K-W-L-Q

﻿ K-W-L-Q

==**Collaborators: ** == Linda M. Drake Mary Virginia Meeks

Red=Examples from Dr. Moreillon's example wiki. (I left her examples on here for now just to give us guidelines for starting. We can take these off once we are rolling on the chart.)

// How well does this process align with S4L? // || Murray's "Big 6 Matrix" does a very thorough job of aligning the process with S4L || // What do librarians and teachers in the district where I hope to work think of the Big6? Do they use it or another model? // || Big6. Web. 07 Oct. 2010. [].
 * Big6**
 * **Know** || **Want to Learn** || **Learn** || **Further Questions** ||  ||
 * // There are 6 steps. // || // Does this process work at all instructional levels? //
 * The Big Six is a popular information processing model. || Why is it so popular? What has attracted so many to this processing model as opposed to others? || I imagine that the amount of materials to facilitate teaching this process certainly helps. I really like how the Big6 Kids site, is geared to students' needs by giving advice and homework completion checklists. || Have evidence studies been done linking higher scores to the Big 6 model? This would be powerful evidence indeed. ||
 * The 6 steps can be simplified into 3 for lower level learners: Plan, Do, Review. |||| Can three steps really lead to much inquiry learning? Is there a temptation for teachers to teach/model inquiry less and simply expect the research to be done faster in just three steps? I would imagine that time crunched teachers still require the same product whether the process is based on deep inquiry of not. || Concrete examples of lesson plans for learners of different levels would be nice to review. ||
 * A recommended model for teaching research according to Texas School Library Standard I, Principal 1.b. || Are any other models recommended? Is it required in Texas standards? || The standard specifically states "Independent Investigation Method by [|Active Learning (IIM)], or other research process model." || I wonder what other states' standards require? ||

Big 6 and Super 3. Web. 01 March 2011. []

Murray, Janet. "Big6 Matrix: Use the Internet with Big6 Skills to Achieve Standards." Janet R. Murray. Web. 02 Mar. 2011. 

Texas State Library and Archives Commissioners in Consultation with the State Board of Education. "Texas School Libraries' Standards Standard I -Texas State Library and Archive." Texas State Library and Archives Commission. 01 Dec. 2008. Web. 02 Mar. 2011. <http://www.tsl.state.tx.us/ld/schoollibs/sls/stand1.html>.

//How are students taught to ask worthwhile questions?// || * <span style="color: #800080; font-family: 'Times New Roman',Times,serif;">The article by Loerke and Oberg records an example of a research project where Science teachers used aspects of ISP to diagnose students needs. Based upon student response and bevhaviors, teachers intervened by teaching skills or deepening practice of the process. <span style="border-collapse: separate; color: #800080; font-family: 'Times New Roman',Times,serif; line-height: normal;">1. Spend time exploring research process models such as Kuhlthau's (1993) Information Search Process and have students think about their own research process throughout the research inquiry. <span style="border-collapse: separate; color: #800080; font-family: 'Times New Roman',Times,serif; line-height: normal;">2. Focus equally on the affective domain along with the cognitive domain to support students throughout a research inquiry (use Kuhlthau's affective domain as a guide). <span style="border-collapse: separate; color: #800080; font-family: 'Times New Roman',Times,serif; line-height: normal;">3. Provide time for students to gain background knowledge about the topic before expecting them to focus and provide graphic organizers such as webs to support focus formulation. <span style="border-collapse: separate; color: #800080; font-family: 'Times New Roman',Times,serif; line-height: normal;">4. Provide opportunities to reflect on the process throughout the research inquiry using journals and small- and large-group discussion. <span style="border-collapse: separate; color: #800080; font-family: 'Times New Roman',Times,serif; line-height: normal;">5. Provide students with support and skills for dealing with large amounts of text: reading nonfiction strategies such as using keywords, titles and subtitles, skimming, and scanning. (Branch)" || //If inquiry learning takes more time than traditional "research," how many students are actually experiencing inquiry learning in time crunched, testing-focused schools today?//
 * Information Search Process model (Kuhlthau)**
 * > **Know** ||> **Want to Learn** ||> **Learn** ||> **Further Questions** ||
 * I//nvolves students in developing questions// || //What part do educators play in framing the topic? Guiding students' questions?//
 * "<span style="border-collapse: separate; color: #800080; font-family: 'Times New Roman',Times,serif; line-height: normal;">Five key suggestions for practitioners would be the following.

