Pre-Writing+K-W-L-Q

Christine Robinson ﻿ ﻿Grace Erkman

strategies, location and access, information usage, synthesis, evaluation || ﻿Does this process work in any content area? || ﻿Provides teachers a concrete process or framework for teaching and learning. (Needham) || Are students using it naturally after they leave school as a problem-solving method? || cooperative learning? || Big 6 is a process you use whenever you tackle an information task. (Eisenberg) ||  || Taxonomy? || "Based on the six levels of Bloom's Taxonomy: Task definition can be  compared to knowledge;information-seeking  strategies can be compared to comprehension;  location and access can be compared to application,  and so on." (Milam). ||  || easy to use? || ﻿Aimed at Kindergarten through twelfth grade (Wolf)
 * BIG6**
 * **Know** || **Want to Learn** || **Learn** || **Further Questions** ||
 * There are 6 steps task definition, information-seeking
 * || ﻿Does this process encourage
 * || ﻿Does this process use Bloom's
 * || ﻿What age group is this ideal for? Is it

Big6 enables students to make logical connections between the steps of problem solving and individual skills leading to mastery. (Needham) It is simple enough for kids to get it and remember it and flexible to allow for different approaches. (Eisenberg) ||  || process? ||  ||   || this process? ||  ||   || activity (not just research projects) || Does it involve reflection? (Is evaluation same as reflection) || ﻿Students have several reflection points that allow them to make judgments about their progress. (Wolf) ||  || stages of cognitive development." (Milam) ||  || be successful in any learning context. Teachers can integrate lessons into subject area content. (Eisenberg) ||   ||
 * || ﻿How much time is needed to teach this
 * || ﻿Is it beneficial to use a webquest in
 * Research process || Does it involve questioning throughout? || It appears linear but Eisenberg says it gives students opportunity to go back to steps (Hughes 29) ||  ||
 * Can be used for any problem solving
 * ||  || Every 2 steps "roughly relate to one of Piaget's three
 * || Does it require dispositions and responsibilities like Inquiry? || ﻿The approach is not linear and prescriptive. You do not need to teach the steps in order. (Eisenberg) || Can you focus on/correlate dispositions/responsibilities as you teach the steps? ||
 * || Does it tap into prior knowledge? || no formal step states that it taps into prior knowledge but works best when "personalize and make the learning relevant" (Hughes 28) ||  ||
 * ||  || correlates to NETS-S (Murray) ||   ||
 * ||  || "can be applied as a thinking process to deal with most problems...applied consistently and repeatedly...increasing a student's chances of learning it" (Hughes 28) ﻿It is applicable to everyday information problems, needs and situations. It can be simple enough to decide what tv show to watch and what birthday present to buy. (Eisenberg) ||   ||
 * || ﻿Is it easy for teachers to teach? || ﻿It provides a definitive set of skills that students must master to

to research in any content area ||  || ﻿"The goal of inquiry is not the accumulation of  information; it is the exploration of significant  questions and deep learning. (Stripling, Assessing)
 * Inquiry Learning**
 * **Know** || **Want to Learn** || **Learn** || **Further Questions** ||
 * An interactive cycle used

"inquiry is the student's mental processes to learn" (Stripling, "Inquiry," 5) || Can Inquiry learning replace problem-solving research steps? || to come up with questions on their own? || ﻿Students should use a Web quest to help create questions. (Carnesi & DiGiorgio) Teachers need training in knowing how to ask questions (Costa) more open-ended, less linear, ties in with Constructivism (Stripling, "Inquiry," 4)   not just finding answer to problem or need (Stripling, "Inquiry," 5)  || ﻿Since inquiry does not lend itself to standardized testing. How many schools are really using it? || good sources? || ﻿A good site for planning is Think Tank (Carnesi & DiGiorgio) ||  || notes. (Carnesi & DiGiorgio) ||  || outcome to look like. Blog, PowerPoint. Students use a rubric (Carnesi & DiGiorgio) ||  || presentation. Students use a rubric to self evaluate (Carnesi & DiGiorgio) ||  || information from a variety of sources and combining it with existing knowledge || ﻿How much time is needed to complete this process? || ﻿"Inquiry is a process of learning that is driven by questioning, thoughtful investigating, making sense of information, and developing new under-  standings. (Stirpling, Assessing)
 * Encourages cooperative learning ||  ||   ||   ||
 * Uses Bloom's Taxonomy ||  ||   ||   ||
 * Question || ﻿Is it easy for students
 * Plan || ﻿How do students determine
 * Collect || ﻿Is NoteStar easy to use? || ﻿NoteStar is a good site to learn to make
 * Organize ||  || ﻿Students review and organize their notes(Carnesi & DiGiorgio) ||   ||
 * Synthesize ||  || ﻿Students decide what they want their final
 * Communicate ||  || ﻿Students can use InfoPlease to prepare for
 * Involves questioning and gathering

start with what learner knows, ask intriguing questions, investigate answers, construct new understandings, communicate with others (Stripling, "Inquiry," 4) || ﻿Do schools using the inquiry process have a lot invested in technology? || remember? || ﻿Students may change directions as they find information they are looking for. (Stripling, Assessing) ||  || Carnesi, Sabrina, DiGiorgio, Karen. "Teaching the Inquiry Process to 21st Century Learners." //Library Media Connection// March/April 2009:32-36. Print. Costa, Arthur L. Personal interview. [] retrieved on Oct. 6, 2010. Eisenberg, Michael B., and Laura Eisenberg Robinson. //The Super 3 Information Skills for Young Learners.// Ohio: Linworth Publishing, 2007. Print. Hughes, Sandra. "The Big6 as a Strategy for Student Research." //School Libraries in Canada// Library Skills 22.4 (2003): 28-29. Print. Milam, Peggy. "A Road Map for the Journey." Library Media Connection April/May (2004): 20-23. Print. Murray, Janet. "Looking at ICT Literacy Standards Through the Big6 Lens." Library Media Connection April/May 2008: 38-42. Print. Needham, Joyce. "Meeting the NEw AASL Standards for the 21st-Century Learner via Big6 Problem Solving." //Library Media Connection// May/June 2010: 42-43. Print. Stripling, Barbara. "Assessing Information Fluency: Gathering Evidence of Student Learning." //School Library Media Activities Monthly// 23.8 (2007): 25-29. Print. Stripling, Barbara K. "Inquiry-Based Learning." //Curriculum Connections Through the Library//. Westport: Libraries Unlimited, 2003. 3-39. Print. Principles and Practice. Wolf, Sara. "The Big Six Information Skills as a Metacognitive Scaffold: A case study." //School Library Media Research// v6 2003. Print
 * It is student centered || ﻿What age group is this used for? || ﻿It is appropriate for all age groups. It is a natural way of learning (Costa) || Does this mean problem-solving steps are less natural/forced? ||
 * || Are there steps that are easy to
 * ||  || "dispositions (attitudes toward learning), responsibilities, and self-assessment or reflection" are needed (Stripling, Assessing 50) ||   ||