Information Behaviour Framework

Information behaviour is the way humans absorb and process information and the sequence of events to obtain new information (Bawden & Robinson, 2012). Information seeking to solve a problem, answer a question or meet a need is the initiation of the process. The cognitive model explains the six-phase process, initiation, selection, exploration, formulation, collection and presentation (Bawden & Robinson, 2102). Information behaviour also categorizes behaviours by groups and information style. There are many theories and models within the information behaviour framework; however, understanding the goal of this essay is to support elementary students, the cognitive model will be discussed.

As students engage in the active process of making sense of the world through metacognition, they will learn how to think critically to construct new knowledge and to challenge their original thinking as they learn new concepts. Interacting and filtering information through a critical lens supports the creation of knowledge and development of critical thinking skills (Starkey, 2011). Students at the elementary level practice digital literacy in the classroom by interpreting, scrutinizing, organizing and summarizing information to support their learning goals.

Bloom’s Taxonomy

Bloom’s Taxonomy is a framework that sequences the cognitive process of learning. It begins with lower order thinking skills and moves to higher order thinking skills. The taxonomy outlines six cognition process dimensions and describes how learning is happening. The sequence begins with remembering, followed by understanding, applying, analyzing, evaluating and creating (Heer, n.d).  

What is most important is that students understand concepts, critique information and make connections. Along the continuum of Bloom’s Taxonomy, richer learning occurs through engaging in analyzing, evaluating and creating activities. Remembering is the lowest order thinking skill on the continuum, information does not support new knowledge creation, but rather focuses on memorization of processes and facts. Makerspaces, hands-on learning opportunities and utilizing digital tools allow students opportunities to enter into higher order thinking (Stakey, 2011) by thinking about what they are discovering rather than simply passively receiving knowledge.   

Constructivism

Constructivism learning theory describes learning as the process of students connecting new experiences to their prior or existing knowledge. There is a strong element of social interactions that underpins students’ acquisition of cognition. Knowledge does not just exist, but rather knowledge is constructed by the student and shared for others to learn (Vygotsky, 1978). The constructivism learning style requires students to actively engage in rich-authentic learning tasks.  

Connectivism

Connectivism is a learning theory for the digital age that explains how students collaboratively construct knowledge. Seimen (2005) suggests that students learn through the connection of the networked devices. Connectivism frames the learning processes that occur in a networked environment, therefore self – regulated learning can support the framework to inform teaching practices across the connected learning environment (O’Brien, Forte, Mackey & Jacobson, 2017).

Information is evolving, continuous learning through creating and building connections is an ongoing process (Seimen, 2005).  Learning by analyzing, evaluating and creating is far more important than remembering static information as knowledge is expanding exponentially with increased participation of Web 2.0. The variables that support digital learning and innovation is the network, the diversity of participants, learning communities and connectivity (Goldie, 2016).