Kuhlthau's Information Seeking Process is a six step model based on the point of view of constructivists. The focus of the Information Seeking Process goes far beyond the usual focus on location and physical access of information and instead, focuses on "Library Information Science services for intellectual access to ideas and information (Shannon, 2002). Kuhlthau's approach to learning and research focuses on how individuals learn through active participation and reflecting on their learning. The Information Seeking Process is made of cognitive, effective and behavioral elements that show the thinking activities, feelings and actions of students as they go through the Information Seeking Process (Shannon, 2002). The Information Seeking Process produces a product of higher quality requiring higher order thinking skills (Riedling, Shake & Houston, 2013). It provides a shift from just learning library skills to learning information skills and information literacy.
             During step one, task initiation, students are assigned a project, question or topic. During this stage, students may feel uncertain about the assignment. Their thoughts are very general and vague. They begin to recognize the need for information. In step two, topic selection, they decide how they want to approach the topic and what they need to find out. At stage three, exploration, students are often confused and frustrated (Riedling et al., 2013). This is perhaps the most difficult stage for students (Shannon, 2002). They begin to investigate the topic in order to find out enough information to focus their research. During stage four, formulation, students begin to narrow the topic and focus of their research. This gives them a framework for collecting information. This is perhaps the most important phase of the process as it often provides a turning point for students (Shannon, 2002). They are now able to focus on their topic and their confidence begins...