K-W-L-Q+Chart

Angela Hanvey

Kimberly Hackett

Inquiry Learning 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) ||  |||| How can we get students to want to inquire into what they need to know instead of just what they want to know? ||  ||   || 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) || 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? ||  || 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? ||  || 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) || 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) || 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). 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).
 * 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? || "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)
 * 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? ||   ||
 * 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. ||
 * 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 to you check student understanding if the focus is on the process, instead of on the product?
 * This is a research model for students. ||  || What age of student is this process geared for? ||   ||
 * ||  ||   || "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) ||
 * ||  ||   || "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) ||

"Workshop: Inquiry Based Learning." //Connect to Classroom//. Educational Broadcasting Corporation, 2004. Web. 11 Oct. 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).

Big6

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? || 2. Info Seeking Strategies 3. Location and Access 4. Use of Info 5. Synthesis 6. Evaluation (“Categories” 2009) ("Archive for the "Grown Ups" Category" 2009) ||
 * Know || Want to Learn || Learn || Further 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

"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? ||
 * 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? || "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) || 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? ||
 * || How do we assess students for understanding? || "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) || How are these assessments created? Who creates them? ||
 * 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)
 * 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)

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. . "Archive for the "For the Grown Ups" Category." //Big6 for Kids//. Word Press. Web. 11 Oct. 2009. .