K-W-L-Q

Jessica Gerardo


 * Big6 **

1. Task Definition 2. Information-Seeking Strategies 3. Location and Access 4. Use of Information 5. Synthesis 6. Evaluation || How to help students better evaluate possible sources (beyond Google and Wikipedia). || Information sources graphic from Big6: http://big6.com/media/freestuff/know-your-info-sources.gif (Susan McMullen)
 * ** Know ** || ** Want to Learn ** || ** Learn ** || ** FurtherQuestions ** ||
 * 6 Steps for research (reduced to "Big 3" for younger students) ||  || Big6 is very well-known, but many think it's too linear and teacher or curriculum-centered. || Can we adapt it to be more recursive and inquiry-driven? ||
 * Steps Are:

Evaluate your Sources: Print and Website (Marley Winningham) || How can we get students to //think// of good sources beyond Google and Wikipedia on their own? (Marley Winningham graphic is a good start). || and standards? Common Core? || TEKS/Big6 alignment (crosswalk) from Spring Branch ISD:
 * || How does this work with TEKS / AASL objectives

@http://library.springbranchisd.com/sbisd_library/librarians/leadership_collaboration_technology/TAKS/teks_and_big6.htm

George Eisenberg points out ways that Big6 steps are linked to Common Core Standards: "On pages 12 & 13 of the Common Core Standards for English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects, we see - "Reading Standards for Informational Text K–5...The standards listed here are directly relevant to Big6 #4 - Use of Information), #5 -(Synthesis), and #1 (Task Definition)." (Eisenberg 2012) || How much should TEKS be the consideration for Texas school librarians, and how much should we be focusing on AASL, NET*S or Common Core standards? || Eisenberg, Mike. "The Big6 and Common Core." M&B Discussion on Common Core. N.p., 16 Nov. 2012. Web. 07 July 2013. .

Eisenberg & Berkowitz, 2000, [| http://big6.com/]

"TEKS and Big6." TEKS and Big6. Spring Branch ISD, 27 Sept. 2010. Web. 07 July 2013. .


 * IIM (Independent Investigative Model)**

adaptable to all grades (primary-secondary) || How to adapt to older students? || Most information seems locked behind a paywall for this commercial product.
 * **Know** || **Want to Learn** || **Learned** || **Further Questions** ||
 * Similar to Big6: step-by-step process,

"Within each of the seven steps, there are specific strate- gies for different ages and ability levels to help differentiate curriculum." (Ungar, 42). || How has IIM been used with older students? What do these different levels of proficiency look like? (Question remains unanswered unless we want to pay for products). || Big6 || What other kinds of products and presentations (besides papers?) || Free sample page lists product ideas for grades 3-5. Suggestions include actions, collections, models, technological presentations, visual presentations and written work. (IIM) || How to encourage teachers used to written work, or at best Power Point presentations, that other formats are equally valid, especially in secondary? || to use notecards, organize by categories, etc. ||  || "IIM - Independent Investigation Method :About IIM." IIM - Independent Investigation Method : About IIM. Active Learning Systems, 2013. Web. 07 July 2013. .
 * More focus on product and presentation than
 * ||  || Great focus on organizing information: how

Ungar, Barbara. "Revising Research." School Library Monthly 26.8 (2010): 40-42. Print.


 * Stripling Inquiry Model**

and forth among them? (What does recursion look like?) || "Inquiry is recursive and cyclical, with learners going back and forth between the phases of inquiry to resolve new questions and complexities as they arise." (Stripling, 2010, pp. 16-17) || How can we get students to be willing to go the "extra mile" to actually engage in these recursive steps? || Jansen, Barbara. "Inquiry Unpacked: An Introduction to Inquiry-Based Learning." Library Media Connection, v29 n5 p10-12 Mar-Apr 2011. Web.
 * **Know** || **Want to Learn** || **Learned** || **Further Questions** ||
 * Follows steps similar to other processes: less linear? || What are these steps? || Connect-Wonder-Investigate-Construct-Express-Reflect (Jansen 2011). || Can we find more "real-life" examples of this method in action? Are we interested in this as our model for the presentation? Would it work well with MS? ||
 * || How does student work flow back

Stripling, Barbara. "Teaching Students to Think in the Digital Age: Digital Literacy and Digital Inquiry." School Library Monthly 26.8 (2010): 16-19. Web.

Stripling Inquiry Model

 * Know || Want to Learn || Learned || Further Questions ||
 * The Stripling model has six steps. Steps-Connect, Wonder, Investigate, construct, express, reflect || Does a student complete all of the steps of research model and then go back for a second time to edit revise? || Students often go back to revisit a past step to edit or update. || Can steps be omitted? ||
 * || The order of the model in its graphic organizer model show the movement of forward and backwards does this mean there should be left to right movement? || This inquiry model is cyclical not linear || What percent of the assignments should be attempted to accomplish using an inquiry method? ||
 * || A final answer is not the ultimate goal when working with a Inquiry model. || Emphasis of this model is to come up with good questions and less on the answers. || Who does a teacher or librarian judge a finished product if the answer is not the required end result? ||

Stripling, Barbara. "Inquiry: Inquiring Minds Want To Know." School Library Media Activities Monthly 25.1 (2008): 50-52. Education Research Complete.

Pathways to Knowledge
? (unable to find Would like to see what was revised) ||
 * Know || Want to Learn || Learned || Further Questions ||
 * The Pathways to Knowledge is a non-linear model(similar to Stripling Model) || What was in the original diagram that was revised? || This model was designed as a diagram not a series of steps (revised later by original creator. || Is the diagram still available
 * The Pathways to Knowledge has a total of six stages. Stages Appreciation & Knowledge, Presearch, Research, Interpretation, communication, Evaluation. (similar to Stripling Model) || Does a student complete all of the steps of research model and then go back for a second time to edit revise? || Students are encouraged to revise at each step of the model. || Are changes eliminated and only revision shown?

Are these revision done after a one on one with the teacher? || []
 * ||  || This model was designed for children and your adults. || What does the final product look like? Is it as simple as creating a document with six subheading and listing questions, sources and information gathered? ||

http://virtualinquiry.com/inquiry/pathways.htmPappas, Marjorie L. & Tepe, Ann E. (2002). Pathways to Knowledge and Inquiry Learning. Libraries Unlimited.