Prewriting

= Pre-writing for A.2.4 - K-W-L-Q for Inquiry Learning = Molly's Comments
 * Kent's Comments **

Link to Molly's notes : http://flip5443.wikispaces.com/Module+2+notes

Audience: what do you think about making our audience teachers? make it a specific grade level or subject? That's who I prefer to target. Should we demonstrate our versatility and depth of curriculum knowledge by selecting three or four different grade levels and three or four different disciplines? Something for everyone to keep them awake, interested, and thoughtful of collaborative possibilities during our persuasive presentation.

Inquiry Learning Construct phase – “Because this phase involves a high level of thinking,teachers may have to provide extensive scaffolding to novice inquirers.” ( p 16) ||  ||
 * How to generate 'intriguing questions' or suggest problems for investigation. **
 * Know || Want to Learn || Learned || Additional Questions ||
 * Nonlinear steps (recursive) || How should the model be introduced to elementary? (partial steps or completely) || model's step do not have to be simplified for elementary ||  ||
 * Higher level questioning || What are the disadvantages of using inquiry model? || ** Molly, Arthur L Costa discusses your question a bit. He thinks that traditional kinds of instruction are sometimes necessary. He says, "When you teach only by inquiry there's a chance of missing a lot of very important information that people need to know. On the other hand, when you teach only by traditional methods, I think there are a lot of problem solving that kids never have experience with. So its making a blend. I want them to know how to behave when they're confronted with dilemmas, enigmas, paradoxes, ambiguities, situations where the answer is not known." ** ||  ||
 * Students more in control of learning || what aspects of the model will elementary students struggle with? || Wonder phase- Younger students will need the scaffolding of group conversation and class brainstorming
 * flexible in terms of how to teach /guide students so it allows for teachers to use the model in a way that fits them best. (no scripted form that has to be followed) || approximately how much time should be set aside to complete a research project using the inquiry model? || from research- it is entirely up to the teacher. benefits are still gained from incomplete projects. some suggest that the act of creating questions and sharing thoughts with others is more important than the information found. || Still curious about timelines. how much time to spend on each part. ||
 * || If students use the inquiry model in elementary, what is the impact on student achievement in secondary schools or college? || " The result of inquiry is not only deep learning about the inquiry question, but also the development of skills for independent learning"

-I was not able to find statistical proof on this || ﻿Why is there no statistical proof? or why is it not widely broadcast? || Works Consulted: http://www.slideshare.net/swoolam/delattre-carter-woolam "Inquiry-based Learning: Explanation." //THIRTEEN - New York Public Media//. Web. 28 Dec. 2010. <@http://www.thirteen.org/edonline/concept2class/inquiry/index.html
 * ** Teacher's role morphs to that of facilitator. Teachers do not so much answer questions as guide students with open-ended questions to self-discovery. ** || ** The 'thirteen' folks say the increased focus on developing information-processing and problem-solving skills through using and learning content results in "Learning becoming almost effortless." I want to believe that, be able to communicate that, and be able to replicate that in future collaborations. During the remainder of this assignment will I find conclusive proof that utilizing collaboration and the inquiry process to have students conduct research across all content areas will result in just such a finding? To date, learning has not been 'almost effortless', a reflection most likely on the presenter and not the process. ** ||  ||   ||
 * || ** How __best__ to create a climate that encourages students to actively **** transform into **** embracing the inquiry process using questioning and discovery and moving away from the only approach most of them, that of passively receiving and regurgitating information doled out to them? ** || model a complete model involving students in the "practice project". ||  ||
 * ||  || ** "Any information processing/research/inquiry model can be used as the structure for the learning process because all of the models have essentially the same phases as outlined in the learning standards and indicators themselves." ** ||   ||
 * ** Promotes lifelong learning; beyond subject knowledge inquiry learning provides a process that facilitates childrens' ongoing learning throughout their lives ** || ** How to generate 'intriguing questions' or suggest problems for investigation. ** || ** Contrasting traditional learning with inquiry learning: "Traditional learning focuses more on thinking What as opposed to thinking How." ** ||  ||
 * || ** How best to persuade classroom teachers that embracing the inquiry process in an instructional partnership with teacher librarians is one of the best pedagogical decisions they can make for themselves and their students? How best to convince faculty, parents and administrators to risk selecting an inquiry model and learn to utilize it properly with our help. How to demonstrate to their satisfaction that the pprocess will boost student achievement and test scores. ** || ** Thanks to the Information Age Inquiry folks I learned different types of inquiry utilize different skills, information materials and tools. They say "each type of inquiry requires specific skills, resources, and tools." They proceed to list different forms of inquiry: **
 * ** Critical **
 * ** Scientific **
 * ** Graphic **
 * ** Historical **
 * ** Critical History **
 * ** Personal **
 * ** Virtual **
 * ** Media **
 * ** Social/Democratic **
 * || How are each of these different? ||
 * || ** What are some other keys to success? ** || ** Students need to: **
 * scaffold from existing knowledge and skills **
 * select topics of interest **
 * explore a variety of resources **
 * determine the most effective way to deliver their new knowledge **
 * have a real-world audience with whom to share **
 * be evaluated on both process and product **
 * evaluate themselves, their classmates, their teachers!! ** ||  ||

//Standards for the 21st-Century Learner in Action//. Chicago: American Association of School Librarians, 2009. Print.

