KWLQ+Chart+2

I am cutting and pasting our KWLQ chart here because the table somehow got messed up so I am posting it as a Word document. Angela Hanvey

Kimberly Hackett

How can we help guide them in their development of the questions? || "Questions that are connected to students' own lives and their prior knowledge are the most intriguing, authentic, and therefore, motivating to students." (Stripling, 2008, 52) According to Diggs, students came into the library already interested in the topic of inquiry research. This helped students understand the relevance of the topic to their own lives. (Diggs, 2009, 31) "Individuals carry on the process of inquiry from the time they are born until they die. This is true even though they might not reflect upon the process." ("Workshop: Inquiry Based Learning") "...inquiry being possible at any of four levels, depending upon which combination of question, method, and conclusion is supplied to students: Confirmation (Level 1), structured (Level 2), directed (Level 3), and open (Level 4). In the case of the latter, students answer their own questions using a methodology that they also devise themselves." (Eastwell) || How can we get students to want to inquire into what they need to know instead of just what they want to know? How can we get students to question beyond the answers instead of just look for the answers? || It is applicable to all areas of education and beyond that to a student's life in general. || How do we decide which topics to allow students to pursue inquiry into? What do we do if students want to pursue a topic that, as educators, will have no relevance to the content and subject matter being studied? What are some topics students can use the inquiry process beyond their education? || "Although the process of inquiry is much the same as it is applied in various content areas, the emphasis may be on different types of thinking." (Stripling, 2008, 51) "Integrated learning is also possible because the inquiry process can take one project through all the major content areas." (Carnesi and DiGiorgio, 2009, 32) || Should all lessons be approached from an inquiry standpoint? Is there ever a time when other method, such as direct instruction, are more appropriate? If so, how do you determine which method is the most appropriate? || The process works best when there is a framework or context for the questions being used. || What tools can we use to help organize units of inquiry? Where does this framework/context come from? How can a teacher create this framework/context? ||  || I would still like to know if there are any tools that can help with organization and planning of units of inquiry. || Most people do not even realize they are using the process of inquiry when faced with a problem to solve. || How can we connect inquiry learning to students past knowledge? How can we get students to see they use this process already? Once they understand this, how can we get them to apply this to a research assignment? || "Using guiding questions to frame your lessons leads to powerful student questions and animated learning conversations that build understanding." (Wilhelm, 2007) "...schools must change from a focus on "what we know" to an emphasis on "how we come to know." (Workshop: Inquiry Based Learning) || What is meant by guiding questions? What are the types of questions that will lead to "animated learning conversations?" || I would like to have a basic understanding of different research models. What are the steps in the Inquiry Process? || "Perhaps the greatest advantage is that the inquiry process utilizes Bloom's lower level skills of knowledge, comprehension, and application in the first two steps of the process, but relies more heavily on the higher level processes of analysis, synthesis, and evaluation in the remaining steps and during the review cycles." (Carnesi and DiGiorgio, 2009, 32) "Inquiry is a process of learning that is driven by questioning, thoughtful investigating, making sense of information, and developing new understandings." (Stripling, 2008, 50) "Teaching the process beings with step 1: Questioning. With questions in hand, it is on to step 2: Planning. Armed with questions and a plan, it's time for step 3: Collecting and Crediting. Finding a place for everything takes place in step 4: Organizing. Completing the project is step 5: Synthesizing. The final frontier-presenting the result of the inquiry in step 6: Communicating." (Carnesi and DiGiorgio, 2009, 35-36) "Effective inquiry is more than just asking questions. A complex process is involved when individuals attempt to convert information and data into useful knowledge. Useful application of inquiry learning involves several factors: a context for questions, a framework for questions, a focus for questions, and different levels of questions. Well-designed inquiry learning produces knowledge formation that can be widely applied." (Workshop: Inquiry Based Learning") || When are these steps taught to students? Who teaches these steps? How can the steps of analysis, synthesis, and evaluation be integrated into every day learning activities? || How are students assessed? Who assesses the students to see if they have mastered the required skills? || "Because the aim of inquiry is active discovery, library media specialists and classroom teachers can employ formative assessment to track the actions of students and assess their progress in attaining and using skills and dispositions throughout the inquiry cycle." (Stripling, 2008, 51) || Do the staff and students have experience with rubrics? If not, how will I convince them to assess using this tool?
 * Inquiry Learning **
 * Know || Want to Learn || Learn || Questions ||
 * Students develop questions to be answered through research. || How can we guarantee that students will ask the right questions for inquiry? In other words, how can we get students to ask the relevant questions for inquiry?
 * Inquiry can be used in all content areas.
 * Students are more engaged during units of inquiry. || How can inquiry allow us to delve deeper into the subject matter while still covering the breadth of material? || "Using guiding questions to frame your lessons leads to powerful student questions and animated learning conversations that build understanding." (Wilhelm, 2007) || How do we know which questions are appropriate and will lead to "animated learning?" ||
 * Inquiry requires more in-depth planning time for teachers. || How can units of inquiry be planned in a reasonable amount of time so as to encourage more teachers to develop units of inquiry? || Fontichiaro suggests "tweaking" units to build them more towards unit of inquiry. (Fontichiaro, 2009) || What does "tweaking" look like? ||
 * Requires organization on the part of the teacher.
 * Learning by inquiry is a natural process that people use throughout their life.
 * No past experience with this process. || How can I use this model to improve my students research/inquiry process?
 * Focus is on the process, the questioning and inquiring. || How do you check student understanding if the focus is on the process, instead of on the product?

