Persuasive+Presentation+Pre-Writing+K-W-L-Q

Janis - Notes Works Cited Page Christina -- My Notes (with citations included) Kuhlthau's ISP
 * Know || Want to Learn || Learned || Questions ||
 * There are 6 steps || How does it compare with inquiry learning? || Both are constructive processes || How does it differ from other models? ||
 * Emphasis on feelings associated with each step || Why are feelings important? || Observing them will help determine when assistance is needed "Its consecutive stages can form the basis for timed interventions in order to support users throughout the progress of a project" (Kuhlthau et al.). Confusion stage provides for a teachable moment (Callison and Lamb). || Will this work in cooperative learning situations? ||
 * ||  ||   || Does it work as a whole school approach? Is it too complex to be useful for students? ||
 * There are specific activities associated with each step. (Allen) || Do all activities have to be completed before going to the next step? || Process is not rigidly linear. It's ok to stop or go back to a previous step at any time. There are multiple ways to do each step. (Allen) || How will I know when I can tell them it is ok to move on? Do I need to control that at all? ||
 * Research has to be compatible with school schedule and policy. || Is this process adaptable enough to use? How long does it take? || Time is hard to gauge except for first and last steps. Pace varies. (Kuhlthau) I will need to predict based on experience with students. || If I provide structure for time management, is that undernining the process? ||

Widely used. || Will it work for all subject areas? || Works for problem solving in all areas of school, work, and life. Steps are just names for things people already do. || Is there a training requirement before the process can be taught to students? Is it financially feasible? ||
 * Big 6 ||
 * Know || Want to Learn || Learned || Questions ||
 * There are six steps.
 * There are 6 steps for older students and 3 steps for young students.  Has its own website.  ||= What kinds of resources does it offer? ||= Many free resources, Including graphic organizers, note taking templates, songs, transparencies, hand outs.

Monthly webinars for continuing education. (not free) || Will school librarians, content teachers, and students find these resources useful? || //Big 6.// Web. October 1, 2010. []

Students can be trained for formulate effective or "telling" questions. (Question Press) || Can the teacher introduce a real life situation to start the process? ||
 * Inquiry**
 * Know || Want to Learn || Learned || Questions ||
 * There are generally seven parts of the inquiry cycle. || How do these parts align with various research models? || All basically align. REACTS lacks reflection component, but addresses prior knowledge. So does Info Zone. Only Big6 has planning component. (Info.Age Inquiry) || How much emphasis does planning require? How involved does it have to be? ||
 * Messy and recursive process with no known outcome || Is there a way to contain the outcomes within a range? || Outcomes will depend on the individual, Product can be designated by teacher. (Info.Age Inquiry) || Should form be proscribed, or should there be options? ||
 * The focus is on repeated questioning || What stimulates initial question? What kinds of questions? || Connect to prior knowledge or real life situation(Stripling)
 * Not much...it seems to be cyclical and always comes back to reviewing and editing. ||  What kinds of resources do inquiry models provide?  ||   ||   ||

//Inquiry Based Learning.// Web. October 2, 2010. **[]**

Stripling, B. (2008, September). Inquiry: Inquiring Minds Want to Know. //School Library Media Activities Monthly//, //25//(1), 50-52. Retrieved October 2, 2010 from Library, Information Science & Technology Abstracts with Full Text database.

//Information Age Inquiry.// Web. October 2, 2010 []

//FLIP IT.// Web. October 2, 2010. []

//Info Zone.// Web. October 2, 2010. []

//Question Press.// Web. October 2, 2010. []

Kuhlthau, C.C., HeinstrÖm, J. & Todd, R.J. (2008). "The 'information search process' revisited: is the model still useful?" //Information Research//, **13**(4) paper 355. [Available at [|http://InformationR.net/ir/13-4/paper355.html]]