KWLQ+Charts

Colors: Tamra and Rebecca Was designed to guide students through inquiry || *Does it have to be taught in sequence, or can steps be taught at the point of need? || * The process is non-linear. It can be cyclical or looping (Eisenberg 2009) || *Is it better to teach it as a linear process in the beginning and then allow it to become non-linear? || *The steps are: 1)Task Definition, 2) Info Seeking Strategies, 3) Location & Access, 4) Use of Info, 5) Synthesis, 6) Evaluation || *How does Big6 align with the AASL's Standards? || [] Murray, Janet. 1999. " [|Big6 Matrix: Use the Internet with Big6 Skills to Achieve Standards]." Janet'sInfo.com. Accessed 08 Oct. 2010. <[] >
 * Big 6: Eisenberg and Berkowitz**
 * Know || Want to Know || Learned || Further Questions ||
 * * Each step has specific requirements || *Can the model be taught in isolation, or is it better placed in the context of a research topic or study? || *Correlates with ACRL Standards (Eisenberg 2009)
 * *Is intended be done collaboratively between classroom teachers and librarians. || *Are there some components that are better taught in the library environment versus the classroom, or should all the steps of the process be taught in the library as collaborative lessons? || * 2 stages for each step in Big6 (Eisenberg 2009) || *Is each stage necessary for completion of the "step?" Is it necessary to go through the whole process, or can different steps be the focus of separate lessons? ||
 * *Intended users of the Big6 are elementary students (grade 3) and up. || Should the Big 6 process be prefaced by the Super 3 research model? || *Some technology pieces fit better with different stages than others and technology should be in context (Eisenberg 2009) || * Where can I find examples of how this has been implemented with technology to see how it all comes together? ||
 * It feels like the Big 12 once the associated questions are included in the process ||  || *Big6 allows for differentiation. The Big6 Matrix (Murray 1999) details how the Big6 can be used with basic and advanced activities. It also demonstrates the Big6's alignment with AASL Standards and NETS. || Should Super 3 always be a first step to Big 6? ||
 * ||  || *"Use of Information" addresses copyright. ||   ||
 * Helps give students a guideline for the research process ||  || The Super 3 can be beneficial for pre K-2nd grade learners and as a fundamental tool to prepare students for the Big 6. (Eisenberg 2009) || What is a good timeline for accomplishing a beginning research paper for beginner researchers? ||
 * ||  || Assessment is a key part of a successful information literacy model. (Eisenberg 2009) || What are ways teachers and teacher librarians can assess throughout the research process? ||

[]
 * Savvy 7: Miller and Champlin**
 * Know || Want to Know || Learned || Further Questions ||
 * *No background knowledge on this method of inquiry. || *What are the seven steps? How do they compare to the Big6? || *Seven steps are: 1)What is the question? 2) What resources should I use? 3) How do I find the information? 4) How do I gather the information? 5) Which information do I use? 6) How do I share what I learned? 7) How do I evaluate my work? || *Where can I find examples of how this has been used? ||
 * No background knowledge of this research process || Research behind this model || *It seems essentially the same as Big6, except Savvy 7 divides "Information Seeking Strategies" into Questions 3 and 4. || *Is one of these methods any better than the other for students? ||
 * ||  || *Copyright and responsible use of information is integrated into the model. || *After searching Google, Google Scholar and the LISTA database and not finding any further information, I wonder where I can locate more information on this method? ||
 * ||  || 7 basic questions to guide research || Can this model be used in collaboration with the Big 6? ||
 * ||  || Although less available information on this research process, the questions given with the 7 steps gave dialogue that would help clarify expectations. || Is it better to use the vocabulary (i.e. evaluation and synthesis) of Big 6 or the simple language of Saavy 7? ||
 * ||  ||   || Is savvy 7 too linear for the goal of inquiry learning or is it ok to learn a linear method and evolve to a non linear way of thinking about research? ||
 * ||  ||   || Is this structured approach (i.e. specific, detailed questions provided) a good foundation for students to learn or does it somehow limit the natural inquiry process? ||

1.activities should focus on using information-processing skills 2.Inquiry learning puts the learner at the center of an active learning process 3. The role of the teacher becomes one of facilitating the learning process. 4.more emphasis needs to be placed on assessing the development of information-processing skills ||  || *Not just asking questions, but converting data and information into useful knowledge. *Helps students understand the world they live in. *Traditional teaching discourages inquiry. || ﻿*What are some practical ways to implement inquiry-based learning with the lessons and content I am already teaching? || [] []
 * Inquiry**
 * Know || Want to Know || Learned || Further Questions ||
 * *Has been introduced and is used in Science || *How can inquiry be used in other content areas? || *Inquiry can be applied to other content areas, such as Art and Language Arts, by asking "how" questions. || *How do I incorporate inquiry methods while still meeting the demands of preparing students for TAKS? How does using inquiry teach the kids the "what" that is mandatory knowledge for high-stakes tests? ||
 * *First heard of inquiry about 7 years ago related to Science. || *How is inquiry learning being used in classrooms now? ||  || *How is inquiry learning managed if students are working on different areas of interest? How is inquiry assessed, since teachers are under so much pressure to provide measurable results? ||
 * Has to do with questioning || How is guiding inquiry shared between teacher and teacher librarian? || *Inquiry learning is how constructivist theory of learning is delivered (Costa 2004 - Audio Interview, Clip 8) || *How has this been successfully done in a U.S. classroom? Where is current data supporting this approach? ||
 * ||  || *Costa thinks a reallocation of funds from textbooks to other resources keeps inquiry learning from being expensive. || *Individual schools do not have a say in the allocation of funds to textbooks. So how do schools with limited funds, shrinking budgets, and no choice in district money being spent on textbooks provide students with the resources Costa suggests? Is this in the "ideal world?" ||
 * ||  || 4 key principles of Inquiry Learning:
 * ||  || *Inquiry learning can be applied to all content areas.