What are some tools that teachers can use to create rubrics for assessment? || "For educators, inquiry implies emphasis on the development of inquiry skills and the nurturing of inquiring attitudes or habits of mind that will enable individuals to continue the quest for knowledge throughout life." ("Workshop: Inquiry Based Learning" ) || Would this process work well in groups? What are some changes or adaptations that could be made to make it appropriate for younger or older students? || "It is very important that knowledge be transmitted to all the members of society. This transmission takes place through structures like schools, families, and training courses." (Workshops: Inquiry Based Learning) || Could we get parents involved in this process as well? What would it look like? In what ways could parents benefit and use this process? || Carnesi, Sabrina, and Karen DiGiorgio. 2009. "Teaching the Inquiry Process to 21st Century Learners." //Library Media Connection// 27, no. 5: 32-36. //Academic Search Complete//, EBSCO//host// (accessed October 11, 2009).
 * This is a research model for students. || What age of student is this process geared for? || "Individuals carry on the process of inquiry from the time they are born until they die. This is true even though they might not reflect upon the process."
 * || How does this type of learning work with students' different learning styles? || "The interpersonal and intrapersonal learners are especially good at evaluating online resources, while the kinesthetic learners will be best at navigating around the media center to find the various resources." (Carnesi and DiGiorgio, 2009, 32) || How does inquiry benefit differing learning styles? ||
 * || || "Seize every opportunity to reach out to parents and interpret inquiry-based teaching and learning for them through newsletters, parent/teacher conference nights, special workshops and programs, and presentation of student projects (Inquiry Nights)." (Stripling, 2008, 2)

Eastwell, Peter. "Inquiry Learning: Elements of Confusion and Frustration." //American Biology Teacher//, 71, 5 May2009 Accessed using Academic Search Complete October 16, 2009.

Fontichiaro, Kristin. 2009. "Nudging toward Inquiry: Re-envisioning Existing Research Projects." //School Library Monthly// 26, no. 1: 17-19. //Academic Search Complete//, EBSCO//host// (accessed October 11, 2009).

Stripling, Barbara. 2008. "Inquiry: Inquiring Minds Want to Know." //School Library Media Activities Monthly// 25, no. 1: 50-52. //Academic Search Complete//, EBSCO//host// (accessed October 11, 2009).

