A.2.4+Prewriting

Kristin- green
 * KWLQ Charts for Inquiry Processes**

Big6

**2. Information Seeking Strategies** **3. Location and Access** **4. Use of Information** **5. Synthesis** **6. Evaluation** || What does each step look like in different grade levels? || 1.1 Define the information problem 1.2 Identify information needed
 * **Know** || **Want to Learn** || **Learned** || **Question** ||
 * There are 6 steps || What are the names of each step? || === 1. Task Definition ===
 * Each step has tasks || How is each step described? || === 1. Task Definition ===

2. Information Seeking Strategies
2.1 Determine all possible sources 2.2 Select the best sources

3. Location and Access
3.1 Locate sources (intellectually and physically) 3.2 Find information within sources

4. Use of Information
4.1 Engage (e.g., read, hear, view, touch) 4.2 Extract relevant information

5. Synthesis
5.1 Organize from multiple sources 5.2 Present the information

6. Evaluation
6.1 Judge the product (effectiveness) 6.2 Judge the process (efficiency) || How do we teach students, who are used to linear approaches, how to view this model differently? || - Name the process - Teach the steps, including vocabulary - Use vocabulary as a strategy ||  || Needham, Joyce. __Teaching Elementary Information Literacy Skills with the Big 6.__ Ohio: Linworth Publishing, 2009.
 * Used to teach students a research model || In what grade levels can Big6 be taught? || K-12 ||  ||
 * Nonlinear || How much time should be devoted to each stage? || There is no recommended amount of time to spend on each step. They are nonlinear and each individual will need to spend a different amount of time during this process depending on individual needs. Some steps may take longer than others. || How do we help students understand that there is no time limit or recommended amount of time for the steps or the entire process when they are so used to time constraints or restrictions? ||
 * || Who developed this research model? || Mike Eisenberg and Bob Berkowitz ||  ||
 * ||  || Designed to integrate content and problem solving process ||   ||
 * ||  || Teaching the process:
 * Technology can be used ||  || Can used within all subjects and can integrate technology, speaking, and listening with core curriculum ||   ||

The Big 6: Information & Technology Skills for Student Achievement. 2010. Accessed February 27, 2011. http://www.big6.com

Carrie- Purple FLIP It!
 * **Know** || **Want to Learn** || **Learned** || **Questions** ||
 * It is an information literacy model || What does each letter stand for? || __**F**__ocus, **__L__**inks/**__L__**ocations/**__L__**ogistics, **__I__**nput/**__I__**mplementation, **__P__**ayoff/**__P__**resentation, **__I__**ntelligent **__T__**hinking skills =**FLIP IT!** ||  ||
 * There are 4 steps || What occurs when completing each step? || **__Focus__**-On your topic by defining the specific problem and formulating the question.

**__Links/Locations/Logistics__**-Exploring resources and finding useful data.

I**__nput/Implementation-__**Choosing, recording,and using the information gathered.

__**Payoff/Presentation**__-Creating and demonstrating knowledge-putting it all together.

**__IT__**! Asking yourself: Have I demonstrated Intelligent Thinking throughout the process? ||  || Students must use what they already know which teaches them that being knowledgeable is important and valuable. || They need to use prior knowledge but what if they don't have any? Ex: A Kinder student. || Goal-oriented (What do I need to accomplish?) Purposeful and productive (Why do I need to do this?) Strategic and self-evaluative (How will I know what to do/How well did I succeed?) ||  || Sources: McCarthy, C.A. (2003). FLIP IT! An information literacy framework that really works for all ages. School Library Media Activities Monthly, 19(7), 22-23, 30.
 * It was created by Alice Yucht || What grade levels can use this? || K-16+ Is especially meaningful for elementary and middle school students. || What would it look like in a kinder classroom? ||
 * || I s this an inquiry model or research model? || It can be called a research model, a decision-making framework, and a problem-solving approach. ||  ||
 * || Is it linear of nonlinear? || nonlinear and allows flexibility at each stage ||  ||
 * ||  || At each of the 4 stages the learner applies "IT"- intelligent thinking. They ask themselves, "If I know this..., then what should I do?" This means that learners think reflectively about the consequences of their decision making at each stage, and allows them to reverse or rethink an approach by going forwards or backwards as the need dictates. So rather than waiting for an end product, evaluation is built into each stage of the process (McCarthy 2003). || How do you teach younger inexperienced students to evaluate their steps effectively? ||
 * ||  || Can be used across curriculum areas by "using meta-cognitive (thinking about thinking) concepts and a constructivist (building on what students already know) approach to help students learn how to use information independently and successfully (Yucht 1997, 87).
 * ||  || Can use the FLIP It! framework to create classroom management strategies, to develop collaborative critical-thinking lesson plans, and to integrate with information literacy standards. ||   ||
 * ||  || FLIP it! helps students develop skills they need to become effective learners, thinkers, and problems solvers who are:

Yucht, A. H.. Teacher Librarian v. 26 no. 3 (January/February 1999) p. 37-8

Readings **__2.1__**

CS4TRC: Chapter 2, pp. 10-18 1) Chapter 2 discusses the seven reading comprehension strategies that are essential tools for students today. Throughout, it mentions how important collaboration and co-teaching is for teacher-librarians and classroom teachers in order to increase student achievement in these areas.

Source: Moreillon, Judi. //Collaborative Strategies for Teaching Reading Comprehension: Maximizing Your Impact.// Chicago, IL: American Library Association, 2007. Print.

