Module+2.2

-"The "text" of information is presented in many different formats, and learners must develop the skills of miltiple literacies (print, digital, media, visual) to determine the intended meaning and to understand it in context" (17). -..."learners must use critical-and creative-thinking skills to transform the information that they gather into organized knowledge that they can use to make decisions, draw conclusions, and create new knowledge" (17). -"Although schools may define a body of knowledge for students to acquire during their educational experience, no learner will be prepared for successful participation in school or society without also developing the skills of learning and the ability to adapt those skills to any context and for any reason, both academic and personal" (17). -"Inquiry is defined as a stance toward learning in which the learners themselves are engaged in asking questions and finding answers, not simply accumulating facts (presented by someone else) that have no relation to previous learning or new understanding" (17). -"Inquiry follows a continuum of learning experiences, from simply discovering a new idea or an answer to a question" (17). -"Learners do not have to complete a full inquiry cycle to be engaged in inquiry-based learning" (17). -"Any time they are questioning, finding answers, discovering new ideas, and constructing their own meaning they are drawing upon their skills of inquiry" (17). -"Students of all ages should be expected to think while they are learning; thinking is not a luxury reserved for the most skilled or older students" (17). -"Instructors foster desirable dispositions by challenging students to consider not only //what// they are learning, but also //how// they are learning and //why// they value the learning" (40).
 * //​Standards for the 21st-Century Learner in Action//. Chicago: American Association for School Librarians, 2009.**

.//** -"Inquiry implies involvement that leads to understanding." -"Inquiry" is defined as "a seeking for truth, information, or knowledge -- seeking information by questioning." -"Effective inquiry is more than just asking questions. A complex process is involved when individuals attempt to convert information and data into useful knowledge." -"Inquiry implies a "need or want to know" premise. Inquiry is not so much seeking the right answer -- because often there is none -- but rather seeking appropriate resolutions to questions and issues." -"While questioning and searching for answers are extremely important parts of inquiry, effectively generating knowledge from this questioning and searching is greatly aided by a conceptual context for learning." -"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." -"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." -"Inquiry classrooms are open systems where students are encouraged to search and make use of resources beyond the classroom and the school." -"Traditional learning focuses more on LEARNING ABOUT THINGS, while inquiry learning focuses more on LEARNING THINGS! Another useful way to contrast the two might be: Thinking WHAT as opposed to thinking HOW." -"Information, lacking a useful context, often has limited applications beyond passing a test." -"Questions, whether self-initiated or "owned," are at the heart of inquiry learning." -"These questions (inference questions) ask students to go beyond immediately available information." -"...interpretive questions propose that they understand the consequences of information or ideas." -"...transfer questions provoke a kind of breadth of thinking, asking students to take their knowledge to new places." -"Students who actively make observations, collect, analyze, and synthesize information, and draw conclusions are developing useful problem-solving skills. These skills can be applied to future "need to know" situations that students will encounter both at school and at work."
 * //"Inquiry-based Learning: Explanation." THIRTEEN. Educational Broadcasting Coorporation, 2004. Web. 07 Oct. 2009.

[].//** -" The Big6 provides students with a tried and true method to answer a question, complete an assignment, or create a unique product of some sort." -"Information problem solving is an iterative process, so the steps themselves are not necessarily always completed sequentially or in one single pass." -"it involves: -Steps of the Big6: 1. Task Definition 2. Information Seeking and Strategies 3. Location and Access 4. Use of Information 5. Synthesis 6. Evaluation
 * //"AT&T Knowledge Network Explorer : Nuts and Bolts of Big6." Nuts and Bolts of the Big6. 27 Nov. 2007. Web. 07 Oct. 2009.
 * a systematic approach to information problem-solving
 * six broad skill areas necessary for successful information problem-solving
 * a complete library and information skill curriculum"

**//Stripling, B. (2008, September). Inquiry: Inquiring Minds Want to Know. School Library Media Activities Monthly, 25(1), 50 52.//** **//Retrieved October 6, 2009, from Library, Information Science & Technology Abstracts with Full Text database.//** - Both experience and research tell us that students engaged in inquiry are more motivated to pursue learning on their own that students who are fed pre-organized information that they are expected to remember." - "Inquiry is a process of learning that is driven by questioning, thoughful investigating, making sense of information, and developing new understanding." - "The goal of inquiry is not the accumulation of information; it is the exploration of significant questions and deep learning." - "The new 2007 standards...students are empowered to ask meaningful questions and follow a path of discovery to consturct their own understandings, draw conclusions, create new knowledge, and share their knowledge with others." - "All research is messy and recursive; inquiry is more so because no one knows the end." - "Every inquiry learning experience should start with a challenging problem or question." - "Questions that are connected to students' own lives and their prior knowledge are the most intruguing and authentic, and, therefore, motivating to students."