Stripling, Barbara. 2008. "Inquiry-based Teaching and Learning--The Role of the Library Media Specialist." //School Library Media Activities Monthly// 25, no. 1: 2. //Academic Search Complete//, EBSCO//host// (accessed October 11, 2009).

Wilhelm, Jeff. 2007. "INQUIRY starts here." //Instructor// 116, no. 7: 43-45. //Academic Search Complete//, EBSCO//host// (accessed October 12, 2009).

"Workshop: Inquiry Based Learning." //Connect to Classroom//. Educational Broadcasting Corporation, 2004. Web. 11 Oct. 2009. <[]>.

"Workshop: Inquiry Based Learning." //Connect to Classroom//. Educational Broadcasting Corporation, 2004. Web. 16 Oct. 2009. <[] No past experience with this process, but I have heard of it. || I would like to learn how this model can help improve student learning. As a future teacher librarian, I would like a basic understanding of different research models. || "Combining the Big6 Skills with information literacy standards can help us systematize our instruction and break it into manageable pieces." (Eisenberg, Berkowitz, and Murray, 2005, 35) || What are considered manageable pieces? How is this accomplished? || "The Big6 provides a strategy for developing the foundation of higher order thinking skills and the language skills of reasoning and critical thinking and then applying the understanding of the process and the skills to any inquiry process." (Hughes, 2003, 28) || How many times must a student repeat the process before it becomes a habit? || 2. Info Seeking Strategies 3. Location and Access 4. Use of Info 5. Synthesis 6. Evaluation (“Categories” 2009) [|Big6Handouts.pdf] ("Archive for the "Grown Ups" Category" 2009) || Since each of the six steps has two substeps, how do we expect students to remember all of the steps to make sure they have completed the process correctly? What are the different ways we could help students remember all those steps? (charts, foldables, rhymes) || What benefits does this model provide students and teachers? || "Library media specialists can help teachers become comfortable using Internet resources for student research by sharing activities that illuminate the application of Big6 skills." (Eisenberg, Berkowitz, and Murray, 2005, 35) "The support offered through its website http://big6.com, books, newsletter, listserv, Big6 courses, conferences, workshops, workbooks, teaching materials, i.e. . transparencies, bookmarks, lesson plans. . . is extensive." (Hughes, 2003, 28) "You might want to use the Big6 because it offers a strongly supported strategy to help you develop students who can think through the research or inquiry process to meet the curriculum expectations." (Hughes, 2003, 32) "As children work through each of the Big6 steps, they need to think about what they need to do, and then they need to find appropriate ways to do it. This is their role–”thinker and doer.” Children should be encouraged to be as independent as possible." (Berkowtz) || How can librarians help teachers feel more comfortable? Should they teach seminars? Should they model it first? Should they co-teach the lesson with the teacher? Will the district provide this support to the teacher-librarian by sending him/her to these trainings? Will the whole district buy into the program or will it be up to individual librarians and their campuses? || Do assessments occur at every step in the process or just with the end result? || "In order to see whether or not our implementation or Big6 Skills and information literacy standards is making a difference in the way students and teachers approach research, we need to develop appropriate assessment tools." (Eisenberg, Berkowitz, and Murray, 2005, 35) "Students can choose from among several ways to evaluate their success and efforts such as checklists, narrative, dictation, short answer, and rating scale with symbols." (Jansen, 2009, 32) || How are these assessments created? Who creates them? || "It can be used by and adapted for anyone from kindergarten to old age." (Hughes, 2003, 28) "It has been formally adapted into The Super 3 for primary students and substantial amount of unit and lesson plan support has been developed for this." (Hughes, 2003, 28) || What does this process look like at different grade levels? For example, how does it look in kindergarten as opposed to 8th grade? || Does the Super 3 model (used in primary grades) teach the same steps that carry over to the Big 6 model? || "The library media specialist can help by matching individual students to a variety of audiovisual sources, such as video or audio, which will address their learning styles." (Jansen, 2009, 32) ||  || "Archive for the "For the Grown Ups" Category." //Big6 for Kids//. Word Press. Web. 11 Oct. 2009. <[]>. Berkowitz, Robert E. "Helping With Homework: A Parent?s Guide to Big6 Information Problem-Solving." //Big6 for Kids//. Word Press, 24 Oct. 2002. Web. 16 Oct. 2009. .
