Information+Problem+Solving+Pre-Writing+KWLQ

This is the pre-writing assignment for Module 2 for LS 5443.

Jennifer Jackson Lindsey Chesser Both = = =Research or inquiry process 1: ** Inquiry Method **=
 * = K ||= W ||= L ||= Q ||
 * < What I know about the Inquiry Method ||< What I want to know about the Inquiry Method ||< What I have learned about the Inquiry Method ||< Questions I have about the Inquiry Method ||
 * Before I read the article by Carnesi and DiGiorgio, I would have said that I knew nothing of the inquiry method. Now I know that the Webquests that I used in my social studies classes with my students are in fact the beginning of the inquiry method.

When I first read that we would be focusing on inquiry methods, my initial thought was, "what is that?" Beforehand, I would have said that a person has to think about what they want to know and ask themselves questions before hunting for an answer. You have to know what you want to know before you can start looking for it and then possibly answer more questions along the way. || I want to know how I can implement it in my library and work collaboratively with my teachers to implement it school wide. What data will I need to convince the teachers to invest time in this method of teaching?

What do lessons plans look like for these processes? What does a fifth-grade lesson plan with a classroom of both tech savvy and tech novices look like? What about for kindergarten? Which provesses are proven to work and by who? || The inquiry method teaches students to think critically and analyze information. If they have to work to obtain the information then they are more likely to retain it. The idea is for student to seek information, not a "correct answer" and then analyze and synthesize that information which may raise even more questions. An understanding of how to get and make sense of data. Fosters an ability to examine knowledge throughout their lives.

That as a former speech teacher, my students were following these steps and led right up to the presentation part of the method. I just had not recognized it as a method for research and that it is used across content areas. Also, that we need to teach students to work on the initial inquiry stage of creating questions. Lower-level questions are not always bad, but we should be leading them to open-ended questions and higher-level thought (Carnesi and DiGiorgio 34). || How can the librarian and teachers work together to implement this plan? What are each of their roles? How can you begin this process with lower grade levels like kinder and first?

What does it look like for us to implement these processes collaboratively with a teacher but also in followup lessons with students? Is it better to work with teacher/students everyday for a whole week? Or is it better to work on these one day a week and give students and teachers the four other school days to work on the process? || Works Cited

Carnesi, Sabrina, and Karen DiGiorgio. "Teaching The Inquiry Process To 21St Century Learners." //Library Media Connection// 27.5 (2009): 32-36.

"Inquiry-based Learning: Explanation." //THIRTEEN - New York Public// //Media//. Web. 6 July 2013. <@http://www.thirteen.org/edonline/concept2class/inquiry/index.html>.

=Research or inquiry process 2: ** The Big6 and the Super 3 **= The Big6 Process: ||< Questions I have about The Big6 Process: ||
 * = K ||= W ||= L ||= Q ||
 * < What I know about The Big6 Process: ||< What I want to know about The Big6 Process: ||< What I have learned about
 * It is an inquiry model. Probably has six stages.

An inquiry method that I am unfamiliar with. I have heard the name, but don't know how it is used. || What are the steps? Are the steps similar to other models? Is the model proven by research?

What are the steps that students will have to take to complete the process? Is this method easily used with elementary students? How will collaboration between teacher and librarian work with this model? Does it translate into lifelong learning skills for the students? || Steps: Task definition, information seeking strategies, location, and access use of information synthesis evaluation. Steps may be accomplished out of order. Most people go through these stages unconsciously or not during problem solving. Activities and research available on the website for further study (Eisenberg and Berkowitz).

There are 6 steps (Task definition, information seeking strategies, location and access, use of information, synthesize, evaluate - [|www.use]) for students grades 4 and up put only 3 for grades K-3 (plan, do, review). For younger or less experienced students the teacher will do many oral think throughs. She will walk the students orally through the process. (Needham)

Eisenberg (2008) says that it is non-linear because all the steps can be revisited at any time. || Are steps similar to other models? How do teachers/librarians incorporate the steps into learning activities?

Do these steps translate into a problem solving model that students can use the rest of their lives? How can teachers and librarians incorporate these techniques into all their teaching so that they become second nature to the students? || Works Cited Eisenberg, Milke, and Robert E. Berkowitz. "//The Big6: Information and Technology Skills for Student Success//." Web. 3 July 2013.

