Link+to+Amy's+Notes+on+Inquiry+and+Research+Process+Models

Amy's Notes on Inquiry and Research Process Model

Inquiry-Based Learning "Posing Real questions Step 2: Finding Relevant Resources step 3: Interpreting information Step 4: Reporting Findings"-telling the "learning journey" instead of just telling the facts that you found.
 * education philosopher John Dewey started this type of learning
 * inquiry based learning starts and has a foundation in asking questions-it must be motivating to the students-p. 4
 * "driven more by the learner's questions than by the teacher's lessons."
 * constructivist approach to education
 * inquiry learning is about learning how to find the answer, rather than the topic. The topic isn't the most important thing.
 * "instructors act as coaches, guides, and facilitators who help learners arrive at their 'true' quetsions-the things they really care about."
 * Advantages:
 * "particularly well suited to collaborative learning environments and team projects"
 * you can work with the whole class on a topic or question as long as the whole class find the question valuable
 * can work with all ages
 * "acknowledges that children, especially children from minority and disadvantaged communities have 'funds of knowledge'"-these kids do brings knowledge to the classroom and this type of learning gives them the ability to show that
 * there is an art to asking good questions. They cannot be factual questions that are quickly looked up and answered. "They cannot be too personal." These personal questions have the student reflect on the inside of them, instead of having to look outward and do research on the question. It's called external research.
 * "children participate in the planning, development and evaluation of projects and activities.
 * Steps:

"A Guide to Inquiry-Based Learning." //Agora// 44.1 (2009): 4-11. //Education Research Complete//. EBSCO. Web. 5 Mar. 2010.

Oehlkers, William, and Heather Ruple. "Inquiry into action: A model for learning." //Reading Today// 24.6 (2007): 40. //Education Research Complete//. EBSCO. Web. 5 Mar. 2010.
 * "The rationale for this approach is that students are most likely to be engaged when they focus on asking and answering their own questions rather than merely reading a textbook."
 * more authentic
 * "It's about making learning meaningful and action-oriented. It's about integrating language arts."
 * all students with all backgrounds can benefit from inquiry based learning.

Wai Lun Anthony, Leung. "Inquiry Learning in Primary Classroom." //International Journal of Learning// 12.8 (2005): 235-240. //Education Research Complete//. EBSCO. Web. 5 Mar. 2010.
 * "learning by doing"-John Dewey
 * "how to attack questions and problems encountered in various content areas"
 * students will learn by "acquiring and constructing knowledge and developing various important generic skills through a variety of learning experiences." These generic skills that are acquired through inquiry learning can be applied to all sorts of information gathering-whatever the learner is interested in and needs to know.
 * Great table: taken from p. 238
 * Project Component || Introduction to Project Preparation: "Wonders of the Human Body" ||
 * Curricular Issues || What is the goal of your group project? ||
 * Time Frame || What did you do as you planned your project on ....-(selecting topics, finding resources, using mind maps, outlines) ||
 * || What changes did you make while you were planning it? ||
 * || In what ways did your classmates and teacher give you suggestions on how to improve your project on... ||
 * || How long did you work on this project? How much time did you spend on planning, gathering and selecting information, analyzing, editing, and putting it all together for presentation? ||
 * || Do you wish that you had been given more time to work on this project? What else would you have done on the this? ||
 * Student Direction || How did you select the information on the the project? (What resources did you use? Why did you leave some information out?) ||
 * || How did you decide which media you would use to make your information clear? ||
 * || How did the teacher help? ||
 * Multimedia || Which types of media did you include in your report? Graphs, photos, PowerPoint, role-play? ||
 * || How did the media enliven the project in comparison to a text-like report? ||
 * Audience || Who is your audience? How did you choose information and media to capture your audience's attention on your oral presentation of findings? ||
 * || How would you change your project for a different audience? ||
 * Collaboration || How did the whole team contribute to this project? ||
 * || How did your team make choices as you built this project on ....? ||
 * || Demonstration of Project ||
 * || Lesson Learned from the Project ||
 * Assessment || What did you learn during this project in relation to ....? ||
 * || W[[image:http://www.wikispaces.com/i/editor/insert_table.gif]]hat will you do differently during your next project? ||