I wonder the same thing. I imagine that true collaborative inquiry experiences are few and far between. I think to have a strong overall impact, the inquiry process might need to be started in very small stages at lower grades and "worked up" the grade levels. ||
 * The inquiry process outlines the emotional responses of the student at each level || How does knowing the emotional needs of the learner help? How are emotions determined or measured? || * <span style="color: #800080; font-family: 'Times New Roman',Times,serif;">Sometimes the emotional needs of the student helps determine the intervention (Loerke and Oberg), sometimes the emotional needs of the student assists students to self-evaluate where they are in the process and how they are progressing (Kuhlthau 1995).
 * <span style="color: #800080; font-family: 'Times New Roman',Times,serif;">Students’ emotional clues guide teacher & teacher librarian to “intervene.(Kuhlthau 18).”
 * <span style="color: #800080; font-family: 'Times New Roman',Times,serif; line-height: 0px; overflow-x: hidden; overflow-y: hidden;">﻿Intervention Zones (Shannon) See table 2 below.
 * <span style="border-collapse: separate; color: #008000; font-family: 'Times New Roman',Times,serif; font-size: medium; line-height: normal;">"Based on her studies, Kuhlthau observed several things. First, students have unrealistic expectations about the research process. Second, students lack tolerance for the messiness and uncertainty of research. Third, students underestimate the time required for each stage of the process. Lastly, students perceive that formal mediators such as librarians and teachers have a limited role and don’t consider them able to offer guidance or support with the process. These findings indicate that teaching and/or modeling the research process would be of great value to students" ( Allen 2002). || <span style="color: #800080; font-family: 'Times New Roman',Times,serif;">Would like to know more about how this “3-member team (Kuhlthau 19)” fits in to a regular schedule of classes? (Specific examples of how this is implemented) ||
 * The process starts simple and builds toward deeper levels || How are the levels in the ISP process similar to or different from the Big 6 steps? || = (See chart below) = || <span style="color: #800080; font-family: 'Times New Roman',Times,serif;">It seems as though each inquiry process has different strengths and weaknesses. Is there a study that shows indicators for using one approach over another based upon the needs and abilities of the learner? ||

** Inquiry Stages Big 6-- ISP **
Stage 2-Topic selection || 3. Location and access 4. Information use || Stage 3-Prefocus exploration Stage 4-Focus formulation || Stage 6-Search Closure ||
 * Questioning: Raising the information needed || 1. Task definition || Stage 1-Task initiation
 * Exploring: Reading, viewing, listening || 2. Information seeking strategies
 * Assimilation: Accepting, incorporating, or rejecting || 4. Information use || Stage 5-Information collection
 * Inference: Application for solution and meaning || 5. Synthesis ||  ||
 * Reflection: Adjustment for additional questioning || 6. Evaluation ||  ||

<span style="font-family: 'Comic Sans MS',cursive;"> Allen, Lisa. "The Information/Media Specialist in the Academic Learning Community: Integrating Kuhlthau into the Undergraduate Curriculum." (3 Dec. 2002) Web. 6 Mar. 2011. http://www.pages.drexel.edu/~la35/Kuhlthau.html
 * <span style="color: #800080; font-family: 'Times New Roman',Times,serif;">6 steps: initiation, selection, exploration, formulation, collection, and presentation. || <span style="color: #800080; font-family: 'Times New Roman',Times,serif;">How does this inquiry process support the overall learning and development of the student? || <span style="color: #800080; font-family: 'Times New Roman',Times,serif;">“Five kinds of learning are accomplished through inquiry: information literacy, learning how to learn, curriculum content, literacy competence and social skills (Kuhlthau 6).” || <span style="color: #800080; font-family: 'Times New Roman',Times,serif;">Again, would like to see concrete examples of intervention, particularly when one notices a lack of development in one of the five kinds of learning. ||

<span style="color: #800080; font-family: Arial,Helvetica,sans-serif; line-height: 20px;">Branch, Jennifer L.. "Instructional Intervention is the Key: Supporting Adolescent Information Seeking." School Libraries Worldwide 9.2 (2003): 47-61.Library Lit & Inf Full Text. Web. 5 Mar. 2011.

Kuhlthau, Carol Collier. "Guided Inquiry: School Libraries in the 21st Century." School Libraries Worldwide 16.1 (2010): 1-12. Library Lit & Inf Full Text. Web. 1 Mar. 2011.

<span style="color: #800080; font-family: Arial,Helvetica,sans-serif; line-height: 20px;">Kuhlthau, Carol Collier. "The Process of Learning from Information." School Libraries Worldwide 1.1 (1995): 1-12. Library Lit & Inf Full Text. Web. 5 Mar. 2011 <span style="font-family: Verdana,Arial; font-size: 10px; line-height: 20px;">.

Kuhlthau, Carol C., and Leslie K. Maniotes. "Building Guided Inquiry Teams for 21st-Century Learners." School Library Monthly 26.5 (2010): 18-21. Library Lit & Inf Full Text. Web. 1 Mar. 2011.

"Kuhlthau's Model of the Stages of the Information Process." HSU Library. Web. 3 Mar. 2011. <http://library.humboldt.edu/~ccm/fingertips/kuhlthau.html>.

<span style="color: #800080; font-family: Arial,Helvetica,sans-serif; line-height: 20px;">Loerke, Karen, and Dianne Oberg. "Working Together to Improve Junior High Research Instruction: An Action Research Approach." School Libraries Worldwide 3.2 (1997): 56-67. Library Lit & Inf Full Text. Web. 5 Mar. 2011.

<span style="color: #800080; font-family: 'Times New Roman',Times,serif;">Shannon, Donna. "Kuhlthau's Information Search Process." School Library Media Activities Monthly 19.1{I.E.2} : 19-23.Library Lit & Inf Full Text. Web. 5 Mar. 2011.

Stripling, Barbara. "Assessing Information Fluency: Gathering Evidence of Student Learning." School Library Media Activities Monthly 23.8 (2007): 25-29. Print.

<span style="color: #008000; font-family: 'Times New Roman',Times,serif; line-height: 19px;">"Virtual Information Inquiry: Information Search Process (ISP)." Virtual Information Inquiry: Student Information Scientists and Instructional Specialists in the Learning Laboratory. Web. 27 Feb. 2011. <[]>. (From Linda's Notes)