KWLQ+chart

Lynda Muller’s contributions will be shown in red. Tina Berumen’s contributions will be shown in blue.

**KWLQ Charts and Notes from our Research **

**Personal Reflections on the process of research:**
1. Identify information need/Formulate thesis 2. Do research 3. Organize research into a final product 4. self-analysis of final product || What are some techniques that are used to get students to remember each step of the various models? ||
 * **K: What do we know? ** || **W: What do we want to know? ** || **L: What have we learned? ** || **Q: What questions do we still have ** ||
 * Research is a cynical process || What do different research models have in common? || All research models we looked at include the following basic steps:
 * Research needs to be cited as you work, not only at end of research. This avoids not only plagiarism, but allows researcher to find source again easily during course of research if necessary. || What are some of the more important differences between the different models? ||  || Which model does my district promote most? ||
 * The research process is not instinctive, it is learned behavior, hence the importance of research models. || <span style="color: red; font-family: 'Times New Roman','serif';">Which model fits which type of learner best? (visual, auditory) ||  ||   ||
 * <span style="color: blue; font-family: 'Times New Roman','serif';">Research can be intimidating to students and teachers || <span style="color: blue; font-family: 'Times New Roman','serif';">Are the models really distinctive or have we just continued to re-invent the wheel? ||  ||   ||
 * <span style="color: blue; font-family: 'Times New Roman','serif';">There is not a single absolute method to conduct research; but rather many models that students can use to meet their learning needs. || <span style="color: blue; font-family: 'Times New Roman','serif';">How does implementing a single model on a campus benefit the students/teachers? || <span style="color: red; font-family: 'Times New Roman','serif';">Implementing a single model makes it easier for the students as they progress from grade to grade, and add to their research skills. ||  ||
 * <span style="color: red; font-family: 'Times New Roman','serif';">Research can be conducted using a formal model or informal method. || <span style="color: blue; font-family: 'Times New Roman','serif';">Why do students need a formal model to follow? ||  ||   ||
 * || <span style="color: red; font-family: 'Times New Roman','serif';">Is there one model that students prefer over the others, either because of ease of use, or less steps to learn? || <span style="color: red; font-family: 'Times New Roman','serif';">According to Stripling, students prefer the inquiry method because they get to “ask their own questions and pursue their own answers. Inquiry leads to literacy skills.” (“Case Study: Fostering Literacy and Inquiry,” 2003) ||  ||
 * || <span style="color: red; font-family: 'Times New Roman','serif';">Do Web 2.0 tools offer advantages to using one method over another? Do Web 2.0 tools make students enjoy/prefer one method over another? || <span style="color: red; font-family: 'Times New Roman','serif';">“Tools for Reading, Writing and Thinking. Greece Central School District.” [|Link] This Web site provides a variety of excellent organizers that can use used for lessons. focused on inquiry learning. ||  ||
 * || <span style="color: red; font-family: 'Times New Roman','serif';">What exactly is Bloom's Taxonomy and how does it relate to inquiry based research models? || <span style="color: red; font-family: 'Times New Roman','serif';">WebTools4u2use. 2009. Link This wiki was developed by Dr. Donna Bombach and Dr. Judy Lee, University of Central Florida. The wiki includes an incredible collection of Web 2.0 tools that would be very useful for inquiry learning" (Pappas, 2009). ||  ||

