A.2.4_Prewritting_Page_KWLQ

** Pre-writing for A. 2.4 - K-W-L-Q for Inquiry Learning **
** Kim Henderson ** and Sarah Mackenzie


 * Inquiry Process**
 * **Know** || **Want to Learn** || **Learn** || **Further Questions** || ||
 * Many students are lazy when it comes to research. They will use GOOGLE, and then use the first reference that pops up, regardless of its validity. || I want to learn how to teach this process to high school students in such a way that they will see the worth of it in their own academic lives. || "Our comprehensive goal was to collaboratively plan, deliver and assess instructional units that focused on not only content and product, but more specifically on the importance of the research process as well as the formal assessment of that process."

Schomberg, Janie, Bechy McCabe, and Lisa Fink. "TAG Team: Collaborate to Teach, Assess and Grow." //Education Research Complete//. EBSCOhost, Oct. 2003. Web. 14 Oct. 2009. []. (p. 3 of 7) || What are some techniques to use that will allow students to see the effectiveness of this process. ||
 * I know that many students are uncomfortable in asking questions. || I want to have some tools to use to have students be able to brainstorm about ideas and questions on a a particular subject. || "Encourage students to write open-ended questions by having them write who, what, when, where, why, or how questions.

Carnesi, Sabrina, and Karen DiGiorgio. "Teaching the Inquiry Process to 21st Century Learners." //Library Media Connection// (2009). Print. (p. 34)

I have learned some brainstorming techniquest to use with students.

Moreillon, Judi. //Research-based Instructional Strategies//. //For LS 5443: Librarians as Instructional Partners//. Texas Woman’s UniversitySchool of Library and Information Studies. Web. 18 Oct. 2009. Slide 8, 12, 13, 16. || How do you get a high school level student to stop and ponder a subject and then to create open-ended questions? ||
 * I know that many students are unfamiliar and perhaps uncomfortable in doing self-assessments of their work. Many are not used to using rubrics and do not understand how to use them. || I want to learn more about using rubrics and how they can be more effective in with students in the inquiry process. || Performance-based education poses a challenge for teachers to design instruction that is task oriented. The trend is based on the premise that learning needs to be connected to the lives of the students through relevant tasks that focus on students' ability to use their knowledge and skills in meaningful ways.

"Why Rubrics?" //TeAchnology//. Teachnology, Inc. Web. 18 Oct. 2009. . || Are there other ways for high school studetns to self-assess besides using a rubric? ||
 * I know that if you teach a student to find the answers to their own questions now, that it can be a useful life-long tool. || I want to learn how to get a student to move through each of the steps of the inquiry process, so that they themselves and see the effectiveness of their research. || Planning, Instruction, Information Gathering, Product, and Assessment

Schomberg, Janie, Bechy McCabe, and Lisa Fink. "TAG Team: Collaborate to Teach, Assess and Grow." //Education Research Complete//. EBSCOhost, Oct. 2003. Web. 14 Oct. 2009. []. (p. 3-4 of 7)

Questioning, Planning, Collecting and Crediting, Organizing, Synthezing, and Communication.

Carnesi, Sabrina, and Karen DiGiorgio. "Teaching the Inquiry Process to 21st Century Learners." //Library Media Connection// (2009). Print. (p. 35) || Can this process be used on all types of school assignments? ||
 * I know that teacher/librarian collaboration can have positive outcomes, but that in many instances teachers do not see the value ot this type of relationship. This makes setting up an inquiry process with them difficult. || I want to learn how to offer an inquiry process collaboration project to a teacher. || Leads to a better understanding of mutual roles and responsibilities. Curriculum planning process is expanded and energized. Information literacy skills can truly be integrated into the content curriculum. The combined resources are used to meet a wider variety of student needs.

Schomberg, Janie, Bechy McCabe, and Lisa Fink. "TAG Team: Collaborate to Teach, Assess and Grow." //Education Research Complete//. EBSCOhost, Oct. 2003. Web. 14 Oct. 2009. []. (p. 5 of 7) || What do you do when a collaborative relationship goes badly? ||
 * Some students are not goal setters, and so an inquiry process system will have to be carefully modeled to show them all of the steps involved and how to work through them. || I want to learn how to effectively model these inquiry process behaviors. || "The modeling phase was key to the success of our unit. At the end of that phase, the studetns knew exactly what was expected of them -- the learning tagets were clear and they were ready to begin their own research."

Schomberg, Janie, Bechy McCabe, and Lisa Fink. "TAG Team: Collaborate to Teach, Assess and Grow." //Education Research Complete//. EBSCOhost, Oct. 2003. Web. 14 Oct. 2009. []. (p. 4 of 7)

When educators collaborate for instruction, they not only teach these skills, they model them as well, and in the process both students and educators learn.

