Prewriting+KWLQ

Prewriting
Crissy (green)
 * KEY:**
 * Dani (navy) **

See discussion thread below for negotiations of inquiry processes used in this prewriting stage.

Inquiry Process #1: TLC (Thoughtful Learning Cycle) by Stripling and Pitts due to the name "cycle" || Does the process allow students to revise their original questions? || "Inquiry is very recursive as students "mess around" with the subject to gain insight into the overall topic and into what aspect intrigues them the most" (Stripling).
 * ==Know== || ==Want to Learn== || ==Learned== || ==Questions== ||
 * It is a multi-step process. || Can the process be applied to all ages? || I didn't find the answer to "can the process be applied to all ages." But, the stages of the process could be simplified for younger learners. For example, during the process of inquiry, the teacher and librarian could assist students with creating research questions. At this st age "students write a tentative thesis statement or statement of purpose, formulate research questions, and develop a plan for research and production" (Stripling). While this sounds advanced, teachers and librarians could develop this together. || If this process were to be used with younger learners and middle-grade learners, what steps in the process would need to be modified to accommodate these students' abilities? ||
 * Inquiry-based || Can the process be applied to all content areas? || Likewise, although I did not find a direct answer to the question "can the process be applied to all content areas," the sample given in the text is a social studies example. Any subject in which students are asking questions about their content area would benefit from this inquiry process model. ||  ||
 * Probably recursive

During the "find information" phase: "As they begin to find information, they may find themselves asking additional questions or pursuing their topics along a different route. Their questions or tentative thesis may change; they may discard all their original sources" (Stripling).

"Basing investigations on a linear problem solving model in which the final step is a completely resolved solution leads to trivialization of thought" (Stripling). // The benefit of this model is that it is not linear. //

"A cyclical model like the Thoughtful Learning Cycle should help students understand that learning is continual and recursive, and that the main goal is not a final product or solution but the formulation of ideas, understandings, and further questions" (Stripling). || How could teachers incorporate the idea of inquiry into their daily lessons in order to create a learning environment where students are questioning what they know and using an inquiry process to create new understandings? ||
 * || How does the process enhance collaboration between teachers and librarians? || "Because learning must occur on all strands simultaneously for any subject learning to occur, thoughtful learning must involve content and process teaching throughout. In other words, thoughtful learning demands collaborative planning and teaching between the library media specialist (the process specialist) and the classroom teacher (the content specialist)" (Stripling). || How can the librarian be a support to the teacher in her classroom? ||
 * || What are the benefits of using this model over another one? || "A cyclical model like the Thoughtful Learning Cycle should help students understand that learning is continual and recursive, and that the main goal is not a final product or solution but the formulation of ideas, understandings, and further questions" (Stripling).

"The overall structure of this model is a cycle, because real learning should always lead to more questions and further investigation" (Stripling). ||  || Gets students thinking after the project is over. Probably good for secondary students because of the emphasis on thoughtfulness (going beyond simple question answering). || Do students report learning more using this method? || I could not find information reported from students who have used this model. I will continue searching. || Are there comments available from students about using TLC? || Content
 * Involves thinking beyond simply answering questions.
 * || Do teachers notice improved or more thoughtful presentations when students use TLC? || I could not find information reported from teachers who have used this model. I will continue searching. || Are there comments available from teachers about using TLC? ||
 * || What are the exact steps in TLC? || "Encircling the core of personal understandings are the integrated content and process elements that provide the structure for learning. In the content strand, a student progresses (recursively) through four stages:
 * 1) Need to Know/Concept and Essential Questions
 * 2) Information
 * 3) New Understanding; and
 * 4) Assessment Product.

The information processes occurring simultaneously with the content phases include three aspects: Process
 * 1) Inquiry;
 * 2) Synthesis/Decision Making; and
 * 3) Expression" (Stripling).

