Persuasive+Presentation+Pre-Writing+Chart

= Pre-Writing Chart for A.2.4 K-W-L-Q =

Big6
and based on six levels of Bloom's taxonomy"(Milam, 31) || How/why did the authors develop this strategy? || The six steps are: Task definition; Information-seeking strategies; Location and access; Information usage; Synthesis; and Evaluation (Milam, 31). || What is an effective method for teaching these steps to students? || Plan, Do, Review (Milam, 31). || Are there concrete examples from schools where the Big6 strategy has been successful? || 1. Task Definition: 1.1 Define problem 1.2 Identify the information needed. 2. Information Seeking Strategies: 2.1 Determine all possible sources. 2.2 Select the best source 3. Location & Access: 3.1 Locate sources. 3.2 Find information within sources. 4. Use of Information: 4.1 Engage (read, hear, view) 4.2 Extract relevant information 5. Synthesis: 5.1 Organize information from multiple sources. 5.2Present the results. 6. Evaluation: 6.1 judge the result (effectiveness) 6.2 Judge the process (efficiency). (Eisenberg 15) || This process seems straight forward, but how does it translate into teacher curriculum? ||
 * ===**Know**=== || ===**Want to Learn**=== || ===**Learn**=== || ===**Further Questions**=== ||
 * "supports critical thinking
 * "every two steps in Big6 relate to one of Piaget's three stages of cognitive development: pre-operational, concrete-operational, and formal operational" (Milam, 31) || How can the Big6 strategy be altered for students with disabilities (those receiving special education services)? || There is a simplified strategy for younger students called Super3:
 * Big6 can be performed in a non-linear fashion (Eisenberg video). ||  || "Task definition is the stage of the Big6 that gives students the most difficulty" (Eisenberg, 33). ||   ||
 * It is a research process. || What are the specifics of the six steps? || **Components of Big6 **
 * Students struggle completing research beyond "google". || Do adolescents really have trouble access information in a life situation or just in an academic situation? || “Yes, we are surrounded by information, but we can never seem to find what we want, when we want it, and in the form we want it.” (Eisenberg 4) || ​ Is there proof or school examples that prove this process helps students navigate more information more effectively? ||
 * It is integrated into the Utah Library Media/Information Literacy State Core Curriculum. || Is this an effective research process? || "Recognizing the pervasive nature of information and the importance of information problem-solving skills is the key to where we, as educators, are and where we are going". (Eisenberg 192) ||  ||

Inquiry Learning
by questioning, investigating, and making sense of information that leads to deep understanding (Stripling, 50) || How does the teacher and/or librarian engage unwilling students to ask questions about the topic at hand? || "Inquiry...is a way of learning that involves more than the application of skills. Also necessary... are dispositions (attitudes toward learning), responsibilities, and self-assessment or reflection" (Stripling, 50). || For students to be engaged in the Inquiry process, they must tap into prior experience. How does this work for students with little background knowledge? || What is the difference between inquiry and information literacy? || Information literacy is the ability to process information and use it accordingly. Inquiry is “a way of learning that involves more than the application of skills.” (Stripling 50) || What is the role of the library media specialist in inquiry-based teaching and learning? || Why focus on inquiry? || “The emphasis on inquiry is a natural extension of John Dewey’s ideas of learning through experience.” (Stripling 50) || || What is the underlying process of inquiry and what skills are most important? || Tap prior knowledge, generate questions, plan for investigation, select resources, organize information, demonstrate knowledge, reflect. (Stripling 51) || || Who does inquiry differ across content areas? || “The emphasis may be on different types of thinking.” (Stripling 51) || ||
 * ===**Know**=== || ===**Want to Learn**=== || ===**Learn**=== || ===**Further Questions**=== ||
 * Inquiry is a process of learning driven
 * I know how inquiry works in the English curriculum. ||

**Works Cited**
Eisenberg, Michael B. "Information Literacy." Video. June 2009.

Eisenberg, Michael B. "It All Starts with Task Definition." //Library Media Connection// 23,5 Feb. 2005: 33. //Academic Search Complete//. Web. 14 October 2009. <[]>.

<span style="font-family: Arial,Helvetica,sans-serif;">Eisenberg, Michael B., and Robert E. Berkowitz. //The Big 6 in Secondary Schools//. Worthington: Linworth Publishing, Inc., 2000. Print.

Milam Peggy. "Destination Information: A Road Map for the Journey." //School Library Management//. Eds. Judi Repman and Gail K. Dickinson. Columbus, OH: Linworth Publishing, Inc., 2007.

Stripling, Barbara. "Inquiry: Inquiring Minds Want to Know." //School Library Media Activities Monthly// XXV,1 Sept. 2008: 50-52.