Fontichiaro, Kristin. "Nudging toward Inquiry: Re-envisioning Existing Research Projects." //School Library Monthly// 26.1 (2009): 17-19. //Education Research Complete//. EBSCO. Web. 5 Mar. 2010.
 * School Librarians are the people that can help impliment inquiry learning
 * Instead of hurting a teacher's pride and telling them that their assignments are traditional, retell what they've learned, they should help them out in small bits-such as focusing on asking questions with the students, or adding self-reflection.
 * AASL Standards say that inquiry learning builds on "prior knowledge of students", does "explorations of misconceptions", "and critical thinking". "The Standards also emphasize the role of self-assessment and reflection."
 * knowing about inquiry and just doing inquiry are two different things. Sometimes they don't meet. Reasons for this are: "outdated library media curriculum that focuses more on isolated skills, a school culture tht does not value curiosity, a too-large state or district curriculum, underpaid teachers who are too tired of embarking on something new, other student learning needs that take priority, or building staff whose expertise lies elsewhere."
 * teachers lack time to do true inquiry

Big6
In reading this article, it made me want to go back into the classroom, throw the scope and sequence out the window, and get down and teach. It is not necessarily about teaching the content, but about teaching the process. Big6 helped a social studies teacher learn to teach the process and in turn his student's scores went from 53% passing to 99% passing. He and the librarian worked together all year, spent hours after school on their own time, but got the job done. There are six Big6 Skills: Berkowitz, Bob, and Ferdi Serim. "Moving Every Child Ahead: The Big6 Success Strategy." //Multimedia Schools// 9.3 (2002): 16. //Education Research Complete//. EBSCO. Web. 5 Mar. 2010.
 * Big6 is an "information-process-driven approach."
 * It includes high quality instruction. This involves "higher-order thinking skills, repetition of good practices, moving from teacher-dependent to independent student learning behaviors, and levels of learning: literal, interpretive, applied."
 * can help with vocabulary needs
 * teacher models good work
 * "We can improve scores by improving thinking!"
 * 1) Task Definition-what are you trying to accomplish?
 * 2) Information-Seeking Strategies-review and analyze all aspects of the teaching and learning process
 * 3) Location and Access-
 * 4) Use of Information-
 * 5) Synthesis-
 * 6) Evaluation-"work against examples of quality work and learned to assess their own effort."

I really liked this article because it talked about Blooms taxonomy and how the Big6 fits into that. Every educator/librarian has heard and studied Bloom's Taxonomy and knows how important it is. Here is what the article had to say about it.

Knowledge-Step 1 Task definition-defining the problem and identifying its information requirements Comprehension-Step 2 Information-Seeking Strategies-determining possible sources and evaluating their priority Application-Step 3 Location and access-locating the sources and then locating information in them. Analysis-Step 4 Information Usage-reading information and then extracting details Synthesis-Step 5 Synthesis-organizing and presenting information Evaluation-Evaluation-judging the product and the process

Milam, Peggy. "A Road Map for the Journey." //Library Media Connection// 22.7 (2004): 20-23. //Education Research Complete//. EBSCO. Web. 5 Mar. 2010.

Lessons learned from the Big6 involving information problem solving: Eisenberg, Michael B. "Implementing Information Skills: Lessons Learned From the Big6 Approach to Information Problem-Solving." //School Libraries in Canada// 22.4 (2003): 20. //Education Research Complete//. EBSCO. Web. 5 Mar. 2010.
 * "Use technology as a tool for organization, communication, research, and problem solving."
 * "School library professionals have worked hard to move from teaching isolated "library skills" to teaching integrated "information skills."
 * Collaboration must happen with the classroom teacher, librarian, and computer teacher in order to integrate technology and curriculum together.
 * "Information skills can be applied in all subjects, with students of all ages, and across all grade levels (K-20); the Big6 is not just for kids."
 * "Information problem-solving should be adaptable and flexible; it should be able to be applied to any information situation."
 * "Information problem-solving is non-linear; e.e., the Big6 is not necessarily a step-by-step process."
 * "Technology skills take on meaning within an information problem-solving process."
 * "Information problem-solving relates to all subject area curricula at all grade levels."
 * "Information problem-solving is essential for student success." As I have read several times, Big6 is definitely a key in helping students internalize the process of learning information, not just trying to remember facts.