Needham, Joyce. "The Big6 Or Super3." //Library Talk// 15.4 (2002): 20. //Academic Search Complete//. Web. 2 July 2013.

Robinson, Laura Eisenberg. "EARLY LEARNERS. (Cover Story)." //Library Media Connection// 27.2 (2008): 10-11. //Academic Search Complete//. Web. 2 July 2013.

Eisenberg, Michael B., and Janet Murray. "Big6 By The Month: A New Approach." //Library Media Connection// 29.6 (2011): 10-13. //Academic Search Complete//. Web. 2 July 2013.

Hughes, Sandra. "The Big6 As A Strategy For Student Research." //School Libraries In Canada// 22.4 (2003): 28. //Academic Search Complete//. Web. 2 July 2013.

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= Research or inquiry process 3: ** Pathways to Knowledge **=
 * K || W || L || Q ||
 * What I know about Pathways to Knowledge || What I want to know about Pathways to Knowledge || What I have learned about Pathways to Knowledge || Questions I have about Pathways to Knowledge ||
 * It is an inquiry method that I am unfamiliar with. It allows students to go through steps to help them research information and internalize it.

Can I "dido" your statement? :) It is an inquiry process and will have steps, phases, or tasks to complete in order to answer informational questions. || Will this method work with elementary children? How easy will it be to implement across the curriculum? Will the teacher and librarian collaborate using this method? Does it translate into lifelong skills for inquiry?

Who created it and what year? Is it linear or nonlinear? Does it include steps similar to the inquiry method? What does this process look like in the classroom or library? || It is nonlinear (reflects the reality of the information gathering process), explores relationships, has a range of strategies (searching, interpreting, communicating and evaluating information), specific searching strategies which are critical with new electronic information tools and resources, multiple modes of assessment, focuses on reading, viewing and listening to various forms of information (Harada and Tepe 9)

graphical representation for grade 4-12 and grades K-3 use the model as a framework to introduce the skills and concepts that support the process. developers encourage user to select aspects of the model that best fit their needs and therefore the sequence may differ from person to person(Harada)

6 steps (Callison, "Information Age"; Herada and Tepe 9) **Appreciation** and enjoyment (examine your world using stories, film, paintings, music, books, periodicals, the web, ad videos) (makes you want to seek information)(ongoing during research process) **Presearch** (develop an overview; examine relationships) (connect info need and prior knowledge)(brainstorm, web, general research to clarify question or need) **Search** (select information resources and seek relevant information) (print and electronic, plan a search strategy) **Interpretation** (interpret information) (analyze, synthesize and evaluate information for relevance, reflect and construct personal meaning) **Communication** (apply information; share new knowledge)(pick and appropriate format, plan and create) **Assessment** (evaluate process and product)(ongoing during research process - nonlinear)(self and peers)

"the goals of the Pathways Model and Information Literacy standards for student learning converge in the creation of independent searchers who apply critical thinking to accessing, evaluating and using information." (Harada) - They can think on their own!

multiple specific strategies nonlinear and recursive "The nonlinearity encourages students to go in any direction that is appropriate for their information need and affirms that not only is it okay, but often necessary, to go back and refocus. The importance is to have the student think about the process." Appreciation fosters curiosity and imagination Interpretation - absorb the information and turn it into knowledge Communication - method emphasizes the ethical use of information Evaluation - takes place at every stage allowing them to refocus, reassess and revise - summative evaluation is of the entire process and products multiple general and specific strategies to fit the individual learner criticized for complexity graphic version and full text version "Pathways is a flexible model with a selection of strategies that information seekers can apply to their process. Library media specialists and classroom teachers know their students and can make selection s that would be appropriate for their students."(Zimmerman 24)

"Inquiry is an investigative process that engages students in answering questions, solving real-world problems, confronting issues, or exploring personal interests" student-centered discovery process, recursive, nurtured by questioning. begin with problem or interest as they pursue the project, they question, find and interpret info and use to construct new meanings. "Questioning is an important part of the inquiry process and it transcends all inquiry stages" (of the Pathways Model). "Information is not knowledge, so simply finding information is not sufficient. Individuals engaged in inquiry must apply various strategies of interpretation before the information becomes useful to them." (Pappas 23)

Developed by Marjorie L. Pappas and Ann E. Tepe in 2002. It is a nonlinear process used to find information. Important aspect is that it encourages searchers to continuously explore and reassess information (Callison, “Information Age”; Pappas 23). Six stages are:


 * Appreciation **

Overview:

Stage of appreciation and enjoyment in which a person develops traits such as appreciation, enjoyment, imagination, and curiosity through stories, film, paintings, natural settings, music, books, periodicals, the web, video” and more (Callison, “Information Age”).

