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Inquiry Process Models


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Looks at different inquiry process models, including Kuhlthau's Information Search Process and Guided Inquiry derived from it, Big 6 Skills, plus a number of others.

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Inquiry Process Models

  1. 1. Inquiry Models
  2. 2. What is “inquiry”? • “. . . is a puzzlement!” 2
  3. 3. What is “information inquiry”? 3
  4. 4. 4 What is the function of an information inquiry model? • Ken Haycock: – An information process model, as a support structure, fosters the development of research, problem-solving and metacognitive skills through the collaboration of the classroom teacher and teacher-librarian. These concise models inform students of the problem-solving process and provide context for the assignment. When young researchers understand an information process model, they can comprehend the extent of the task facing them and the necessary strategies to complete it. • Information Process Models Teacher Librarian 32 no1 34 Oct. 2004
  5. 5. 5 Advantages of a school-wide model • Haycock: – When teachers and students understand an information process model, they use common vocabulary to clarify terminology and label behaviors, each necessary to enhance metacognition. A school-wide information process model allows students to gradually develop expert use patterns that enable them to reduce reliance on the scaffold and to use the model in different contexts, both in and out of school. • Information Process Models
  6. 6. A selection of Different Inquiry Process Models 6
  7. 7. 7 GO! INFOhio: Ask, Act, Achieve Teacher's Guide
  8. 8. 8 Research Cycle • Questioning • Planning • Gathering • Sorting & Sifting • Synthesizing • Evaluating • Reporting * (after several repetitions of the cycle)
  9. 9. 1. Choose a broad topic 2. Get an overview 3. Narrow the topic 4. Develop thesis statement 5. Formulate questions 6. Plan for research 7. Find, analyze, evaluate 8. Evaluate evidence 9. Establish conclusions 10. Create and present final product – Barbara Stripling and Judy Pitts 9 Stripling and Pitts Research Process Model Judy M. Pitts was an assistant professor in school media at Emporia State University, an editor of the School Library Media Quarterly, and a former school media specialist. Before her death at age 47 on September 26, 1994, Judy completed her doctoral dissertation and presented her research findings to the AASL Research Forum at the ALAAnnual Conference on June 26, 1994. Barbara Stripling, president of the American Library Association 2013-14
  10. 10. 5-As by Jukes • Ian Jukes focuses on the 5 As of information processing. These include: – Asking - key questions to be answered – Accessing - relevant information – Analyzing - the acquired information – Applying - connect the information to a task – Assessing - the end result and the process 10
  11. 11. 8Ws of Information Inquiry • Children don't just “do” information, technology, and Internet. An inquiry or project-based learning environment involves wondering about a topic, wiggling through information, and weaving elements together. Each student learns and expresses themselves in a unique way. • This model was developed by Annette Lamb in the early 1990s. It was published in the book Surfin’ the Web: Project Ideas from A to Z by Annette Lamb, Larry Johnson, and Nancy Smith in 1997 and in an article called Wondering, Wiggling, and Weaving: A New Model for Project and Community Based Learning on the Web. 11
  12. 12. 12 See Beginning My Yoga Journey Using the 8W's Model of Information Inquiry: The 8W’s February 16, 2015 ~ sarahwyatt0726
  13. 13. Carol Kuhlthau’s ISP • Information Search Process – The Information Search Process (ISP) is a six stage model of the users’ holistic experience in the process of information seeking. The ISP model, based on two decades of empirical research, identifies three realms of experience: the affective (feelings), the cognitive (thoughts) and the physical (actions) common to each stage. • Abstract 13 PowerPoint presentation of the Information Search Process
  14. 14. 14
  15. 15. Guided Inquiry, based on ISP • Guided Inquiry: Learning in the 21st Century by Carol C. Kuhlthau, Leslie K. Maniotes, and Ann K. Caspari. Libraries Unlimited, 2007 15 /view/Guided+Inquiry.doc
  16. 16. Need for inventory of expertise • Building Guided InquiryTeams for 21st-Century Learners – Teachers and school librarians experienced in collaborative team teaching have a good basis for implementing this flexible team approach. They can effectively build on what is already in place. The first step is for participants to take inventory of the expertise at the school—where are the strengths? What areas need to be developed? How will gaps be filled? • Carol C. Kuhlthau and Leslie K. Maniotes School Library Monthly/Volume XXVI, Number 5/January 2010 16
  17. 17. 17 Big6™ Skills What is the Big6? – Developed by educators Mike Eisenberg and Bob Berkowitz, the Big6 is the most widely-known and widely-used approach to teaching information and technology skills in the world. – Some people call the Big6 an information problem-solving strategy because with the Big6, students are able to handle any problem, assignment, decision or task. Here are the six stages we call the BIG6.
  18. 18. 18 K-2: The Super3 Chow.Big6Posters.pdf Game: Match the Super3! (grades K – 2)
  19. 19. 19 The Big6 for Grades 3-6 Game: Match the Big6™ (grades 3 – 6)
  20. 20. 20
  21. 21. 21 An adaptation of the Big 6 1. Assignment • What am I supposed to do? 2. Plan of Action • How do I get the job done? 3. Doing the Job • Let’s do it! 4. Product Evaluation • What do I have to show for it? 5. Process Evaluation • How well did I do?
  22. 22. 22 The Savvy Seven Research Model • Developed by Nancy Miller and Connie Champlin 1. What is the Question? 2. What Resources Should I Use? 3. How Do I Find the Information? 4. How Do I Gather the Information? 5. Which Information Do I Use? 6. How Do I Share What I Learned? 7. How Do I Evaluate My Work? 
  24. 24. 24 Reminder about any search model! • They don’t have to be followed in order! – Often, when you do real research, something comes up that doesn’t fit, that gives you more questions, conflicts with what another source says, or that you don’t understand. You will have to go back a step or two and try again. You are not just aiming for that final product. – When I work with students on their research in the library, I need to give them time and permission to be recursive, to go back and find more information, to make sure things make sense to them. When I begin instruction, I need to point out ahead of time, that this is likely to happen. It doesn’t mean that they aren’t doing a good job, in fact, it means the opposite. Good researchers and thinkers are analyzing their work and checking for understanding. • Pam Meiser, Bottom of the Pile, Monday, July 20, 2009 Chapter 7: Modeling Recursion in Research Process Instruction