Prewriting

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

 * Diana **

** Thelma **

Jordan

one set of standards: AASL || Which standards are the best? || There are more than one set of standards ARCL/ AASL (Eisenberg) || How can we determine the best standards or which one to use? || (Webster, 1995) || How to best implement the inquiry process to create 21st century learners || Inquiry is a process that is driven by questioning, thoughtful investigating, make sense of information, and developing new understanding (Stripling, 2008). || Is the inquiry process skills or implementation of steps, or both? ||
 * Inquiry Process**
 * **Know** || **Want to Learn** || **Learn** || **Further Questions** ||  ||
 * Thought there was only
 * Research is important || How to measure the impact a research makes on student learning. || Research model used should be on gradel level. || Does it matter which research model we use when trying to make an impact? ||
 * Inquiry means to investigate or ask questions
 * The inquiry process is valuable to our students (Stripling adn Exline). || How to best express the value to others. || Wanting to learn how the process works effectively by grade level, clearly understand the difference between the various models. || What is the best way to start with students with very little to no experience? ||
 * AASL Standards are cross-content with many different literacies. || How to break down and use with Big6 or Super3. || The cross-content found in AASL is good, but can be overloading instead of being used effectively. || Can AASL standards and Big6 work together? ||
 * Multi-step in nature, but not linear. || How does the research process progress? || "Our journey to effective instructional collaboration and student-involved assessment continues to be anything but linear as we move back and forth between steps and components” (Schomberg). A growing changing process that learns from itself. ||  ||
 * Integrated within a unit of study || What are the benefits of inquiry learning to the learner and the teacher? || Inquiry process utilizes cooperative learning, integrated learning, teaching to multiple learning styles, learning experiences for different types of intelligences, and Bloom's taxonomy. Something for every learner. ||  ||

Citation:

Neufeldt, and Andrew N. Sparks, eds. "Inquiry." Def. 1,2. //Webster's New World School and Office Dictionary//. 3rd ed. 1995. 224-24. Print. Stripling, Barbara. "Inquiry: Inquiring Minds Want to Know." //School Library Media Activities Monthly// XXV.1 (2008): 50-52. Print. Exline, Joe. "Inquiry-based Learning." //Concept to Classroom//. Web. ALA, comp. //Standards for the 21st-Century Learner in Action//. Chicago: ALA, 2009. Print. Schomberg, J., McCabe, B., & Fink, L. (2003, October). TAG Team: Collaborate to Teach, Assess and Grow. //Teacher Librarian//, //31//(1), 8-11. Retrieved October 5, 2009, from Academic Search Complete database.

process || What does each step involve? || Information and Technology Skills for Student Achievement 1. Task Definition 2. Information Seekng Strategies 3. Location and Access 4. Use of Information 5. Synthesis 6. Evaluation
 * Big 6 /Super3**
 * **Know** || **Want to Learn** || **Learn** || **Further Questions** ||
 * 6 Steps to the research

[] || || and subjects || How does the Super3 model for elementary students differ from the Big6? || Beginning Middle End
 * Encompasses all grades

[] || || elementary students this model? || Bob's Boxes Super3 Dinosaurs Coloring pages Big6 Song Super3 Song
 * || What methods can be used to teach

[] ||  || __The Super 3 (k-2)__ Beginning - Plan Middle - Do (find info & present) End - Review __The Big 6 (older)__ 1. Task Definition 2. Info Seeking Strategies - possible sources, selecting the best 3. Location of source & Access info within 4. Use of Information (read, hear, view & extract info) 5. Synthesis (organize and present) 6. Evaluation of product and of process ||  || Citation: "The Big 6: Information & Technology Skills for Student Achievement." //The Big 6//. 2009. Web. 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. 18 Oct. 2009. Information Literacy: The most basic of basics! Dr. Mike Eisenberg, Univ. of Washington, June 2009
 * || How does the Big differ from other inquiry process methods? || Big 6 has six distinctive steps, similar to other processes:
 * || How can the method be taught in practical time units? || Integrated within curriculum areas, incorporates cross-curricular skills and standards. Worth the investment of time.Students are "learning a process of gathering evidence to solve problems" (Carnesi & DiGiorgio, 32). Keep in mind that the process is as important as the content. || How will the teacher-librarian accommodate the time schedule for Big 6 lessons? Look at the possibility of moving beyond the library (computer lab & classroom). ||
 * || What makes the Big 6 the “better” method to use?” || * linked to Bloom's Taxonomy, follows the thinking skills from lower order to higher order
 * integrates with technology to develop information literacy
 * students learn inquiry process within relevant curriculum
 * can be used by all ages
 * "Big6 can be applied as a 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, 28). ||  ||

//Teaching the Inquiry Process to 21st Century Learners// by Carnesi and DiGiorgio