't offer 5 days.