2) In this article Carnesi and DiGiorgio discuss how the Inquiry Process is the new way to go about teaching students how to conduct research. It lists and describes the 6 steps that students will follow and explains how using the Inquiry Process will help our students become successful life-long learners in today’s world.

Source: TWU: [|Carnesi, S., & DiGiorgio, K. (2009, March). Teaching the Inquiry Process to 21st Century Learners. //Library Media Connection//, //27//(5), 32-36.] Retrieved January 8, 2010 from Academic Search Complete database.

1) TWU**:** [|Stripling, B. (2008, September). Inquiry: Inquiring Minds Want to Know. //School Library Media Activities Monthly//, //25//(1), 50-52.] Retrieved January 8, 2010, from Library, Information Science & Technology Abstracts with Full Text database. This article discusses what inquiry-based learning is and explains that when students are given the opportunity to inquire they are more motivated to learn. Inquiry is defined as being a “process of learning that is driven by questioning, thoughtful investigating, making sense of information, and developing new understandings” (Stripling, 50). Teachers and librarians are using inquiry-based learning to provoke deeper learning for students and teaching students how to learn, rather that what to learn.
 * __ 2.2 __**

Source: Stripling, B. "Inquiry: Inquiring Minds Want to Know." //School Library Media Activities Monthly// 25.1 (2008): 50-52. pdf.

1) EL: "Inquiry Learning," pp. 25-26  Inquiry learning defined by the American Association of School Librarians is “a student- centered approach to learning in which students interact with information, use existing knowledge to form new understandings, and use newly formed skills to construct new knowledge” (AASL, 25). The school librarian and classroom teacher should collaborate in creating and implementing inquiry-based learning as well as the information search process in order to teach students how to be independent, life-long learners.
 * __ 2.3 __**

Source: American Association of School Librarians. //Empowering Learners: Guidelines for School Library Programs//. Chicago, IL: AASL, 2009. Print.

2) TWU: [|Berger, P. (2010, January). Student Inquiry and Web 2.0. //School Library Monthly, 26//(5), pp. 14-17.] Retrieved January 8, 2010, from Library, Information Science & Technology Abstracts with Full Text database.

In this article Pam Berger discusses how web 2.0 tools have changed the way teachers and students learn today. Inquiry and utilizing web 2.0 tools go hand in hand when teaching our students 21st Century learning skills. By using web 2.0 tools effectively and in ways that focus on student learning, students will be more engaged which in turn will lead to more meaningful learning.

3) TWU: [|Schomberg, J., McCabe, B., & Fink, L. (2003, October). TAG Team: Collaborate to Teach, Assess and Grow. //Teacher Librarian//, //31//(1), 8-11.] Retrieved January 8, 2010, from Academic Search Complete database.

This article discusses the experiences of a team of teachers and librarians as they collaborated on a particular project. According to their team the 5 necessary steps of the collaborative process included planning, instruction, information gathering, product and assessment. They define the five necessary phases and steps of the collaborative process and discuss how each step worked and why it was necessary. Overall, through their experience they learned that collaboration is an ongoing process that will continue to take place to improve their students’ learning as well as their teaching.

Carrie Martin, Kristin Coffield Dr. Judi Moreillon  LS 5443-20  22 March 2011

Works Consulted American Association of School Librarians. Empowering Learners: Guidelines for School Library Programs. Chicago, IL: AASL, 2009. Print.

Berger, Pam. "Student Inquiry and Web 2.0." //School Library Monthly// 26.5 (2010): 14-17. //Library, Information Science and Technology Abstracts with Full Text.// Web. 2 Mar. 2011.

// The Big6: Information & Technology Skills for Student Achievement //. 2010. Web. 27 Feb. 2011. .

Carnesi, S., and K. DiGiorgio. "Teaching the Inquiry Process to 21st Century Learners." //Library Media Connection// 27.5 (2009): 32-36. //Academic Search Complete//. Web. 5 Mar. 2011.

 McCarthy, C. A. "Alice Yucht's FLIP IT! An Information Literacy Framework That Really Works for All Ages." //School Library Media Activities Monthly// 17.7 (2003): 22-23-30. //Wilson Web//. Web. 5 Mar. 2011.

Moreillon, Judi. Collaborative Strategies for Teaching Reading Comprehension: Maximizing Your Impact. Chicago, IL: American Library Association, 2007. Print.

Needham, Joyce. // Teaching Elementary Information Literacy Skills with the Big6 //. Columbus, OH: Linworth Pub., 2009. Print. .

<span style="color: #000000; font-family: 'Times New Roman',Times,serif; font-size: 16px; line-height: 32px;">Schomberg, Jamie. "TAG Team: Collaborate to Teach, Assess and Grow." // Teacher Librarian //31.1 (2003): 8-11. // Wilson Web //. Web. Feb. 2011.

<span style="font-family: 'Times New Roman',Times,serif; font-size: 16px; line-height: 32px;">Stripling, B. "Inquiry: Inquiring Minds Want to Know." // School Library Media Activities Monthly // 25.1 (2008): 50-52. Print.

<span style="font-family: 'Times New Roman',Times,serif; font-size: 16px; line-height: 32px;">Yucht, Alice H. "Flip It! for Information Skills." // Teacher Librarian // 26.3 (1999): 37-38. // Wilson Web //. Web. Feb. 2011.