Communication

"The Communication stage allows searchers to organize, apply, and present new knowledge relevant to their research question or information need. They choose a format that appropriately reflects the new knowledge they need to convey, then plan and create their product. Teachers and School Library Media Specialists are encouraged to allow searchers to engage in selecting the appropriate communication format rather than specifying the format. This process will enable learners to become more critical viewers and users of multiple information formats" (Pappas & Tepe, 1997).

Note. Pathways to Knowledge (www.pathwaysmodel.com), by M.L. Pappas and A.E. Tepe, 1997, is used with permission from Follett Software Company. Copyright by Follett Software Company, 1391 Corporate Drive, McHenry, Illinois 60050.

Checklist of Observable Behaviors

Constructing and presenting new knowledge

A. Apply information

___ 1. Organizing information for presentation

___ 2. Selecting an appropriate communication format

___ 3. Applying information to answer a question and/or
           solve a  problem

___ 4. Evaluating the format selection

___ 5. Satisfying information need

___ 6. Respecting intellectual property

 

B. Share new knowledge

___ 1. Presenting new knowledge through selected
           formats

___ 2. Developing a draft or initial version

___ 3. Editing and revising

___ 4. Expressing ideas through creating, speaking,
           composing,  writing, or designing

___ 5. Expressing ideas through video, research report, 
           experiment, computer presentation, animation, etc.

Reference

           Pappas, M.L., & Tepe, A.E. (1997).  Pathways to knowledge: Follett's Information Skills Model (3rd ed.).  McHenry, IL:  Follett Software.  Available: http://www.pathwaysmodel.com/the-model/text/communication.cfm

 

Example

 

Students in a middle school history class have been learning about the Civil War. They are divided into groups to do a research paper, which can help them to prepare for their presentations on certain issues related to the Civil War period. Each group is responsible for selecting the best ways to share this information with their classmates. They may choose from creating a diorama, a re-enactment, a wall mural, a news flash, a video, or another format or combination of these formats for presentation to the class. Students create their product to present their information to the class. The teacher and school library media specialist help students evaluate their format selection.