Moreillon, Judi. //Collaborative Strategies for Teaching Reading Comprehension Maximizing Your Impact//. New York: American Library Association, 2007. Print. (p. 9) || What do you do when modeling is not enough for some students? What is the next step in leading students through the inquiry process? ||
 * Some teachers are resistant to using models/inquiry based learning. || How do we get those teachers to understand that the models and inquiry learning can help students learn essential skills? ||  "We must recognize and accept the fact that knowledge is changing so fast that no traditional curriculum can adequately supply students with fact-based learning needed for the challenges they will face. Instead, we must teach them the skills to continue learning independently long after they are out of school."

"If educators promote and use an information problem-solving process like the Big6 Skills, they can help students learn to locate, select, evaluate, analyze, and synthesize information from a variety of sources in order to make intelligent decisions. These are the higher-level thinking skills people can use in any content area, at any level, and can continue to use throughout their lives, no matter what new technology or information systems they encounter."

"Educators can use the Big6 Skills to guide students to develop the critical thinking skills that will enable them to meet ICT Literacy proficiencies."

Murray, Janet. "Looking at ITC Literary Standards through the Big6 Lens." Library Media Connection 26, no. 7 (April-May 2008): 38-42. http://ezproxy.twu.edu:2054/ehost/pdf?vid=6&hid=12&sid=50710da4-ccbe-4163-8dc6-482d56bdd943%40sessionmgr11 || Are there any studies that show how models can help people learn? || **Big6 Inquiry Learning**
 * **Know** || **Want to Learn** || **Learn** || **Further Questions** ||
 * I know that there are 6 steps in the process and that they do not necessarily have to be followed in order. || I want to learn how to teach the Bib6 Inquiry Process to high school students. || There are 6 steps: Task Definition, Information Seeking Strategies, Location and Access, Use of Information, Synthesis, and Evaluation.

//The Big 6//. Mike Eisenberg, 2007. Web. 18 Oct. 2009. . || Will this inquiry process work on all kinds of inquiry? || As students go about solving instructional problems they must use information (Big6 #4). Using information requires students to engage (get information from source into the brain, Big6 #3, Location and Access). When the information is in a print form, it must be accessed in one of two ways, either reading or listening as someone reads it to you. This reading for a purpose (not just for the sake of reading) can be highly motivational for students. The importance of reading skills becomes obvious to students thus encouraging them to improve their individual reading skills. As students solve their problem and communicate their solution, they use Big6 #5, Synthesis. Communicating or presenting the finished product often requires students to do some writing, e.g. report, journal, poster, or presentation."
 * Information literacy is closely tied into the curriculum. || I want to learn how to creatively tie the inquiry process into any curriculum. || "Big6 is also a natural fit with teaching content. In order to practice a problem solving process there must be a problem to solve; science and social studies content presents plenty of excellent examples.

//Using Big6 to Find Time to Teach Content & Information Literacy Skills, eNews 10.2, 1//. The Big 6, 2009. Web. 18 Oct. 2009. . || Will the Big6 work successfully with any kind of curriculum? ||
 * It is a problem-solving strategy. || I want to learn to teach students that they can find the answers to their own problems, not just school assignments, using an inquiry process like this. || "The Big6 information problem-solving model is applicable whenever people need and use information. The Big6 integrates information search and use skills along with technology tools in a systematic process to find, use, apply, and evaluate information for specific needs and tasks."

//Big6™ Skills Overview//. The Big 6, 2001. Web. 18 Oct. 2009. . || Will students find the Big6 inquiry process difficult to master? ||
 * With an inquiry process like this, students can learn to research and find the answers to any questions they may have throughout their lives. || I want to learn to teach students the Big6 in such a way that the students realize the effectiveness of this process. || "The Big6™ is not just an information literacy curriculum; it is “an information problem-solving process and a set of skills which provide a strategy for effectively and efficiently meeting information needs. The Big6™ Skills approach can be used whenever students are in a situation, academic or personal, which requires information to solve a task. This model is transferable to school, personal, and work applications, as well as all content areas and the full range of grade levels. When taught collaboratively with content area objectives, it serves to ensure that students are information literate.”

//The Big6™ Experience: Process as Product, eNews 10.2, 4//. The Big 6, 2009. Web. 18 Oct. 2009. . || If a school tries the Big6, how long do they stick with it has a process for their students? ||
 * Each step in Big6 can be used in multiple ways. || What are some of the ways students use the different steps in Big6? ||  "Students use stage I, Task Definition, to define their tasks. They may use a technology tool like Inspiration to create a graphic organizer identifying the aspects of the information problem they need to research. Then they use the skills they have learned in stage 2, Information Seeking Strategies, to evaluate sources of information. Is a particular Web site credible? Is the author an expert on the topic? Is the information reliable? In Big6 stage 3, Location and Access, students learn to use subject directories, subscription databases, and Internet search engines to access reliable sources of information appropriate for use in schools. They manage and integrate the information they've found through stage 4, Use of Information. Finally, they use technology tools like word processors, desktop publishing, PowerPoint and Web pages to create and communicate in stage 5, Synthesis. Although the ETS test does not ask students to evaluate their product and process, it is that critical Big6 stage 6 that helps them improve their information and communication technology literacy skills."