<span style="font-family: 'Times New Roman','serif';">** Big6 Model: Mike Eisenberg and Bob Berkowitz **
1.1 Define the information problem 1.2 Identify information needed 2.1 Determine all possible sources 2.2 Select the best sources 3.1 Locate sources (intellectually and physically) 3.2 Find information within sources 4.1 Engage (e.g., read, hear, view, touch) 4.2 Extract relevant information 5.1 Organize from multiple sources 5.2 Present the information 6.1 Judge the product (effectiveness) 6.2 Judge the process (efficiency) || <span style="color: blue; font-family: 'Times New Roman','serif';">How can Super3 be used effectively with our Pre-Kindergarten students? ||
 * **<span style="font-family: 'Times New Roman','serif';">K: What do we know? ** || **<span style="font-family: 'Times New Roman','serif';">W: What do we want to know? ** || **<span style="font-family: 'Times New Roman','serif';">L: What have we learned? ** || **<span style="font-family: 'Times New Roman','serif';">Q: What questions do we still have ** ||
 * <span style="color: blue; font-family: 'Times New Roman','serif';">Highly used model in many educational settings. || <span style="color: blue; font-family: 'Times New Roman','serif';">Why is this model so widely used? || <span style="color: blue; font-family: 'Times New Roman','serif';">Big6 is used all the time by the average person either consciously or unconsciously. The steps of the model are realistic and the most common approach taken by most people either knowingly or unknowingly in not only research but life in general. The "user friendliness" of this model makes it one of the most used worldwide and successful models around. || <span style="color: blue; font-family: 'Times New Roman','serif';">How did this model become so popular? What marketing strategies did they use that others did not? ||
 * <span style="color: blue; font-family: 'Times New Roman','serif';">Model consists of 6 stages; with 2 subheadings for each stage. || <span style="color: blue; font-family: 'Times New Roman','serif';">What are each of the 6 stages? || <span style="color: blue; font-family: 'Times New Roman','serif';">According to Big6.com, the Six stages and sub-stages are:
 * 1. Task Definition**
 * 2. Information Seeking Strategies**
 * 3. Location and Access**
 * 4. Use of Information**
 * 5. Synthesis**
 * 6. Evaluation**
 * <span style="color: blue; font-family: 'Times New Roman','serif';">Has a less complex counterpart, Super3, for younger researchers. || <span style="color: blue; font-family: 'Times New Roman','serif';">What are some teaching strategies when introducing the Big6 concept? ||  ||   ||
 * <span style="color: red; font-family: 'Times New Roman','serif';">Seems to be most 'popular' or widely used research model at this time. || <span style="color: red; font-family: 'Times New Roman','serif';">What advantages does this model offer for secondary students? Disadvantages? ||  ||   ||

// Big6 //<span style="color: black; font-family: 'Times New Roman','serif'; font-size: 10pt; line-height: 115%;">. Web. 01 Mar. 2010. <span style="font-family: 'Times New Roman','serif'; font-size: 10pt; line-height: 115%;">[] <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 10pt; line-height: 115%;">.

