A.2.3+K-W-L-Q

K-W-L-Q AnnMarie Williams’ Contributions Jamie Lath

Process is flexible if students need to return to previous steps (Hughes 29). The Little 12 refers to the sub steps within the Big6 (Hughes 28). || How can students learn to recognize areas of strength and weakness as they conduct research using the Big6 process? ||
 * Big6 (Mike Eisenberg and Robert Berkowitz)**
 * Know || Want to Know || Learned || Questions ||
 * Involves a systematic 6 step process. || Is the process flexible? Can it be adapted based on research/student needs? || Teachers and librarians can choose to focus research content on areas of need (such as more practice is needed in finding info. in less obvious resources).
 * Students are taught to evaluate their learning. || What tools can students use to evaluate their learning? || Big6 website has an evaluation checklist that can be downloaded for student's to use (Jansen and Berkowitz). Teachers can take this and tweak it for their own purposes. || What could we do to make evaluation a part of the entire process, instead of just at the end? ||
 * Linear process || Do students feel freedom to go back a step if need be? || Although it is linear, students are encouraged to go back as needed (Hughes 29). || How do students learn to self-evaluate and figure out when to go back? ||
 * The terms used for the 6 steps can be hard for kids to remember. || Is there kid-friendly terminology available? || Super3 but that is really too young. Some use the acronym TILUSE for helping students remember the terminology (Darrow 18). || Could we use Morrison Academy's acronym that has changed the terms to be more kid friendly? ||
 * Big6 research trains students to be prepared for real world inquiry situations. || Does Big6 go hand-in-hand with AASL Standards for 21st Century Learner, or are adaptations necessary? || Inquiry questions should be learner-centered and developed based on student interests. This allows for students to take ownership of the process (Needham 42).

S4L appear to align well with Big6 if an effort is made by faculty to ensure these standards are central to the process (Needaham 42). || Can students use local news or current events to help them develop real world inquiry questions that are relevant to their own lives? || Related Articles: Works Cited

Darrow, Rob. "Using the Big6 in Online Courses." Big6.onlinecourse.webinar. Slideshare.com, 22 Sept. 2011. Web. 09 July 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. <[]>.

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.

Jansen, Barbara A. and Robert E. Berkowitz. "Evaluate Your Research Skills Using the Big6." //Big6,// 2003. Web. 29 June 2013. < []>.

Needham, Joyce. "Meeting The 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.

Form inquiry circles to give students the opportunity to openly discuss questions (FitzGerald 25). This is a good opportunity for students to model strong questioning strategies for one another. || What interventions can teachers/librarians plan to use when students become frustrated or stumped in the inquiry process? || Related Articles:
 * Guided Inquiry (Carol Kuhlthau)**
 * Know || Want to Know || Learned || Questions ||
 * Teachers and librarians serve as facilitators of learning. || How do you teach students to ask strong questions? || Students learn that the inquiry process in very personalized and can be tailored to meet their needs. This gives them the freedom to ask questions that are of interest to them (Fitzgerald 21).
 * Students must use critical thinking skills. || How can teachers/librarians ask higher-level thinking questions? || Use open-ended questions to promote discussion and evaluation. Use verbs that challenge students such as critique, justify, defend, evaluate, etc. The responsibility for the completion of the research process is on the student ( Kuhlthau 7). || How can we persuade students to use presentation tools that are new and challenging to them? Can we encourage students to question one another using critical thinking skills? ||
 * Seven or Eight step process. (I thought it was 8 but I'm seeing conflicting information.) || Do facilitators overview steps during the process? Are students encouraged to memorize steps? || Students are guided into each step with an understanding of what will come later. However, instead of feeling "alone" as they are handed a research assignment and told to research and create an end-product, students are encouraged to walk through each step thoroughly. For example, identifying the question is the fourth step (K, H, C 21-22). || How do facilitators gauge success in this process? ||
 * Teachers/librarians are highly involved in the process. || How do teachers know when to intervene and when to stand back? Do teachers see students owning the process? || Facilitators spend a lot of time modeling the process. They also encourage students to work in the "third space" which helps them to own the inquiry. Students use journals to reflect. After the process has ended, teachers use the student evaluation and journals to determine how the process went and what to do differently. Facilitators may need to make changes based on each group of students (KHC 167, 170). || What do facilitators do when students just don't want to engage? ||

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.

General Works Consulted:

Berger, Pam. "Student Inquiry And Web 2.0." School Library Monthly 26.5 (2010): 14-17. Library, Information Science & Technology Abstracts with Full Text. Web. 9 July 2013.

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

Harada, Violet H. "Libraries as Learning Leaders: Cultivating Cultures of Inquiry." The Many Faces of School Library Leadership. Ed. Sharon Coatney. Santa Barbara, CA: Libraries Unlimited, 2010. 13-28. TWU Library eBook.

__Information Literacy__ Related Websites: http://ictnz.com/infolitmodels.htm