Looking for information and different ways to solve a problem is something that living beings need to do constantly in order to survive. This also extends to the human being, who is also characterized by having developed a society where problems are not limited to immediate aspects related to survival, but in the generation of different methods to solve abstract and complex problems (labor, social, logical or scientific aspects, for example).

That is why from childhood and throughout education it is necessary to stimulate the capacity to investigate, search and select information in order to be able to solve certain problems. The methodologies and models used to achieve this stimulation can be multiple, being an example of them the so called Gavilán model , which we are going to talk about throughout this article.

The Gavilan model: a methodology for finding information

It is called the Gavilan model to a methodology consisting of four basic steps that aims to contribute to achieve valid, coherent, logical and rational research . It is a methodology born and applied fundamentally in the academic field (both in school and university training).

The model in question seeks on the one hand to provide guidance to students in the methodology to be used when looking for information, and on the other hand to stimulate competence and mastery in locating, selecting and using the information.

This model was developed by the Gabriel Piedrahita Uribe Foundation (the name Gavilán comes from the nickname given to this young man in his childhood, died at the age of 22 in an airplane crash and shortly before graduating from Harvard as a teacher) given the difficulties observed in other educational models in getting the student to carry out exhaustive, quality information searches in such a way as to offer guidance and allow teachers to develop activities that allow the student to learn a specific methodology for seeking reliable information in the most optimal way.

The Gavilán model is a simple model, easily understandable in the different ages in which it is usually applied, dedicated to the search for information referring to very specific themes and problems and focused on the collection and analysis of information itself and not so much on the real resolution of a problem. In other words, this model offers a framework or methodology, but not a solution to the questions that require answers.

Its phases

As mentioned above, the Gavilan model consists of a series of four steps or phases centred on the search and collection of information, each with different sub-steps within it.

It is a simple process that can be followed by both students and professionals : although the process is focused on the student or researcher, the model also offers different options for analysing and evaluating the process to the teachers who apply it, being able to carry out evaluations in each of the steps that are part of it. The steps in question would be the following.

1. Define the problem

In the first place, the Gavilán model proposes that in order to carry out a good investigation, the first thing that needs to be done is to define and delimit the problem or theme on which you want to investigate or that requires a solution. In this way, the aim is to learn how to identify what they are working on, what the objective is and what they may need to do in order to achieve it.

Within this step we must first pose a specific question, delimiting the theme or aspect to be worked on or the objectives to be achieved .

This question should then not only be identified but also analyzed in order to understand what they are looking for, what opinion or ideas they have about it and the difficulties that may be involved in achieving their objectives or solving the problem to be investigated.

After that, it will be necessary for the subject to generate a series of possible paths or processes that he can follow to obtain the information and the aspects of the question that can provide information to solve it . In other words, draw up a research plan.

During the elaboration of this plan, secondary questions will arise which, in the end, will provide us with more precise information than we want to know and will allow us to have a more accurate and precise view of the subject.

2. Find and evaluate information

Once we have located what we need to investigate and planned how we are going to do it, the next step is to take action: start the search for information. The goal of this step of the model is to develop information-seeking skills.

Firstly, it will be necessary to identify possible sources of information, evaluating which could be the most indicated and valid ones and the type of information that can be obtained from them.

A second step would be to go into these sources of information or those that are available (as access to them is not always possible, especially), and proceed to search them for the type of information that would be needed.

Once this has been done and by observing the type of font and its content , the aim is for the student to be able to consider whether or not the font itself is reliable and valid.

3. Analyze the information

While the previous step focused more on finding, accessing and assessing sources, in this third step the work will be carried out directly with the information to be worked on. Aspects such as the critical evaluation of the information, the use of resources or the search for coherence in the information will be worked on.

First, the subject will have to read the information present in the sources previously assessed and analyse which of that information fits the initial question or the secondary questions .

Once this has been done, a critical analysis of the information that has been extracted should be carried out in order to assess whether it allows the problems to be resolved, or whether a more in-depth, exhaustive exploration or through other sources may be necessary. Not only should a reading be done, but it should also be understood and given meaning.

Subsequently, with this information, an attempt will be made to answer the secondary questions, transforming the information into what the subject has understood about it and its relationship to the questions asked.

4. Synthesize the information and use it

The last step of this model focuses on, having the information already extracted, generating content or giving real answers to the initial questions or problems. Aspects such as the provision of meaning, the understanding of what has been explored and the capacity for both synthesis and application of what has been analysed are worked on.

Initially it will be necessary, having already answered the secondary questions that arose during the elaboration of the intervention plan, to synthesize them and generate an answer for the main question that led to the research process.

After having this answer we should be able to apply it in concrete situations, generating a product or using it to solve the basic problem (even if it is at a theoretical level).

Finally, taking into account that the Gavilán model is focused on research, the last step will be to explain, express or record the results of the process. This is a step that allows others to see the existence of real research and the understanding and mastery of it.

A very useful model

The Gavilán model is relatively recent, but we are dealing with a simple and easily applicable model .

In addition, it allows students to improve their skills in searching for and handling information of different types, which is essential in a computerized society (this model was created taking into account the high presence of information and communication technologies) and with access to a huge volume of information sources, many of which are unreliable, contradictory to other sources or outdated.

This applies to all types of research process , especially in the field of education but not limited to it (although scientific research usually requires a much more demanding process, for example when validating data).

Bibliographic references

  • Canchica de Medina, M. (2016). Gavilan model for the development of competencies in information management through Google drive. An innovative experience. Academia y Virtualidad Magazine, 9, (2), 10-26.
  • Eduteka (2007). Gavilán 2.0 model. A proposal for the development of information management competence (IMC) [Online]. Available at: http://www.eduteka. org/pdfdir/ModeloGavilan.pdf [Accessed 25 January 2018].
  • González, L. and Sánchez, B. (2007). Guide to using the Gavilán Model in the classroom. [Online]. Available at: www.eduteka.org/modulos/1/1/.