<span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 11pt; line-height: 115%;">Stripling (Ten Step Research/REACTS) Model: Barbara Stripling and Jane Pitts
1. __Need to Know/Concept and Essential Questions__ – “Unless the students prior understandings… are actively identified and addressed, students will define what they need to know within the framework of their already existing mental model.” a. Teachers identify a broad framework of their students understanding of topic. b. After identifying students’ pre-existing understanding, teachers decide on a specific broad focus within topic. c. Essential Question – What does the teacher want the students to understand about the topic? What do they need to know about topic? 2. __Information__ – 3. __New Understanding__ – 4. __Assessment Product__ – 1. __Inquiry__ – “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.” a. Identify the need – identify student’s background information, overview of topic b. Find the focus – what does the student need to know about this area? Why does student need more information on this topic? c. Get organized – Student narrows topic down and formulates tentative thesis statement. Develop plan for research and production. i. Teacher models thinking process, ii. Teacher doesn’t provide model. d. Find information – Students: i. Locate sources ii. Formulate questions iii. May find a different aspect appeals more than original thesis. 2. __Synthesis/Decision Making__ – 3. __Expression__ – (Stripling, 1995) ||  || <span style="color: blue; font-family: 'Times New Roman','serif';">Along with the teaching strategies associated with the REACTS Taxonomy, Stripling and Pitts designed a 10-step process to help students develop their term paper from topic selection to final product. Each step includes reflective questions to help the student focus their activities.
 * **<span style="font-family: 'Times New Roman','serif';">K: What do we know? ** || **<span style="font-family: 'Times New Roman','serif';">W: What do we want to know? ** || **<span style="font-family: 'Times New Roman','serif';">L: What have we learned? ** || **<span style="font-family: 'Times New Roman','serif';">Q: What questions do we still have ** ||
 * <span style="color: blue; font-family: 'Times New Roman','serif';">Connects student’s prior knowledge to their research. || <span style="color: blue; font-family: 'Times New Roman','serif';">How does this model differ from other? || <span style="color: red; font-family: 'Times New Roman','serif';">Also known as Stripling/Pitts model after Jane Pitts, whose collaboration and doctoral dissertation form the backdrop of this model. || <span style="color: blue; font-family: 'Times New Roman','serif';">How widely used is Stripling’s model today? ||
 * <span style="color: blue; font-family: 'Times New Roman','serif';">Makes students ask questions/make predictions. || <span style="color: blue; font-family: 'Times New Roman','serif';">What if student’s prior knowledge in subject is limited to none? || <span style="color: red; font-family: 'Times New Roman','serif';">Circular process, not linear. Any stage of model can be utilized at any time during research process, often not "in order." || <span style="color: blue; font-family: 'Times New Roman','serif';">Are there any fun strategies to get students to remember each of the 10 steps? ||
 * <span style="color: blue; font-family: 'Times New Roman','serif';">Requires them to ask questions once research is finished (similar to KWLQ model) || <span style="color: blue; font-family: 'Times New Roman','serif';">What advantages does this model offer for secondary students? Disadvantages? || <span style="color: red; font-family: 'Times New Roman','serif';">2 components or what Stripling refers to as strands occur simultaneously: content and process. ||  ||
 * ||  || **<span style="color: red; font-family: 'Times New Roman','serif';">Original Model **
 * __<span style="color: red; font-family: 'Times New Roman','serif';">Content: __**<span style="color: red; font-family: 'Times New Roman','serif';">
 * __Process__**
 * ||  || <span style="color: blue; font-family: 'Times New Roman','serif';">Striplings Model has been revised over the years, and she has partnered with Jane Pitts on the REACTS and Ten Step Research Process. ||   ||
 * ||  || ==<span style="color: blue; font-family: 'Times New Roman','serif'; font-size: 11pt; line-height: 115%;">Ten Step Research Process ==
 * 1) **<span style="color: #0000ff; font-family: 'Times New Roman',Times,serif;">Choose a broad topic **
 * 2) **<span style="color: #0000ff; font-family: 'Times New Roman',Times,serif;">Get an overview of the topic **
 * 3) **<span style="color: #0000ff; font-family: 'Times New Roman',Times,serif;">Narrow the topic **
 * 4) **<span style="color: #0000ff; font-family: 'Times New Roman',Times,serif;">Develop thesis statement **
 * 5) **<span style="color: #0000ff; font-family: 'Times New Roman',Times,serif;">Formulate questions **
 * 6) **<span style="color: #0000ff; font-family: 'Times New Roman',Times,serif;">Plan for research and production **
 * 7) **<span style="color: #0000ff; font-family: 'Times New Roman',Times,serif;">Find, analyze, evaluate sources **
 * 8) **<span style="color: #0000ff; font-family: 'Times New Roman',Times,serif;">Evaluate evidence/Take Notes/Compile Bibliography **
 * 9) **<span style="color: #0000ff; font-family: 'Times New Roman',Times,serif;">Establish conclusions/Organize Information into an Outline **
 * 10) **<span style="color: #0000ff; font-family: 'Times New Roman',Times,serif;">Create and present final product ** ||   ||
 * ||  || ​<span style="color: #0000ff; font-family: 'Times New Roman',Times,serif;">Stripling and Pitts believed if students dove into the research process integrating, concluding, and conceptualizing their knowledge and new found facts, then they would create a stronger product that demonstrated higher level thinking skills. ||   ||
 * ||  || <span style="color: #0000ff; font-family: 'Times New Roman',Times,serif;">This model works well for learners who need to see a "template" for each step of the research process/model. Stripling describes what each step should entail and students are given a clear message of what they should be working towards along the way. ||   ||

<span style="color: black; font-family: 'Times New Roman','serif';">"Virtual Information Inquiry: REACTS Stripling and Pitts Research Process Model." //Virtual Information Inquiry: Student Information Scientists and Instructional Specialists in the Learning Laboratory//. Web. 09 Mar. 2010. <http://virtualinquiry.com/inquiry/stripling.htm>.