**//Schomberg, J., McCabe, B., & Fink, L. (2003, October). TAG Team: Collaborate to Teach, Assess and Grow. Teacher Librarian, 31(1), 8-11.//** **//Retrieved October 5, 2009, from Academic Search Complete database.//** - "Collaboration is often a stated goal in our schools and deemed best practice but making it work can be a challenge." - "To prepare for our teamwork, we spent several months in intensive research, reading and discussion of materials on assessment, collaboration and information skills." - "We determined five necessary phases and steps in our collaborative process: planning, instruction, information gathering, product and assessment." - "The modeling phase was key to the success of our unit." - "We plan to regularly reassess the unit and the process, as our goal continues to be improved student learning and increased student achievement." - "Three essential ingredients for instructional collaboration: 1. There must be "real" time for collaborative planning. 2. There must be flexible access to the library and teacher-librarian for collaborative units to be successful. 3. There must be administrative support for a collaborative climate in which all instructional staff memebers are instructional partners," - "We frequently need to take a step back to look oncre again at the research and best practice literature." - "We anticipate each collaborative experience will take us further in our journey as we learn from each other and from our students."

- "Higher order thinking skills are the foundation for all inquiry processes." - "The Big6 provides a strategy for developing the foundation of higher order thinking skills and the language skills of reasoning and critical thinking and then applying the understanding of the process and the skills to any inquiry process." - "It is a well packaged and well supported information problem solving or research/inquiry strategy that integrates well with the provincial curricula, and the school and classroom program." - "The Big6 helps students learn the research process as an inquiry process within a curriculum focused on inquiry." - "If you look at the direct connection to Bloom's Taxonomy, the six steps follow that well known description of thinking skills from lower order to higher order thinking skills." - "...it integrates easily with your understanding of the research/inquiry process and you province's and school district's curricula." - "It can be adapted for anyone from kindergarten to old age." - "It has been formally adapted into the Super3 for primary students..." - "...it offers a strongly supported strategy to help you develop students who can think through the research or inquiry process to meet the curriculum expectations." - "...the process is described in a linear progression, (however), it tends to loop back on itself when you are working through a research task." - "The strategy works best when: 1. the initial teaching of the strategy involves opportunities to personalize and make the learning relevant, 2. the discreet skills of a step are taught before a student is required to use a step. 3. students are given a framework and an expectation for reflection and self evaluation. 4. evaluation of skills and process are reported to students and parents. 5. the strategy is used in a variety of contexts throughout the curriculum, with the steps posted in the room, on the desk, in the students' notebooks for easy access and reinforcement. 6. all teachers are trained and integrate the Big6 throughout their program. 7. the teacher-librarian leads, trains, supports, mediates, monitors Big6 implementation through school programs with a matrix, and facilitates the skills and process being taught and reinforced throughout the school. 8. parents are informed about the strategy and given the support necessary for them to help their children with homework involving the Big6 strategy. 9. you personalize the Big6 and integrate it with your provincial/school district/ school approach to the inquiry/research process."
 * //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. EBSCO. Web. 13 Oct. 2009.//**

- "Differentiated instruction and the Big6 seem to be made for each other." - "...the Big6 process allows for seamless differentiation by interest, readiness, and learning profile." - "Children should have access to books and other materials with various reading levels, videotapes, audiotapes, models, and access to subject area experts." - "Allowing students to choose how the result of their information search in Big6 #5 'How can we put our information together?' differentiates instruction by learning profile."
 * //Jansen, Barbara A. "Differentiating Instruction in the Primary Grades with the Big6." Library Media Connection 27.4 (2009): 32-33. Library, Information Science & Technology Abstracts with Full Text. EBSCO. Web. 13 Oct. 2009.//**

- "We must recognize and accept the fact that knowledge is changing so fast that no traditional curriculum can adequately supply students with fact-based learning needed for the challenges they will face" (Murray 42). - "The Big6 integrates information search and use skills with technology tools in a systematic process to find, use, apply, and evaluate information to specific needs and tasks" (Murray 42). - "Educators can use the Big6 skills to guide students to develop critical thinking skills" (Murray 42). - "If educators promote and use an information problem-solving process like the Big6 Skills, they can help students learn to locate, select, evaluate, analyze, and synthesize information from a variety of sources in order to make intelligent decisions" (Murray 42). -'These are the higher-level thinking skills people can use in any content area, at any level, and can continue to use throughout their lives, no matter what new technology or information systems they encounter" (Murray 42).
 * //Murray, Janet. "Looking at ICT Literacy Standards: Through the Big6 Lens." Library Media Connection 26.7 (2008): 36-42. Print.//**

-"These fundamental skills provide students with a comprehensive set of powerful skills to conquer the information age" (Eisenberg 20). -"Teachers can integrate lessons about the Big6 into subject area content and assignments"(Eisenberg 21). -"As we set the goal to educate students to become critical and independent thinkers who will be able to lead, to create, and to succeed, the passive learning/linear teaching model is no longer sufficient and we need a better framework to assist students in achieving this goal" (Eisenberg 23).
 * //Eisenberg, Michael B. "Implementing Information Skills: Lessons Learned From the Big6 Approach to Information Problem-Solving." School Libraries in Canada 22.4 (2003): 20. Library, Information Science & Technology Abstracts with Full Text. EBSCO. Web. 17 Oct. 2009.//**