"This whole thoughtful-learning-cycle structure is surrounded by an essential network of ongoing assessment involving both reflection and feedback. Peers, teachers, and the learners themselves should reflect on the content and process and provide feedback to the learner at all phases of the learning cycle" (Stripling).

1. Choose a broad topic 2. Get an overview of the topic 3. Narrow the topic; reflection point: Is my topic a good one? 4. Develop a thesis statement or purpose; reflection point: Does my thesis statement represent an effective concept for my research? 5. Formulate questions to guide research; reflection point: Do the questions provide a foundation for my research? 6. Plan for research; reflection point: Is the research plan workable? 7. Find/analyze/evaluate sources; reflection point: Are my sources adequate? 8. Evaluate evidence/take notes/compile bibliography; reflection point: Is my research complete? 9. Establish conclusions/organize information into an outline; reflection point: Are my conclusions based on researched evidence? 10. Create and present final product; reflection point: Is my project satisfactory? (Milam) ||  ||

Source:

Milam, Peggy. "Destination Information: A Road Map for the Journey." //Library Media Connection // (2004): 20-23. Web. 25 Feb. 2014. .

Stripling, Barbara K. "Learning-Centered Libraries: Implications from Research." //School Library Media Quarterly // 23.3 (1995): n. pag. //American Library Association //. Web. 22 Feb. 2014. .

Inquiry Process #2: ISP (Information Search Process) by Carol Kuhlthau

Inquiry-based process Multi-step process || Can the process be applied to all ages? Can the process be applied to all content areas? || ISP is based on a constructivist view of learning.
 * ==Know== || ==Want to Learn== || ==Learned== || ==Questions== ||
 * ISP is one of the first inquiry models

ISP can be applied to all ages; however, since the model was developed using studies of teenagers, younger children may experience phases of the ISP differently than more mature learners. "The studies underlying the development of this model were conducted with teenagers. Some further studies suggest that younger children experience the search process in similar holistic ways but with some important differences (Harada, 1996; Kuhlthau, 1988b). Younger children under the ages of eleven or twelve experience formulation less intentionally than teenagers. This would seem to be in keeping with developmental theories related to concrete and abstract thinking. While younger children do experience the stages of the ISP, they may be more involved in building their general knowledge than formulating a personal perspective" ( Kuhlthau, "Learning" ). || How would a teacher or librarian adapt each phase for younger learners? Students with learning difficulties? ||
 * || Does the process allow students to revise their original questions? Is it a recursive or reflective process? || ISP is reflective. "Focus formulation calls for reflective thinking about the information encountered in the exploration stage of the ISP that provides a direction for the completion of the search" (Kuhlthau, "Information").

During the exploration phase, students are asking questions to guide their research: "at exploration, students find it helpful to list ideas and questions while skimming a wide range of materials rather than taking copious notes from one text" ( Kuhlthau, "Learning" ). The Exploration phase has a component of reflection, but it doesn't seem to be as recursive as TLC. "Exploration facilitates formulating a focus during the search process. However, people often attempt to move from selection directly to collection without the essential exploration for the formulation that gives direction to the search. Exploring uncovers information for formulating new constructs, whereas collecting gathers information for documenting established constructs" (Kuhlthau, "Information").

"Understanding develops through extending and defining a topic by reflecting on the information encountered to solidify personal understanding" (Kuhlthau, "Information").

"Formulation follows reflection, not in a strictly linear sense but in a reiterative way that moves the student toward construction" ( Kuhlthau, "Learning" ). ||  ||
 * || What are the benefits of using this model over another one? || This model considers the learner's feelings during the process.

