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Preface xix the application of the concepts introduced in the text while building both their skills and knowledge base. The example assignments are partially worked to show students what quality work should look like, while the rest of the example has leading questions to encourage students to reflect on how they think the questions should be answered. What they learn through working on the assignments will provide background knowledge for the next chapters. Decision Points Information Seeking Model The Decision Points Information Seeking Model is a revised version of the Pathways Information Seeking Model from the previous edition of the book. The name was changed to prevent confusion with the Pathways to Knowledge research process model developed by Marjorie L. Pappas and Ann E. Tepe in their book Pathways to Knowledge and Inquiry Learning (2002). The Decision Points model was developed from observation, expe- rience, and research. It incorporates the concepts of a KWL chart and the ideas of curiosity, motivation, learning strategies, and schema. It also takes inspiration from Piaget’s Theory of Cognitive Development and Biggs’s Approaches to Learning. Decisions are constantly made throughout the information-seeking process about what to do with the information and how to approach learning. For instance, an impetus may lead to an information need, but the student may decide not to pursue it. It may be judged too unimportant or too hard to find. From a teaching point of view, Decision Points will help you understand your students’ motivations and levels of achievement at various stages of the research process. It can help you intervene early with students who do not seem interested in a project and help them find a different topic or approach that appeals to them more and improve their outcomes. Reflective Inquiry Model New to this edition is the Reflective Inquiry Model—a new inquiry model to guide students and educators through the research process. This model draws inspiration from research and inquiry models that have come before it, combining what we feel are the most important hallmarks of a successful research process: one that is cyclical in na- ture and one that embraces reflection as a key component at each stage. The Reflective Inquiry Model acknowledges that the research process is not linear, but that each stage should be revisited as one progresses and that reflection is not simply a stage added in at the conclusion of the process, but a mind-set that should be present throughout. The