K-W-L-Q

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

 * Michele Shaw **


 * Kellie Latson **

I have never used this method.​ || What is Big6? ​​What makes this method a good choice for teaching research to upper elementary students? || According to Eisenberg and Berkowitz, Big6 is a process model of how people of all ages solve information problems. This problem solving process consists of task definition, information seeking strategies, location and access, use of information,synthesis and evaluation. People go through these stages without necessarily being conscious of them. The stages don't have to be completed in linear order. It appears that Big6 mirrors something that kids would do naturally to solve problems and therefore it would be a good choice to implement. || || Does teaching Big6 improve overall student achievement? || This method is currently very popular and is used in all grade levels. There is even Super3 that is used for the youngest elementary students. This is a modified version of the Big6 with less steps. It can be an ideal introduction to teach students how to use research and then it can be built upon with the Big6.
 * Big6**
 * **Know** || **Want to Learn** || **Learn** || **Further Questions** ||  ||
 * I am not familiar with this method.
 * || Who uses this method?

Teaching students integrated information literacy instruction score higher on academic achievement tests (Lance/Loertscher). || Have any states adopted this process for implementation in K-12 schools? || in the process? || 1. Task definition: a. define the problem b. Identify the info needed
 * || What are the steps involved

2. Info seeking strategies: a. Determine all possible sources b. Select best sources

3. Location and Access a. Locate sources b. Find information within sources

4. Use of information a. Engage (eg. read, hear, view) b. Extract relevant information

5. Synthesis: a. Organize information from multiple sources b. Present information

6. Evaluation: a. Judge the result (effectiveness) b. Judge the process (efficiency) || What are examples used in context for each of these steps? || What does collaboration between the library and classroom look like when using this method? || Big6 is best taught through integration with classroom curriculum. Teachers are encouraged to use Big6 terminology when assigning tasks and assignments. Teachers using the think aloud method will also help model us of these strategies for students when considering problems to solve.
 * || How is this method taught?

Librarians can help classroom teachers incorporate the Big6 method by working with teachers to analyze the content curriculum and design instructional activities that help students learn content and express what they have learned in a meaningful way. || How can teachers determine or plan with each other to make sure that all six steps are being utilized with students across subject areas? || this method is most suited for? Do students internalize this method and apply it in subsequent years? Does it become a part of their research style? || The Big6 can be a powerful research tool for just about any problem that a student wishes to find answers for. The obvious projects are school research projects, but other uses could be to help choose a new pet, research a new community, or to plan events. The potential uses are limitless. Teachers wishing to present the Big6 may wish to initially present using a "fun" project so that students grasp the concepts. || Are there any studies that have tracked the progress of students who learned the Big6 in K-12 and then proceeded on to college? Do these students do better in college or work vs students who are not taught this process? || this method? Are there good resources in place for teachers to draw upon while utilizing this method? What about training and continuing education opportunities? || Benefits of Big6 include improved instructional practices, the ability to individualize instruction so that allowances can be made for different learning styles, a solid framework/definition for designing units and lessons from an information perspective as well as a guide for evaluating current lessons.
 * || Are there particular projects
 * || What are the advantages of

There is a great volume of material and resources available to teachers to help them with the Big6 process. Some of the materials are free or shared. Training is available on the web to make it more available to educators. ||  || this method? || Perhaps a disadvantage might be the amount of time required. In other words, if Big6 strategies are not currrently built into district wide curriculum, it could be difficult to work in when teachers are on a very tight schedule to cover lessons. || Can existing curriculum be tweaked to incorporate Big6 strategies? || the Big6 and Inquiry Learning Methods? || Both methods are a way to help systematically solve information problems.
 * || Are there any disadvantages of
 * || What are the similarities between

Both methods allow for creativity, though Big6 has more flexibility. Both methods follow steps allowing students to navigate through the research process. Both methods are ones that students can learn and use repeatedly to enhance their research processes. ||  || the Big6 and Inquiry Learning Methods? || Big6 can be taught and used in a nonlinear format, while Inquiry is used by following a set of linear steps. ||  Do students work better working in a linear or nonlinear way or does it depend upon the student? ||
 * || What are the differences between

I have not used this method. || What is Inquiry Learning? What makes this method a better choice when considering research models? Is there research to prove that use of this model increases student achievement? || Asking questions is the heart of inquiry based learning.
 * Inquiry Learning**
 * **Know** || **Want to Learn** || **Learn** || **Further Questions** ||
 * I am not familiar with this method.

