Prewriting+K-W-L-Q

**Pre-writing for A. 2.4 - K-W-L-Q for Inquiry Learning**

 * Jen ** **Melisa**

-"The Super3 for primary students..." (Hughes, 28, 2003) "..we do not promote adding new curriculum content, units, or topics. The challenge is to determine good opportunities for learning and teaching Big6 within the existing curriculum" (Eisenberg and Berkowitz 34, 1999). "Select the "big juicy" units that are rich in information needs that offer good opportunities to teach Big6 such as units that involve a report, project, or product rather than a test for assessment" (Eisenberg and Berkowitz 34, 1999). || Berkowitz, Robert E., and Adam Berkowitz. //The Big6 Research Notebook//. Grand Rapids: Linworth, 2006. Print.
 * Big6**
 * || **Know** || **Want to Learn** || **Learn** || **Further Questions** ||
 * || This is a research model. || Does this model work across all grade levels? || - "The inquiry process for social studies is the research process. The inquiry process for science is the experimental process. The inquiry process for mathematics is the problem solving process. Higher order thinking skills and language skills are the foundation for all inquiry processes." (Hughes, 28, 2003) ||
 * || It consists of 6 parts. || Can this model be used in all subject areas? || -"It can be used by and adapted for anyone from kindergarten to old age"
 * || Project requirements are set by teacher, not student. || Does Big 6 address how to evaluate resources? || Big6 strategy works best when students are taught to how to analyze an assigned task (Hughes, 29, 2003) Step 2: Information Seeking Strategies is broken into two sub steps- brainstorming and "evaluate the different possible sources to determine priorities (select the best sources)" (Hughes, 28, 2003). ||
 * || Big 6 utilizes a rubric for evaluation. || Do most Big 6 projects include Web 2.0 tools as the final project? || “…Synthesis can be very complex and can involve the use of several sources, a variety of media or presentation formats, and the communication of abstract ideas” (Eisenberg and Berkowitz 19, 1999). ||

Eisenberg, Michael B., and Robert E. Berkowitz. //Teaching information & technology skills: The Big 6 in elementary school//. Worthington, Ohio: Linworth Pub., 1999. Print.

Hughes, Sandra "The Big6 as a Strategy for Student Research." //School Libraries in Canada// 22.4 (2003): 28. //Library, Information Science & Technology Abstracts with Full Text//. EBSCO. Web. 11 Oct. 2009. Hughes, Sandra "The Big6 as a Strategy for Student Research." //School Libraries in Canada// 22.4 (2003): 28. //Library, Information Science & Technology Abstracts with Full Text//. EBSCO. Web. 11 Oct. 2009.


 * Inquiry Learning**
 * **Know** || **Want to Learn** || **Learn** || **Further Questions** ||
 * Students feel ownership of learning. || How can inquiry be implemented across all subject areas? || - inquiry lies at the heart of the new standards issued in 2007 by the AASL “Standards for the 21st-Century Learner” (Stripling, 50, 2008) || - What are some specific models of inquiry?

This website shows 9 inquiry models for research. Each model is broken down into steps for comparison. [] || o Math – more problem solving and reasoning – look for patterns and relationships – more concerned with accuracy and logical reasoning o Science – point of view, authoritativeness, credibility, and other qualitative factors o Social sciences – multiple truths, different perspectives and time periods – “why”, “who”, “where” “when”… o Language Arts – interpretation of evidence - social context, point of view and author’s purpose, main ideas, inferences, synthesizing - role of library medial specialist in inquiry learning (Stripling, 51-52, 2008) ||  || Inquiry process embraces the use of technology for final product format. ||  || //- “It is the process, not the final product that is most important” (Preddy, 51, 2003)// ||   || Fontichiaro, 2009 proposes that school librarians take a patient approach toward implementing change, and one that does not “demolish the teacher’s past practice” but simply tweaks it to offer ideas that would “nudge it toward inquiry” (18). Once teachers see the students becoming engaged, they become more trusting and motivated to collaborate with the librarian on additional projects (Fontichiaro 18, 2009). ||  || o background knowledge o generate questions to be investigated o develop a plan to investigate o select resources o organize information o create demonstration and share with others o reflect on the process – generate new questions - research is messy – no one knows the end! ||  || Carnesi, S. & K. DiGiorgio. "Teaching the Inquiry Process to 21st Century Learners." //Library Media Connection// 27.5 (March 2009): 32-36
 * Inquiry is often "hands-on". || How is it best to scaffold inquiry at the beginning? || - Inquiry differs across content areas: (51-52)
 * Inquiry learning is authentic learning. || Do students usually choose their own topics with inquiry learning? || - “Unfortunately, our traditional educational system has worked in a way that discourages the natural process of inquiry. Students become less prone to ask questions as they move through the grade levels. In traditional schools, students learn not to ask too many questions, instead to listen and repeat the expected answers.” (thirteen.org 2004) ||  ||
 * A research model with 6 steps. || Is a final rubric for self-evaluation used, or do students only review and revise and the end of each step? || -"It is a way to get away from just reporting the facts and more toward developing the skills necessary for students to become independent thinkers with a self-awareness and ability to problem solve throughout life” (Preddy, 28, 2002) ||  ||
 * ||  || - “Inquiry allows for reflection from everyone and provides an opportunity to analyze what happened in order to make decisions on what to do next time” (Preddy, 51, 2003) ||   ||
 * ||  || - “The library media specialist and classroom teachers must support each other because inquiry takes more time, the path may be unpredictable, the teacher is not always in control, students need a lot of support throughout the process, students need resources beyond the classroom on an unpredictable variety of subject…” (Stripling, 2, 2008)
 * ||  || - inquiry models follow same general cycle: (Stripling, 51, 2008)

Fontichiaro, Kristin. “Nudging toward Inquiry: Re-envisioning Existing Research Projects.” //School Library Monthly// 26.1 (September 2009): 17-19. //Library, Information Science & Technology Abstracts with Full Text.// EBSCO. Web. 11 Oct. 2009.

Stripling, Barbara. "Inquiry: Inquiring Minds Want to Know." //School Library Media Activities Monthly// 25.1 (2008): 50-52. LISTA. Web. 17 Aug. 2009. "Information and Communicator Literacy Model Comparison." [] Information Age Inquiry, 2005. Web. 18 Oct. 2009.

"Inquiry-based Learning: Explanation." //www.thirteen.org/edonline/// Educational Broadcasting Corporation, 2004. Web. 10 Oct. 2009.

Stripling, Barbara. "Inquiry-based Teaching and Learning – the Role of the Library Media Specialist." //School Library Media Activities Monthly// 25 (2008): 2. Print.

Preddy, Leslie B. "Student Inquiry in the Research Process Part 5: Inquiry Research Conclusion & Reflection." //School Library Media Activities Monthly// 19.7 (2003): 24-27, 51. Print.