K-W-L-Q+Pre-writing+chart

=K-W-L-Q Pre-writing Chart for Persuasive Presentation=

Inquiry Learning

 * Know || Want to Learn || Learn || Further Questions ||
 * Process in which students use to research a topic of interest to them || How does one begin this process? What age do you start? What are habits of mind? || It is a questioning process in which we teach a child to learn. The emphasis is on "how we come to know" not "what we know" (Inquiry-based learning). || How can inquiry be taught and applied differently in different classrooms? What elements are emphasized in an elementary classroom vs. a high school classroom? A history classroom vs. a math classroom? ||
 * ||  || Based on Dewey's ideas of constructivism- "learners are expected to construct their own meaning and teachers are expected to frame an environment that stimulated learners to question and discover" (Stripling 50). ||   ||
 * ||  || The general inquiry model involves 7 stages: activating prior knowledge, generating questions, developing a research plan, organizing information, creating a product to demonstrate learning, and reflecting on the process (Stripling 51). ||   ||
 * ||  || The teacher is a mediator/facilitator (Inquiry-based learning). ||   ||
 * ||  || Kids learn to self-assess and reflect during the process(Inquiry-based learning). ||   ||

//Inquiry-based Learning.// Web. 08 Oct. 2009. []

Stripling, B. (2008, September). Inquiry: Inquiring Minds Want to Know. //School Library Media Activities Monthly//, //25//(1), 50-52. Retrieved October 12, 2009, from Library, Information Science & Technology Abstracts with Full Text database.

I-Search Method

 * Know || Want to Learn || Learn || Further Questions ||
 * Mostly used at middle and high school levels. || How does this process differ from the inquiry method? How is it similar? || The I-Search method emphasizes reflection. Student use a journal to document their research process. || ||
 * Process has four stages. || How can the I-Search method be taught? What are some tools/resources/strategies for teaching it? || The 4 phases are characterized by activities, such as conducing experiments, physically collecting data, working with groups, and conducting interviews to gather information. || ||
 * Also based on students researching a topic of interest and importance to them. || How can teachers and librarians decide if the I-search method is right for the classroom? || The four phases are: Generating a topic, Developing a search plan, Gathering and integrating information, and representing knowledge . ||  ||
 * ||  || "Technology can extend I-Searches in several ways." For instance, students can make a KWL using visual thinking software, develop their search plan using webbing software or visual organizers, and use the web to gather information, and word processing programs to create the final product (Throne 33). ||   ||
 * ||  || Paper is written in first person including: what I want to know about my topic, why it is important to me, the story of my search for information, and how I applied found information to my question (Repman, 32). ||   ||
 * ||  || Final product is less threatening because students are allowed to include personal thoughts and feelings along with research (Repman, 32). ||   ||

Literacy Matters. Web. 09 Oct. 2009. []

Throne, Stephanie. "Using I-Search to Differentiate by Interest." //Learning & Leading With Technology//35.4 (2007): 33-34. Retrieved October 12, 2009 from Ebscohost database.

Repman, Judi and Gail K. Dickinson. Ed. //School Library Management//. Sixth ed. Columbus: Linworth, Inc., 2007. Print.

The Big 6. Web. 09. Oct. 2009. []
 * Know || Want to Learn || Learn || Further Questions ||
 * I s a method for teaching the research process. || What are the 6 parts of the Big 6? || The 6 elements to the research or problem-solving process are: task definition, information-seeking strategies, location and access, use of information, synthesis, and evaluation. || ||
 * Has 6 stages. || What would a Big 6 classroom in action look like? What are the students doing or thinking? || "Each of the six steps has two subskills" (Wolf and Brush). Example: Stage one, task definition, require students to identify both the problem and the information needed. ||  ||
 * Seems to be the most widely used of all of the processses. || Why is this process so much more popular than others? || The Super 3 is a modified version of the Big 6 for younger students (pre-k through 1st grade. It is characterized by a beginning, middle, and end, where students plan what they will do, collect resources, and review what they did (James-Maxie 25). ||  ||
 * Has a similar program created for younger elementary students called the Super 3 Model. ||  || This model supports critical thinking skills and is based on the six levels of Bloom's taxonomy (Repman, 31). ||   ||
 * ||  || Prepared lessons are available on the Big6 website and in various publications utilizing both the Big 6 and the Super 3 Models (Repman, 31). ||   ||

James-Maxie, Dana. "Information Literacy Skills in Elementary Schools: A Review of the Literature."//Journal of Instruction Delivery Systmes// 1st ser. 21 (2007): 23-26. Retrieved October 12, 2009 from Ebscohost database.

Wolf, Sara, and Thomas Brush. "ALA | Big Six Information Skills." //ALA | Home - American Library Association//. Web. 10 Oct. 2009. [].

Repman, Judi and Gail K. Dickinson. Ed. //School Library Management//. Sixth ed. Columbus: Linworth, Inc., 2007. Print.