Strategies for this stage:

Listening, sensing, imagining, viewing, reading, creating, writing, discussing, verbalizing, evaluating (Callison, “Information Age”; Callison, “Information Use” 36).


 * Presearch **

Overview:

Using prior knowledge to connect with current topic through brainstorming and questioning. May require some resource searching and will help narrowing the topic (Callison, “Information Age”; Pappas 23).

Strategies for this stage:

Know the information need, identify keywords, brainstorm, use organizers such as webs and outlines, narrow or broaden topic, form initial questions, develop more questions, build background, and seek help from appropriate sources (Callison, “Information Age”; Callison, “Information Use”; Pappas 23).


 * Search **

Overview:

Identifying needed resources and using those resources to meet information needs (Callison, “Information Age”).

Strategies for this stage:

Finding resources such as online sources, libraries, community agencies, historical sites, zoos, and museums (Callison, “Information Age”; Pappas 23).

Asking questions to understand better, using sources appropriately, note-making, citing, using first person resources, using search strategies such as surfing, browsing, keyword search, and Boolean searching.

Knowing difference between print and electronic sources, skimming, scanning, relevancy of information such as accuracy, currency, fact, and fiction (Callison, “Information Age”; Pappas 23).


 * Interpretation **

Overview: Analyzing the information to create personal meaning (Callison, “Information Age”).

Strategies:

Reflecting, Organizing info, citing, compare/contrast, trends, patterns, constant evaluation, classifying, reflecting (Callison, “Information Use”). Inferring, drawing conclusions, paraphrasing, filtering (bias, perspective, pov), synthesizing (Pappas 23).


 * Communication **

Overview: Gather information and present it to audience.

Strategies for this stage: Compose, design, report (Callison, “Information Use”). Organizing, determining format, drafting, revising, editing, citing, and presenting (Callison, “Information Age”).

Overview: Evaluation is ongoing through each stage and allows for revision (Pappas 23). This ongoing revision allows students to “strengthen their own independent searching capabilities.” Evaluation also conducted by teachers on students to determine if students have developed information literacy skills (Harada and Tepe 9).
 * Evaluation **

Strategies for this phase: Revise questions Evaluating, assessing (Callison, “Information Age”). Reflect on process and final product (Callison, “Information Use”). || Why is the Pathways to Knowledge website not working? Why is it not available on the Follett website since it was developed for them?

Harada and Tepe (9) talk about teaching basic skills to students second grade and under. What do skill lessons look like for these students? How do teachers and librarians collaborate to meet these goals? || Works Cited Callison, Daniel and Annette Lamb. "Information Age Inquiry." 2005. Web. 5 July 2013. [].

Callison, Daniel. "Information Use Models (Part II)." //School Library Media Activities Monthly// 19.2 (2002): 36. //Library, Information Science & Technology Abstracts with Full Text//. Web. 6 July 2013.

Harada, Violet, and Ann Tepe. "Pathways To Knowledge [Trademark]." //Teacher Librarian// 26.2 (1998): 9. //Library, Information Science & Technology Abstracts with Full Text//. Web. 2 July 2013.

Pappas, Marjorie L. "Pathways To Inquiry." //School Library Media Activities Monthly// 16.9 (2000): 23. //Library, Information Science & Technology Abstracts with Full Text//. Web. 2 July 2013.

Zimmerman, Nancy P. "Pappas And Tepe's PATHWAYS TO KNOWLEDGE MODEL." //School Library Media Activities Monthly// 19.3 (2002): 24. //Library, Information Science & Technology Abstracts with Full Text//. Web. 2 July 2013.