=== <span style="font-family: 'Times New Roman','serif';">**Savvy 7 Model:** **<span style="font-family: 'Times New Roman','serif'; font-size: 10pt; line-height: 115%;">Nancy Miller and Connie Chapman ** ===
 * **<span style="font-family: 'Times New Roman','serif';">K: What do we know? ** || **<span style="font-family: 'Times New Roman','serif';">W: What do we want to know? ** || **<span style="font-family: 'Times New Roman','serif';">L: What have we learned? ** || **<span style="font-family: 'Times New Roman','serif';">Q: What questions do we still have ** ||
 * <span style="color: blue; font-family: 'Times New Roman','serif';">Question based inquiry model. || <span style="color: blue; font-family: 'Times New Roman','serif';">How does creating questions help students locate their information? || <span style="color: blue; font-family: 'Times New Roman','serif';">This model lends itself to students who really have a lot of information to share and want to organize, however, I wonder if students, who may not be interested in participating in research, do with this model since it lends itself to one statement answers because of the direct 7 questions. My concern lies with the students who tend not to elaborate on their work when it comes to this model. || <span style="color: #0000ff; font-family: 'Times New Roman',Times,serif;">Is this model really effective for our ESL and ELL students? ||
 * <span style="color: blue; font-family: 'Times New Roman','serif';">7 "Questions" are involved in the research process. || <span style="color: blue; font-family: 'Times New Roman','serif';">Why 7 components vs. fewer? || <span style="color: #0000ff; font-family: 'Times New Roman',Times,serif;">Personally, I think this model will be really great for students who have experience with research. It requires them to ask questions of themselves and their ideas of where their project should go. The questions in the Savvy 7 model do cause students to think and product quality work; however with that being said, if students have little to no experience researching, Savvy 7 may not be the best option to have them begin with as the model asks them to question themselves in areas of research they may not have the background knowledge for. (For example: How do I gather the information? If a students has never used databases to search for articles, how will they know how to answer that question in the model?) || <span style="color: #0000ff; font-family: 'Times New Roman',Times,serif;">What can we do as Teacher Librarians to help introduce the necessary prior knowledge to our students who have little to no experiences with research when utilizing this model? ||
 * <span style="color: blue; font-family: 'Times New Roman','serif';">Developed by Nancy Miller and Connie Chapman. || <span style="color: blue; font-family: 'Times New Roman','serif';">What age level is this model best suited for? <span style="color: red; font-family: 'Times New Roman','serif';"> What advantages does this model offer for secondary students? Disadvantages? (These 3 questions are interrelated.) ||  ||   ||

//<span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%;">Savvy 7 //<span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%;">. Web. 09 Mar. 2010. <http://www.lmcsource.com/pages/savvy7.html>.

Works Cited <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;"> //Barbara Stripling//. 2006. Photograph. //2006 Fall Forum Sessions and Presenters//. American Library Association. Web. 11 Mar. 2010. <http://www.ala.org/ala/mgrps/divs/aasl/conferencesandevents/fallforum/2006ffsessions.cfm>.

//Big6//. Web. 08 Mar. 2010. <http://www.big6.com>.

Callison, Daniel. "Feature - Instructional Trends from AASL Journals: 1972-2007. Part 1: From Teacher-Centered to Student-Centered." //School Library Media Activities Monthly// 25.8 (2009): 22-26. //EBSCO//. Web. 8 Mar. 2010. <http://ezproxy.twu.edu:2052/login.aspx?direct=true&db=a9h&AN=40303111&site=ehost-live>.

