K-W-L-Q

​This page is our K-W-L-Q on our Persuasive Presentation. Partner contributions are color coded.

Jandi Tyson Camille Pierce

Are these steps easily adaptible to any content area? || "The Big6 is a process model of how people of all ages solve an information problem." (Eisenberg and Berkowitz, 15) "Activities utilizing information-literacy skills are varied, from creating pamphlets on drugs in health class, to researching and recommending vacation trips in social studies class, to writing newspaper articles in journalism, English, or history classes" (ALA, 2006). "It has been formally adapted into the Super3 for primary students..." (Hughes 28). || With the coming of the Super3 for ages Pre-K, K, 1st, and 2nd grades has anyone attempted to use the Big6 with these ages? || "...the process is described in a linear progression, (however), it tends to loop back on itself when you are working through a research task" (Hughes 29). || Does the process pattern have to be decided before starting or does it vary by the way the lesson unfolds for each project? || 2. Information Seeking Strategies 3. Location and Access 4. Use of Information 5. Synthesis 6. Evaluation (Nuts and Bolts 2007) || What is the most effective way to model this process with students? || "...the Big6 process allows for seamless differentiation by interest, readiness, and learning profile" (Jansen 32). "Children should have access to books and other materials with various reading levels, videotapes, audiotapes, models, and access to subject-area experts" (Jansen 32). || How do you reach students in a way that will provoke them to use these steps in their future research endeavors? ||
 * The Big6**
 * Know || Want to Learn || Learn || Further Questions ||
 * There are 6 steps for the Big6. || Are these steps appropriate for all ages?
 * The 6 steps can be used in a continuous, branching, or looping pattern. || Do all 6 steps have to occur for the process to be successful? || "Successful information problem-solving requires successfully completing each of these stages; however, this does not necessarily follow in a step-by-step fashion" (Eisenberg and Berkowitz, 31).
 * A process for researching provides students with guidance. || What are the key components to successfully implementing the Big6? || 1. Task Definition
 * The six steps need to be modeled and explained. || Can these steps be taught all in one period or is this better taken in steps? || "...the steps themselves are not necessarily always completed sequentially or in one single pass" (Nuts and Bolts 2007). || Should these steps, whether done sequentially or otherwise, be taught to individual students or through cooperative learning (group projects)? ||
 * Every step provides different learning opportunities. || Is this a process that students can adapt and modify depending on the subject or must each step be modeled every time it is used for research? || "An effective way to implement the Big6 is to seek out opportunities within existing or planned classroom units and lessons that are directly related to the Big6 skills" (Nuts and Bolts 2007). || Is team teaching more effective in this process? ||
 * The Big6 includes technology. || How is technology integrated? What needs to take place for it to be successful? || "Effective integration of information and technology skills learning has two requirements: (1) the skills must directly relate to the content area curriculum and to classroom assignments and (2) the skills themselves need to be tied together in a logical and systematic information process model" (Eisenberg and Berkowitz, 55). || How do those schools that lack adequate funding create effective technology integration? ||
 * Everyone learns differently and creates individual thoughts. || How do these skills support various learners and prompt individual thinking? || "Palinscar's definition of metacognition as the ability to plan, implement, and evaluate strategic approaches to learning and problem solving is supported by the six steps of Big6. Students who engage in task definition and information-seeking strategies are formulating a plan in order to complete an assignment or solve a problem. Engaging in location and access, use of information, and synthesis is the implementation of that plan. Evaluating the process and product resulting from the synthesis activity to the final step" (ALA, 2006).

asking questions and finding answers" (AASL 17). || With focus being on standardized tests how can this process include the multiple choice objectives? || 1. Recall 2. Analysis/Inference 3. Synthesis || How do teachers/librarians teach students to ask these Level 2 and Level 3 questions? How much adult guidance is appropriate? or too much? || -"These questions (inference questions) ask students to go beyond immediately available information." (thirteen.org) -"...interpretive questions propose that they understand the consequences of information or ideas." (thirteen.org) -"...transfer questions provoke a kind of breadth of thinking, asking students to take their knowledge to new places." (thirteen.org) || How do these levels of questioning compare to Bloom's Taxonomy? Are these levels of questions something that should be included in daily discussions throughout all content areas? || "The habits of mind, values, or "ground rules" of a particular discipline provide that discipline's unique perspective. The sciences, for example, demand verification of data, while the study of literature often relies on opinions and subjective interpretations as a source of information" (thirteen.org). || Is it more beneficial to plan interdisciplinary inquiry based instruction or isolate each content area? Would this work better in a campus where students are on teams? || "Questions, whether self-initiated or "owned," are at the heart of inquiry learning" (thirteen.org). || How do you approach those students that are stuck and need to research some on their topic before developing meaningful questions? || "The system is more student centered, with the teacher as a facilitator of learning. There is more emphasis on "how we come to know" and less on "what we know." Students are more involved in the construction of knowledge through active involvement" (thirteen.org) "An appropriate education should provide individuals with different ways of viewing the world, communicating about it, and successfully coping with the questions and issues of daily living" (thirteen.org). || How do you deal with students who don't take the initiative or are unmotivated to take responsibility for their own learning? ||
 * Inquiry Learning**
 * Know || Want to Learn || Learn || Further Questions ||
 * Inquiry means to search. || What does true inquiry look like? || "Inquiry is defined as a stance toward learning inwhich the learners themselves are engaged in
 * Three levels of questions:
 * Inquiry takes place when students are exploring ideas by asking questions, finding answers, and creating their own meaning. || Do all pieces have to be completed for the inquiry process to be complete? || "Learners do not have to complete a full inquiry cycle to be engaged in inquiry-based learning" (AASL 17). || Are the pieces of the inquiry cycle similar to steps in the Big6 process? ||
 * Scaffolding must be applied for students who do not have the background knowledge. This can be beneficial even to those who have background knowledge. || Do students that have more experiences and background knowledge on a particular topic have an advantage? || "The system is more student centered, with the teacher as a facilitator of learning. There is more emphasis on "how we come to know" and less on "what we know." Students are more involved in the construction of knowledge through active involvement" (thirteen.org). || What if a student has no background knowledge on a specific subject or topic? As a facilitator do we prompt them with questions to start the process? ||
 * Students use background knowledge to develop questions. || Does this process happen after some teaching of a particular subject takes place so that back ground knowledge can occur? || "SLMSs and teachers guide students to successful learning experiences by teaching identified skills and scaffolding other necessary skills" (AASL 18). || Is it easier to co-teach in a lesson so in-depth, or is it better taught with one facilitator? ||
 * The questions and types of thinking will differ depending on the subject area. || How does the cycle change depending on the subject area? || "The skills most important for individualized inquiry will vary according to the subject chosen" (Stripling, 52).
 * Inquiry is a natural part of life. || How do students get started in school? || "Every inquiry learning experience should start with a challenging problem or question (often generated by the students) that is meaningful and worthy of deep exploration" (Stripling, 52).
 * Authentic learning takes place when students can connect what they are doing to real world situations. || How does the inquiry process produce authentic learning? || "Information, lacking a useful context, often has limited applications beyond passing a test" (thirteen.org).
 * Curriculum needs to be aligned in a way that allows students to build on their knowledge from year to year. || How does inquiry learning support the stepping stones that students grow through? || "Well-designed inquiry-learning activities and interactions should be set in a conceptual context so as to help students accumulate knowledge as they progress from grade to grade. Inquiry in education should be about a greater understanding of the world in which they live, learn, communicate, and work" (thirteen.org). || How do we make sure this learning sticks with those that struggle to explore deeper thinking and lack the background knowledge to motivate the search? ||