A.2.3+Notes

"Use of Big6 as an information literacy strategy requires that learning be presented as a series of problems or questions" (Needham 42).
 * Big 6**
 * Big6 supports real world application and problem solving that can be used later in life.
 * Big6 can apply to all content areas.

"Learner standards can be taught within the steps of the Big6 as students solve problems" (Needaham 42).
 * Teachers and librarians may have to adapt lessons to fit into this inquiry framework.
 * Needham suggests identifying content standards before aligning with S4L.
 * Several S4L objectives can easily be incorporated into one problem solving process using the Big6 steps.

"Eisenberg and Berkowitz are quite clear that although the process is described in a linear progression, it tends to loop back on itself when you are working through a research task. For example, a student may need to go back to Information Seeking Strategies when they get to Use of Information and find new questions or not enough information" (Hughes 29).
 * Students are free to go back to previous steps if they feel adaptations need to be made.
 * This appears to be part of the self-evaluation process. Students must learn to recognize when they may need to retrace their research steps to improve their findings.

From Big6 website: Big6:
 * Task Definition
 * Information Seeking Strategies
 * Location and Access
 * Use of Information
 * Synthesis
 * Evaluation

Simpler version is known as Super3: Plan, Do, Review

Works Cited:

Hughes, Sandra. "The Big6 As A Strategy For Student Research." School Libraries In Canada 22.4 (2003): 28. Library, Information Science & Technology Abstracts with Full Text. Web. 27 June 2013.

Needham, Joyce. "Meeting Te New AASL Standards For the 21St-Century Learner Via Big6 Problem Solving." Library Media Connection 28.6 (2010):42-43 Library, Information Science & Technology Abstracts with Full Text. Web. 26 June 2013.

Eisenberg, Mike, and Robert E. Berkowitz. "Welcome to the Big6." The Big6: Information and Technology Skills for Student Success. Big6, n.d. Web. 27 June 2013. .

"It is the way to meet the many requirements of the curriculum through engaging, motivating and challenging learning" (Kuhlthau 3). Studies have "found that where teams of librarians and teachers guided students through the stages of the inquiry process, students went beyond merely fact finding to personal understanding" (Kuhlthau 4).
 * Guided Inquiry**
 * It is important to incorporate inquiry processes in all subjects at all times. Inquiry should not be limited to a single major research project. Instead, students should practice taking this approach in all of their studies.
 * 5 Types of Learning: (Green notes from Kuhlthau, Maniotes, and Caspari 9-11)
 * 1) information literacy: in each stage but emphasized in Explore and Gather becaue utililziing technology, locating information, and evauating sources
 * 2) learning how to learn: "They [students] learn strategies and structures for managing inquiry through guidance provded at critical intervention points" (10).
 * 3) curriculum content: expands curriculum from rote memorization to open-ended questions and higher level thinking
 * 4) literacy competence: students are using reading to learn and must determine what information they need from a variety of texts
 * 5) social skills: students interact in large and small groups during inquiry and thus learn to how to work better in community
 * Teachers and librarians must collaborate in order for inquiry to be as successful as possible. Teachers help develop the research goals and content, while librarians help to train students in information literacy skills.
 * Coteaching is supported by Guided Inquiry. A 3 core member team is recommended (teacher, librarian, and other faculty member) (Kuhlthau 6). An extended team may include members of the community.

"Guided Inquiry provides essential intervention at critical points in the inquiry process that fosters deep personal learning" (Kuhlthau 5).
 * The role of teachers and librarians is to step into the inquiry process when students have reached a point of frustration or when feeling unsuccessful. Teachers and librarians can help to guide the student so he or she is able to get back on track and make progress. Without this intervention, students are likely to give up completely or their final product is compromised.
 * "Guided inquiry enables students to determine importance, form a focus, decide what is enough, manage inquiry, interpret facts and organize ideas,and share their learning with others" (Kuhlthau 7).
 * Guided inquiry becomes a personal learning process as students gain an understanding of the best techniques and tools suited for their individual learning needs.
 * Third space is the area in which the most meaningful learning takes place (Kuhlthau 5).
 * By engaging "third space," student learning is deeper because it is more personal. "Third space is when the first space of the students' world and the second space of the curriculum come together to make a third space where deeper learning takes space" (Kuhlthau, Maniotes, and Caspari 32).
 * Third space develops most readily when students choose topics of relevance to their own lives (Fitzgerald 21). Guided Inquiry gives students the freedom to choose their own topic as opposed to being assigned a topic.
 * The inquiry often starts with a question from the students. The question is opened to the community, the teacher models curiosity/desire for inquiry, and student voices are emphasized (Kuhlthau, Maniotes, and Caspari 33-34).
 * Students form cooperative groups in which each member is assigned a specific task or job.