Callison, Daniel. "Feature - Instructional Trends From AASL Journals 1972-2007. Part 2: From Library-Focused to Information-Focused." //School Library Media Activities Monthly// 25.9 (2009): 22-26. //EBSCO//. Web. 8 Mar. 2010. <http://ezproxy.twu.edu:2052/login.aspx?direct=true&db=a9h&AN=37557736&site=ehost-live>.

Gruber, Anne Marie, Mary Anne Knefel, and Paul Waelchli. "Modeling Scholarly Inquiry: One Article at a Time." //College & Undergraduate Libraries// 15.1-2 (2008): 99-125. //EBSCO//. Web. 8 Mar. 2010. <http://ezproxy.twu.edu:2052/login.aspx?direct=true&db=a9h&AN=34179939&site=ehost-live>.

<span style="font-family: 'Times New Roman',Times,serif;">// Microsoft Office Clip Art //. Vers. 2007. Microsoft. Computer Software.

Pappas, Marjorie L. "Inquiry and 21st Century Learning." //School Library Media Activities Monthly// 25.9 (2009): 49-51. //EBSCO//. Web. 9 Mar. 2010. <http://ezproxy.twu.edu:2052/login.aspx?direct=true&db=a9h&AN=37557744&site=ehost-live>.

//<span style="font-family: 'Times New Roman',Times,serif; font-size: 13.2pt; line-height: 200%;">Savvy 7 //. Web. 09 Mar. 2010. <http://www.lmcsource.com/pages/savvy7.html>. Stripling, Barbara. "Inquiry-based Teaching and Learning--The Role of the Library Media Specialist." //School Library Media Activities Monthly// 25.1 (2008): 2-2. //EBSCO//. Web. 9 Mar. 2010. <http://ezproxy.twu.edu:2052/login.aspx?direct=true&db=a9h&AN=34105732&site=ehost-live>.

Stripling, Barbara. "Inquiry: Inquiring Minds Want to Know." //School Library Media Activities Monthly// 25.1 (2008): 50-52. //EBSCO//. Web. 9 Mar. 2010. <http://ezproxy.twu.edu:2052/login.aspx?direct=true&db=a9h&AN=34105750&site=ehost-live>.

Stripling, Barbara, and Pam Berger. //Libraries Foster a Sense of Wonder//. //New York Library Association//. Web. 9 Mar. 2010. <http://www.nyla.org/content/user_19/Libraries_Foster_a_Sense_of_Wonder.ppt>.

Stripling, Barbara K., and Judy M. Pitts. //Brainstorms and Blueprints: Teaching Library Research as a Thinking Process//. Englewood, Colo.: Libraries Unlimited, 1988. Print.

Stripling, Barbara K. "Case Study: Fostering Literacy and Inquiry." //School Library Journal Learning Quarterly// 49.9 (2003): 5-7. Print.

Stripling, Barbara K. "Dispelling the Myths." //School Library Journal Learning Quarterly// 49.9 (2003): 3-4. Print.

Stripling, Barbara K. "Learning-Centered Libraries: Implications from Research." //School Library Journal Quarterly// 23.3 (1995): 163-70. //EBSCO//. Web. 9 Mar. 2010. <http://ezproxy.twu.edu:2052/login.aspx?direct=true&db=a9h&AN=9506194441&site=ehost-live>.

Veltze, Linda. "The Pitt/Stripling Model of Information Library." //School Library Media Activities Monthly// 19.8 (2003): 19+. //EBSCO//. Web. 9 Mar. 2010. <http://ezproxy.twu.edu:2052/login.aspx?direct=true&db=a9h&AN=9454854&site=ehost-live>.

"Virtual Information Inquiry: REACTS Stripling and Pitts Research Process Model." //Virtual Information Inquiry: Student Information Scientists and Instructional Specialists in the Learning Laboratory//. Web. 09 Mar. 2010. <http://virtualinquiry.com/inquiry/stripling.htm>.


 * Citations appear left aligned on web. See attached file for correct MLA7 formatting.