"The model of the ISP describes users’ experience in the process of information seeking as a series of thoughts, feelings, and actions. Thoughts that begin as uncertain, vague, and ambiguous become clearer, more focused, and specific as the search process progresses" (Kuhlthau, "Information"). || How does a teacher or librarian help students who are feeling frustrated and uncertain at some phases of the process? || "Teachers and librarians working as a team can play an important role in enabling the process of construction in information-rich environments" (Kuhlthau, "Learning").
 * || How does the process enhance collaboration between teachers and librarians? || // Teachers and librarians take a coaching role to students. //

"They [librarians] have responsibility to create the learning environment consisting of a problem that initiates the learning and the resources for studying the problem. They also have a role in guiding and coaching students in the ISP when a zone of intervention occurs" (Kuhlthau, "Learning"). || How can a librarian and teacher collaborate? (My research did not fully answer this question.) || Source: Kuhlthau, Carol. "Information Search Process." Rutgers University, Oct. 2013. Web. 23 Feb. 2014. .
 * ISP addresses the feelings that occur during the inquiry process. || How do emotions affect the process of ISP (are the steps a result of the emotions that happen during searching)? || "The Information Search Process (ISP) presents a holistic view of information seeking from the user’s perspective in six stages: task initiation, selection, exploration, focus formulation, collection and presentation. The six stage model of the ISP incorporates three realms of experience: the affective (feelings) the cognitive (thoughts) and the physical (actions) common to each stage (1). The ISP reveals information seeking as a process of construction influenced by Kelly’s personal construct theory (2) with information increasing uncertainty in the early stages of the ISP" (Kuhlthau, 2013). //The steps are not a result of emotions, rather they take them into consideration.// ||  ||
 * || What do students have to say about ISP? ||  ||   ||
 * || What do teachers who have used ISP think about it? ||  ||   ||
 * ||  ||   || "At the beginning of the research process most students presented their topics with descriptive statements. The common starting point was to list superficial general facts. Students predominantly estimated their knowledge as 'not much'. (For further results see Todd 2006). The data showed that at the initiation stage, their main difficulty was choosing a topic to research. The characteristic feelings at this stage were uncertainty and confusion, feelings that then continued to decrease throughout the project. Student descriptions of their initial difficulties revealed that these feelings often were related to lack of knowledge and insecurity as how to proceed" (Kuhlthau, Heinstrom, Todd). ||

Kuhlthau, Carol Collier. "Learning In Digital Libraries: An Information Search Process Approach." Library Trends 45.4 (1997): 708. Library, Information Science & Technology Abstracts with Full Text. Web. 23 Feb. 2014.

From the rubric: "The Works Cited or Works Consulted page shows that the partnership investigated this topic **BEYOND the resources provided** in LS5443. At least **five** such works were cited or consulted."
 * Additional Research:**

Fontichiaro, Kristin. 2009. [|“Nudging Toward Inquiry: Re-Envisioning Existing Research Projects.”] // School Library Monthly // 26, no.1 (September), 17–19.

Ogle, Donna. "Creating Contexts for Inquiry: From KWL To PRC2." //Knowledge Quest// 38.1 (2009): 56-61.

Gordon, Carol. "Students As Authentic Researchers: A New Prescription for the High School Research Assignment." American Library Association. AASL, n.d. Web. 23 Feb. 2014.

Kuhlthau, Carol Collier. "Learning In Digital Libraries: An Information Search Process Approach." Library Trends 45.4 (1997): 708. Library, Information Science & Technology Abstracts with Full Text. Web. 23 Feb. 2014.

Kuhlthau, Carol, Jannica Heinstrom, and Ross Todd. "The 'information Search Process' Revisited: Is the Model Still Useful?" Information Research 13.4 (2008): 45. Library, Information Science & Technology Abstracts with Full Text. Web. 23 Feb. 2014.

Kuhlthau, Carol. "Information Search Process." Rutgers School of Communication and Information. Rutgers University, Oct. 2013. Web. 23 Feb. 2014.

S tripling, Barbara K. "Learning-Centered Libraries: Implications from Research." School Library Media Quarterly 23.3 (1995): n. pag. American Library Association. Web. 22 Feb. 2014. .

Link to Crissy's Notes Link to Dani's notes