"Interview with Arthur L. Costa." Interview by Joe Exline. //Workshop: Inquiry-based Learning.// Thirteen.Org. Web. 1 Mar. 2011. http://www.thirteen.org/edonline/concept2class/inquiry/index_sub5.html.

Stripling, B. (2008, September). Inquiry: Inquiring Minds Want to Know. //School Library Media Activities Monthly//, //25//(1), 50-52.

Fontichiaro, Kristin. "Nudging toward Inquiry: Re-envisioning Existing Research Projects." //School Library Monthly// 26.1 (2009): 17-19. //Library, Information Science & Technology Abstracts with Full Text//. EBSCO. Web. 26 Feb. 2011.

Fontichiaro, Kristin, and Julie Green. "Jump-Start Inquiry: How Students Begin When They Don't Know." //School Library Monthly// 26.5 (2010): 22-23. //Library, Information Science & Technology Abstracts with Full Text//. EBSCO. Web. 26 Feb. 2011.

Donham, Jean. "Deep Learning: through Concept-based Inquiry." //School Library Monthly// 27.1 (2010): 8-11. //Library, Information Science & Technology Abstracts with Full Text//. EBSCO. Web. 26 Feb. 2011.

Callison, Danny and Annette Lamb. "Virtual Information Inquiry: Models." //Virtual Information Inquiry: Student Information Scientist and Instructional// //Specialists in the Learning Laboratory.// Web. 03 Mar. 2011 http://virtual inquiry.com/inquiry/models.htm. . Stripling, Barbara. "Teaching Students to Think in the Digital Environment: Digital Literacy and Digital Inquiry." //School Library Monthly// 26.8 (2010): 16-19. //Library, Information Science & Technology Abstracts with Full Text//. EBSCO. Web. 26 Feb. 2011.

Berger, Pam. "Student Inquiry and Web 2.0." //School Library Monthly// 26.5 (2010): 14-17. //Library, Information Science & Technology Abstracts with Full Text//. EBSCO. Web. 27 Feb. 2011.

Stripling, Barbara. "Inquiry-based Teaching and Learning--The Role of the Library Media Specialist." //School Library Media Activities Monthly// 25.1 (2008): 2. //Library, Information Science & Technology Abstracts with Full Text//. EBSCO. Web. 27 Feb. 2011. – focus should be more on inquiry stance than on finding answers

Stripling, Barbara K. "Using Inquiry to Explode Myths about Learning and Libraries." //CSLA Journal// 28.1 (2004): 15-17. //Library, Information Science & Technology Abstracts with Full Text//. EBSCO. Web. 27 Feb. 2011.

Stripling, Barbara. "Teaching Students to Think in the Digital Environment: Digital Literacy and Digital Inquiry." //School Library Monthly// 26.8 (2010): 16-19. //Library, Information Science & Technology Abstracts with Full Text//. EBSCO. Web. 27 Feb. 2011.

Big 6 Model

Needham, Joyce. "Can Younger Students Use Big6?" //The Big6: Information and Technology Skills for Student Achievement//. 25 Mar. 2009. Web. 05 Mar. 2011. . Eisenberg, Michael, and Robert E. Berkowitz. //Teaching Information & Technology Skills: the Big6 in Elementary Schools//. Worthington, OH: Linworth Pub., 1999. Print. Eisenberg, Michael B. "It's All About Learning: Ensuring That Students Are Effective Users of Information on Standardized Tests." //Library Media Connections// (2004): 22-30. Web. Eisenberg, Michael, Robert E. Berkowitz, and Laura I. Robinson. //The Big6 Collection: the Best of the Big6 Newsletter//. Worthington, Oh.: Linworth, 2000. Print.
 * Know || Want to Learn || Learned || Additional Questions ||
 * clear process for students to follow || what are the strengths of Big 6 || Eisenberg and Berkowitz are often heard to say, “Big6 is so simple and yet it is so complex.” If teachers ‘keep it simple,’ Big6 can be a powerful learning tool for elementary level students. ||  ||
 * covers Bloom's taxonomy || what are the disadvantages of Big 6 || doesn't allow for a lot of flexibility in terms of students' individual thinking. (one form to follow) || Or is this a benefit because students will have a clear idea of what is next? ||
 * 6 steps || how best to present this model to elementary students || Start with the Super 3: Plan do review, then expand as the students get older. ||  ||
 * ** The most popular of all of the models ** ||  || ** Each step of the big 6 process can be effectively tied to a standard from the 21st-century standards for learners in action ** ||   ||
 * ** Usable across the curriculum ** ||  ||   ||   ||
 * ** Can be linear and recursive ** ||  ||   || Are linear or recursive models more effective? ||
 * ||  || provides a solid information literacy foundation to build upon as students grow and mature ||   ||
 * ||  || Have to provide scaffolding and modeling for younger students ||   ||
 * ||  || Learned that Big 6 creators have have found correlation between their model teaching information literacy skills that allow students to perform better on task as measured by standardized tests. ||   ||
 * Know that for the model to be successful a long-term commitment and effort are essential. ||  ||   ||   ||
 * Best when the model and the vocabulary are adapted school wide ||  ||   ||   ||