Teaching students integrated information literacy instruction score higher on academic achievement tests (Lance/Loertscher) Inquiry based learning is based on the scientific methodology of investigating a problem in a scientific or methodical manner. It involves pupils following a series of steps in order to solve a problem or question. The primary components of inquiry-based learning are: 1. Question relating to a topic of inquiry that needs exploration (problem statement) 2. Investigation and gathering of information relating to the question (data collection) 3. Discussion of findings (analysis) 4. Reflection on what was learned (conclusion or implications) || || Does this method work better with a certain grade level range? Or is it a good choice across the board (K-12)? || This method works across all levels, though teaching it and using it with the youngest students may be difficult. However, it can be modified to some extent for the lower grade levels. || Is there a modified version to teach to younger kids? || in the process? || 1. Questioning: Brainstorming the Who, What, When, Where and Why. Formulation of the question or set of questions related to the topic of inquiry. The questions can be created by the teacher or the students. The question is sometimes called a hypothesis or problem statement.
 * || Who uses this method?
 * || What are the steps involved

2. Planning: Create a plan. Revise questions if necessary and find and evaluate possible sources.

3. Collecting and Crediting: Students investigate the topic by gathering information from source that are provided by the teacher or found in sources that are readily available to the students. Some sources may include CD ROMs, data from URLs on the intenet, emails for collaborating and data collecting.

4. Organizing: Information gathered is organized in categories or outlined by highlighting important information. This enables the students to make connections between new and prior learning. Information is discussed and analyzed. Teachers often direct the discussion and point out issues that may arise from the investigation and how they relate to the solution of the problem. Experts may be contacted to clarify, verify, or fill in gaps.

5. Synthesizing: Conclustions are made and related back to the original question(s). Students often reflect back on their original inquiry and look at the steps they took to arise at their conclusion. This also reinforces the model so that students can use the process in other problem-solving situations. Students determine the format to present their findings; this can be a multimedia presentation, speech, report, PowerPoint, Web Page, Blog or other method. Students often evaluate their product using a rubric.

6. Communicating: Communicate information to your audience in whatever method chosen to present. Students can self-evaluate their product by using a rubric. Teachers can also evaluate, and new goals can be set. || What are some examples of these steps used within the context of actual lessons? || What resource supports are in place for teachers who utilize this method? What training and continuing education opportunities are available to teachers? || Teachers will typically use a "guided inquiry" in order to structure the inquiry to achieve specific goals. As with Big6, there are many sources on the web for materials, ideas and training in Inquiry. || How long does it take to teach the Big6? How much of the information do students retain the next time they are presented with a research project? || this method? || This method is flexible. It positively reinforces skills that are physical, emotional, and cognitive. It is well suited to collaborative learning and team projects. Students are motivated to learn and they develop a sense of ownership about the project because they create their own questions based on what they want to learn, not what a teacher is telling them to research. It enhances critical thinking, creative thinking, and problem solving. ||  || Will it become a natural part of the way that they approach research? || In inquiry learning, students are learning how to learn. This process spirals and expands as new information is uncovered. It is student driven and therefore students have a stake in the process of uncovering a solution to their problem. I believe that this process would also be one that would become a part of how a student approaches problems and therefore become a natural action to approaching problem solving in future years. || If students are generating the problems to be solved, does the quality of their products/solutions tend to improve? ||  "Learning." //YouthLearn//. Web. 12 Oct. 2009. . Loertscher, Keith Curry Lance~David V.. __Powering Achievement: School Library Media Programs Make a Difference: The Evide__. Salt Lake City: Hi Willow Research & Pub 2005-01-01, 2005. Berkowitz, Robert E., Michael B. Eisenberg, Barbara A. Jansen, and Tami J. Little. __Teaching Information & Technology Skills : The Big6 in Elementary Schools__. Worthington: Linworth Publishing, 1999. Harada, Violet H., and Joan M. Yoshina. __Inquiry Learning Through Librarian-Teacher Partnerships (Information Skills Across the Curriculum)__. Worthington: Linworth Publishing, 2004. Wolinksy, Art. //Internet Power Research Using the Big6 Approach//. Berkeley Heights: Enslow, 2005.
 * || How is this method taught?
 * || What are the advantages of
 * || Are students more likely to internalize this approach and use it in the coming years?

"Inquiry-based Learning." //Printable Worksheets for Teachers and Students- Worksheets Library//. Web. 15 Oct. 2009. [].

Carnesi, S., & DiGiorgio, K. (2009, March). Teaching the Inquiry Process to 21st Century Learners. //Library Media Connection//, //27//(5), 32-36. Retrieved August 17, 2009, from Academic Search Complete database.