 * Big6**
 * Know || Want to Learn || Learn || Questions ||
 * I don't really have any experience using this research model.
 * The librarian at the school where I work says she uses this model but would like to work more with this research model. || How successful is this model during instructional units? || "The Big6 can be applied as thinking process to deal with most problems and therefore can be applied consistently and repeatedly throughout the learning program, thereby increasing a student's chance of learning it." (Hughes, 2003, 28)
 * I know that this model is mentioned in the Texas Library Standards. || What are the steps in the Big6 model? || 1. Task Definition
 * Teachers at the campus where I work are not currently using this model for research. || How can we get teachers to want to use the Big6 model?
 * || How do we assess students for understanding?
 * This is a research model for students. || What age of student is this process geared for? || This process can be implemented in "K through higher education." ("What's Big6?" 2009)
 * There are six steps to this process. || How will students know what the six steps are and how to use them? || "The discreet skills of a step are taught before a student is required to use a step." (Hughes, 2003, 29) || Who teaches these and when are they taught? Is there are certain grade level where students are expected to have prior knowledge of these steps? How do we know?
 * || Would this process work well in groups or is it better if conducted individually? ||  ||   ||
 * ||  || "The Big6 approach requires parents and students to assume different roles. The parent assumes the role of a “coach” and the child assumes the role of “thinker and doer.” As a coach, the parent can use the Big6 Skills to guide the student through all the steps it takes to complete the assignment. Parents can help by first asking their children to explain assignments in their own words. (task definition) Parents can also help by discussing possible sources of information. (information seeking strategies) Parents can then help their children implement information seeking strategies by helping their children find useful resources.(location and access) Parents can discuss whether the information the child located is relevant and if so, help the child decide how to use it.(use of information) parents can ask for a summary of the information in the child’’s own words, and ask whether the information meets the requirements identified in the “task definition” stage. (synthesis) Parents can discuss with the child whether the product answers the original question, whether it meets the teacher’’s expectations, and whether the project could have been done more efficiently. (evaluation)" (Berkowitz) || How can this process be taught to parents so they can be more involved with their child's information seeking? ||
 * || How can this model be used outside school? ||  ||   ||
 * || How much planning time is required for teachers to use this model? ||  ||   ||
 * || How does this model work with students' different learning styles? || "The Big6 allows for seamless differentiation by interest, readiness, and learning." (Jansen, 2009, 32)

Eisenberg, Mike, Bob Berkowitz, and Janet Murray. 2000. "Applying Big6 Skills and Information Literacy Standards to Internet Research." //Book Report// 19, no. 3: 33. //Academic Search Complete//, EBSCO//host// (accessed October 11, 2009).

Eisenberg, Mike. "Overview." //The Big 6: Information and Technology Skills for Student Achievement//. Word Press, 2009. Web. 11 Oct. 2009. <[]>.

Eisenberg, Mike. "What is Big6?" //The Big 6: Information and Technology Skills for Student Achievement//. Word Press, 2009. Web. 11 Oct. 2009. <[]>.

Hughes, Sandra. 2003. "The Big6 as a Strategy for Student Research." //School Libraries in Canada// 22, no. 4: 28. //Academic Search Complete//, EBSCO//host// (accessed October 11, 2009).

Jansen, Barbara A. 2009. "Differentiating Instruction in the Primary Grades with the Big6." //Library Media Connection// 27, no. 4: 32-33. //Academic Search Complete//, EBSCO//host// (accessed October 12, 2009).