A.2.4+KWLQ+Charts

=KWLQ =

Pre-writing for A.2.4 - K-W-L-Q for Inquiry Learning
Roger Grape Chris Alello

Big 6 = = || I want to learn what this research model is all about. As a school librarian, I will be responsible for teaching research skills to students, and familiarity with several research models would be very helpful. || According to Big6.com, Mike Eisenberg and Bob Berkowitz developed the Big6, which is the most widely used approach used to teach information and technology skills in the world (Big6.com 2012). The Big6 is a process model of how people of all ages solve an information problem. It includes six stages, with two sub-stages under each: 1. Task Definition 1.1 Define the information problem 1.2 Identify information needed 2. Information Seeking Strategies 2.1 Determine all possible sources 2.2 Select the best sources 3. Location and Access 3.1 Locate sources (intellectually and physically) 3.2 Find information within sources 4. Use of Information 4.1 Engage (e.g., read, hear, view, touch) 4.2 Extract relevant information 5. Synthesis 5.1 Organize from multiple sources 5.2 Present the information 6. Evaluation 6.1 Judge the product (effectiveness) 6.2 Judge the process (efficiency) (Big6.com 2012)
 * Know || Want to Learn || Learned || Further Questions ||
 * I really don't know anything about this research model. I have heard it mentioned once or twice during my teaching __#|career__, but no one has ever explained it to me, and I have never used it. I assume that (using my journalism background) it has something to do with the questions Who? What? When? Where? Why? and How? I suppose students would be responsible for making sure that they thoroughly answer each of those questions about the topic they are researching.

It also aligns with standards such as AASL's Standards for __#|21st Century__ Learners:

1.1.3 Develop and refine a range of questions to frame the search for new understanding. 1.2.1 Display initiative and engagement by posing questions and investigating the answers beyond the collection of superficial facts (Murray 2012).

__#|Early childhood__ is an excellent time __#|to begin__ using information literacy processes, especially with high-interest topics such as __#|insects__ (Bensen 2012).

Empirical evidence gathered by library media specialists shows that the Big6 is effective on the middle school level (Harris 2009). || Where can teachers find more formal training for this method of research?

Does this method work better with a co-teacher situation? || (citations here)
 * I have heard about inquiry only in this class so far. The way I figure the inquiry process is established is through the quest of evidence. How do we use inquiry to find different ways to discover the evidences to evaluate the meshing of great ideas? Is there a way to promote evidence in an inquiry process? I think that the evidences that are discovered, can be used to decipher the uses of the inquiry process to promote multiple evidences that discovered. || I want to learn how this research model will provide opportunities in using the inquiry processes for students and how this might become a routine in the classroom and library. I want to learn about the self-discovery processes that use evidence based research to promote inquiry in all aspects. || The Big 6 is a new thing for me and what I learned is that it is about the contents that make up the process and not necessarily the end result. I learned how to investigate information rather than searching for answers that were simply answering provided questioning. It helped me in this process to organize my thoughts in a way that promoted higher __#|thinking__ and questioning of the information that was presented to me throughout the process. || How can we integrate these steps into the inquiry process? ||

Inquiry Learning
 * Know || Want to Learn || Learned || Further Questions ||
 * I don't know much, if anything, about this research model either. Again, through deduction, I assume that students use a method of questioning (inquiry) and searching for answers to arrive at a final research project that they had most, if not all of, the responsibility for creating. I would also assume that it must be a method that directs students concerning what questions are relevant when researching (open-ended) and which are not relevant (closed-ended). || I would like to learn as much as possible about this research method, because if it is student-directed, then it should be more successful for students since they have more "buy-in" and more at stake in the final project than if they were merely told what to research in an "answer search" method (which I will confess I have been guilty of using most recently with second graders). I would also like to know how long this method usually takes (I'm sure it is different for various grade levels). How well can it be differentiated or adapted to the lower grades (Pre-K through second)? What are the benefits? Are there any downsides? || According to Stripling (2008), inquiry is a natural extension of constructivism, where students create their own meaning, and teachers create an environment that stimulates learners to actively question and discover. Inquiry takes learning deeper.

In her June, 1991 article in the Journal of the American Society for Information Science, Dr. Carol Kuhlthau explained the information search process (ISP) and the feelings common in each stage by the information seeker (1991). The steps include: 1--Initiation; 2--Selection; 3--Exploration; Step 4--Formulation; Step 5--Collection; and Step 6--Presentation.

Kulthau later revised her stages to include: 1. //Open// the inquiry to catch students' attention, get them thinking, and help them make connections with the world outside of school. 2. //Immerse// is designed to build enough background knowledge to generate some interesting ideas to investigate. 3. //Explore// those ideas for an important, authentic engaging inquiry question. 4. //Identify// and clearly articulate the inquiry question before moving on to; 5. //Gather// information. 6. //Create// and; 7. //Share// what students have learned and then; 8. //Evaluate// to reflect on content and process and evaluate achievement of learning (Kuhlthau, 2012).

Inquiry is not a linear process. It is designed to encourage collaborative construction of knowledge with reflection and assessment of learning occurring throughout the process (Kuhlthau, 2012).

During her continuing research on the ISP, Kuhlthau realized that during this complicated process, students were using a variety of strategies to help themselves through the ISP. Those strategies were developed into the six Cs for intervening in students' ISP (Kuhlthau 2004) || I would like to find more resources,especially examples of ISP for the lower grades. ||
 * I am a novice at the inquiry process and how it relates to research. The assumption that I can relate to is the inquisitiveness of how students approach this research model. I know that students will discover evidence, but how they discover the multiple possibilities that can stem from this process. I know that we need to focus on the process and not the end result. || I want to learn how the research model will affect student performance while maintaining the structured processes that are presented. I want to learn more about the inquiry process and how it relates to the evidences that are discovered through the many ideas that have been evaluated. I want to know how to bring this process can be utilized in any subject and relate to inquiry in any form that is discovered. || I learned what the definition was about inquiry-based learning. I learned it implies involvement that leads to understanding. It is the involvement in learning that implies possessing skills and attitudes that permit you to seek resolutions to questions and issues while you construct new knowledge(retrieved from www.thirteen.org). It is more about finding resolutions to questions than finding an end result. There are 4 points to the inquiry process: 1.Inference, 2. Interpretation, 3.Transfer, and 4. Hypothesis Questions. All of these relate to the questioning aspects of learning and provides deeper meaning to the students knowledge base.

I learned from Kuhlthau that she supports the inquiry processes through her ideas of ISP(Information Search Process). I learned that teachers should scaffold the inquiry process to aid in research. Many things are very important to any process and I read about the 5 Zones of Intervention, which then subdivides into: 1. Levels of Mediation, 2. Levels of Education, 3. Intervention. These are things that pertain to establishing a way to increase learning in the classrooms and beyond. || How can we use inquiry in the processes of learning to challenge students' thinking outside of the box? || = =