Murray, Janet. "Looking at ITC Literary Standards through the Big6 Lens." Library Media Connection 26, no. 7 (April-May 2008): 38-42. http://ezproxy.twu.edu:2054/ehost/pdf?vid=6&hid=12&sid=50710da4-ccbe-4163-8dc6-482d56bdd943%40sessionmgr11 ||  How can these be applied to different subjects at the high school level? ||
 * Students are not that interested in learning these methods. || How do we, as instructors, teach these models to students in a fun way? ||  Elizabeth Sabol (librarian) and Ellen Boyer (drama teacher) of Shikellamy High School in Pennsylvania dressed up in crazy outfits to get the Freshmen laughing, and then invited them to join in. "While the atmosphere in the room is smoldering, I will have a brief opportunity to say words like, 'Big6' and 'Define the Task' and see if I can kindle a spark for research with these freshmen!" Sabol got six popular upperclass boys to help her by becoming the PLT (POWER Library Team... POWER Library is a Pennsylvania database collection). The students ended up performing The Big6 Rap in shirts with a Cheetah logo (do research as fast as a Cheetah) and PLT on them at the first pep rally of the year.

"The next day was the Big6 Day. The students came in with that unmistakable look of anticipation on their faces: 'What is that crazy lady going to do today?' and in dances The PLT while their rap thuds in the background. The Team taught the freshmen the oh-sopopular PLT Salute that has become their slogan, and then they each taught one segment of The POWER Library. The crowd was inflamed! Believe me, there were no blank stares on PLT day."

"How Can You Make Your Students Laugh Instead of Smirk? First of all, you have to know yourself. If you wouldn’t have fun wearing a goofy hat and a leopard skin shirt, don’t do it. You know as well as I do that teenagers can spot a phony a mile away, and if you feel stupid doing whatever it is they’ll know it. Come up with an idea that fits your personality and start from there. If you think it’s fun, and you plan it well, they’ll think it’s fun and they’ll be willing to go right along with you."

Sabol, Elizabeth A. "Teaching Information Literacy to High School Freshmen." //Library Media Connection// 25, no. 4 (Jan 2007): 36-38. http://ezproxy.twu.edu:2054/ehost/pdf?vid=6&hid=12&sid=50710da4-ccbe-4163-8dc6-482d56bdd943%40sessionmgr11

"To demonstrate Task Definition (Big6 #1), I put a bull’s eye on the blackboard and hand a volunteer a foam ball. I blindfold one of the freshman with 'Cheetah skin' (cotton fabric in a cheetah print that I picked up at WalMart). I give them the ball and ask them to try to hit the bull’s eye. I explain that that’s the way most of them have been attempting to do their research and I tell them there’s a better way: The Big6 Way! Then we talk about Defining the Task and spend the rest of the period refining the topic. For Information Seeking Strategies (Big6 #2), we talk about seeking information and we spend the period discussing the five criteria of a valuable website: accuracy, authority, objectivity, currency, and coverage. The freshmen coined the phrase 'cyber crapola' to describe the type of information we don’t want: Misinformation. 'The right information for the right person at the right time: ah, it’s a beautiful thing' is the refrain I use over and over again. For the remainder of the period, we look for valuable websites using the criteria we discussed. For Location and Access (Big6 #3), we need The PLT; and cheetah 'skin,' and boy do we need hats! When we’re ready, The PLT teaches the freshmen the oh-so-popular 'PLT chest thump' that has become something of a slogan, and then they each teach one segment of The POWER Library. They teach if from a kid’s point of view, and believe me, I always learn something new about the POWER Library I didn’t know before, things I didn’t know they would want to know. When kids teach kids, there are no black stares, no slumped bodies. They’re sitting up and paying attention. When they break up and go to the computers, The PLT follow them and watch them as they look for information. They try extra hard because they don’t want to look stupid in front of a bunch of good looking upperclassmen. For Use of Information (Big6 #4), we talk about The Modern Language Association (MLA), what a cited work is, and why we need to learn how to compile one in proper MLA format. Synthesis (Big6 #5) is applied on the next day when we practice how to cite a book in proper MLA format and then we spend the rest of the period making certain that we have gathered all sources we need to complete the project. We use Evaluation (Big6 #6) on the next day when the classroom teacher and I circulate and make certain that all students have had an opportunity to find all of their sources." Sabol, Elizabeth A. //The Big6 Rocks My Sox: Teaching to Teenagers' Standards//: The Big6, 2005. http://www.big6.com/2005/03/01/the-big6%E2%84%A2-rocks-my-sox-teaching-to-teenagers%E2%80%99-standards/  ||  What are some ways to get the "cool" kids involved? ||