Module+2.2+Reading+Notes

Valenza and Johnson via [] -Students no longer consult card catalogs or microfilm -A mountain of information is accessible via the Internet 24/7 -Students must be more discerning of reliable sources than in the past -Librarians role has changed from locator of information to guide and teacher in the research process -Many free web resources for information, planning, organizing, and presenting research -Research process is more collaborative between teacher, student, and librarian -Students can now access more timely information and communicate quickly with direct sources of information -Students must document all information, including images, video and sound
 * "See Sally Research: An Environmental Scan"**
 * Shifts in research practices over the last 20 years:

via [] -Today's learners need more skills than just memorizing facts and answering multiple choice questions correctly. -Today's learners need problem-solving and information seeking skills, to name a few -According to the site, "An important outcome of inquiry should be useful knowledge about the natural and human-designed worlds." -Inquiry learning should be in the the context of content learning -Inquiry learning goes beyond the area of Science -Moves from "what we know" to "how we come to know." -Questions drive inquiry -Teacher questions are more open-ended and reflective -__The Art of Questioning__: 4 major types of questions: inference, interpretation, transfer, questions about hypotheses -Inquiry learning is taken through life: learning how to continue learning
 * "Inquiry-Based Learning"**

-Six skill steps with 2 stages each to the Information Problem Solving technique -Is applicable for grades K-12, Higher Education, career and life decisions -Provides a framework for information seeking and research outside the traditional methods. -Can be used with differentiated instruction (Murray) -Addresses copyright in Step 4, Use of Information. -Blends with ICT Skills Curriculum ([]) accessed 08 Oct. 2010.
 * Big6 - []**

-Developed by Nancy Miller and Connie Champlin -The questions seem similar to the Big6 questions for guiding research. -Reinforces following copyright guidelines in Question 4 when gathering information.
 * Savvy 7 - []**

//**Research Cycle - Jamie McKenzie -**// **[|http://www.fno.org/dec99/rcycle.htm] ** -There are many models to choose from. The site listed above doesn't have all of them listed, but some of the more well-known ones are found here along with links to the models, if available. -The Research Cycle (McKenzie) moves the student from "information consumer" to "information producer" (1999). Intends to move away from "topical" research. Seems to encourage more inquiry learning. <[]> -Has 10 steps with reflection points built into the process from Step 3 through 10. -Spreads out identifying a topic into the first 3 steps to work on narrowing from a broad topic.
 * Inquiry and Information Literacy Models - []**
 * //Stripling & Pitts Research Process Model (1988) - []//**