Knowing if it works:
 * The evaluation stage is one way to check in on how students did with the process and where they need more guidance. Each time the inquiry process is used it can then build on the next. (K, M, C 167)
 * The learning team should engage in " culmination conversations" which looks at five kinds of learning, the group as a whole, and individuals. Data from student reflections should be analyzed to see what instructional techniques/guidance worked best for this group of learners (K, M, C 170).
 * The guided inquiry process can provide evidence-based data based on student achievement that supports the library program (Fitzgerald 18).

Inquiry Stages (quoted from table Kuhlthau, Maniotes, and Caspari 29)
 * 1) Open: Initiating project--invitation to inquiry, open minds, stimulate curiosity
 * 2) Immerse: Selecting topic--build background knowledge, connect to content, stimulate curiosity
 * 3) Explore: Exploring information--explore interesting ideas, look around, dip in
 * 4) Identify: Formulating focus--pause and ponder, identify inquiry question, decide direction
 * 5) Gather: Collect information on focus and seek meaning--gather information, go broad, go deep
 * 6) Create: Prepare to present--reflect on learning, go beyond facts to make meaning, create to communicate
 * 7) Share: Prepare to present--learn from each other, she learning, tell you story
 * 8) Evaluate: Assessing the process--evaluate achievement of learning goals, reflect on content, reflect on process

During the process, as dificulty arises, students are encouraged to use the Six C's (intervention strategies for Guided Inquiry): (Quoted from tables Kuhlthau, Maniotes, and Caspari 37, 40)
 * 1) Collaborate: work jointly with others (use inquiry communities)
 * 2) Converse: talk about ideas for clarity and further questions (use inquiry circles)
 * 3) Compose: Write all the way along, not just at the end; keep journals (use inquiry journals)
 * 4) Choose: select what is interesting and pertinent (use inquiry logs)
 * 5) Chart: visualize ideas using pictures, timelines, and graphic organizers (use inquiry charts)
 * 6) Continue: develop understanding over a period of time (use inquiry tools)

Inquiry Toolkit (FitzGerald 22) (see Figure 3.2): (additional notes below related to Six C's above) 1.Communities for Collaborating- students learn collaboratively in a large group 2.Circles for Conversing-small groups designed to get students thinking and questioning 3.Journals for Composing- an area for reflection and summarizing of process; individual task 4.Logs for Choosing- running bibliographic list of credible sources consulted; makes retracing research path simple 5.Charts for Charting-graphic organizers aid in mapping out collected notes/research 6.Tools for Continuing- help to see the guided inquiry process to completion

This toolkit and the intervention strategies seem like a great selling point for guided inquiry! This seems like a great ISP model to use for all students, but especially those on tier 2 or 3 of RTI (response to intervention). The journals would be a great way for teachers to track struggling students' progress over time with factual evidence of learning.

Works Cited:

FitzGerald, Lee. "Practice Meets Theory: A Guided Inquiry Update." Access (10300155) 26.4 (2012): 18-26. Library, Information Science & Technology Abstracts with Full Text. Web. 28 June 2013.

Kuhlthau, Carol Collier. "Guided Inquiry: School Libraries In The 21St Century." School Libraries Worldwide 16.1 (2010): 1-12. Library, Information Science & Technology Abstracts with Full Text. Web. 25 June 2013.

Kuhlthau, Carol Collier, Leslie K. Maniotes, and Ann K. Caspari. Guided Inquiry Design: A Framework for Inquiry in Your School. Santa Barbara: Libraries Unlimited, 2012. Print.