Presentation+Reading+References

“The inquiry process is an interactive cycle that teaches research in any content area” (32). “Promotes critical thinking higher-level processing, and the use of more varied and appropriate resources” (32). “Learning is a process of gathering evidence to solve problems or answer questions that they can use throughout life” (32). Advantages: “encourages cooperative learning” (32) One project can take all content areas (32) Page 32 gives examples of how all content areas can be applied Caters to different learning styles (32) “multiple-intelligence friendly (32) “Work together and allows for the realization that there can be more than one way of solving a problem or question” (32). “Conclusion with the communication and presentation of results” (32) The inquiry process applies Bloom’s Taxonomy (32) The inquiry process is even better with 21st century teaching tools (32) This article defines and takes you through each step of the cycle: Step 1: Questioning (34) Step 2: Planning (34) Step 3: Collecting and Crediting (34) Step 4: Organizing (36) Step 5: Synthesizing (36) Step 6: Communicating (36) Page 35: Figure 2: “The Six Step Inquiry Process” This table identifies each step, how you manage each step, and how it applies to the AASL 21st Century Standards Great table!!!!

Carnesi, Sabrina, and Karen DiGiorgio. “Teaching the Inquiry Process to 21st Century Learners.” //Library Media Connection// 27.5 (2009): 32-36. //Academic Search Complete//. EBSCO. Web. 5 Oct. 2009.

**University of Washington**
In the information literacy age, “21st-century skills are more important than ever.” According to Dr. Eisenberg, “At a time when others seem to be coming around with the importance on information literacy, the school library seems to be moving away from it.” In USA, the standards for AASL talks about multi-literacy which includes media literacy, digital literacy, technology literacy, computer literacy, visual literacy, and all are equal under the multi-literacies umbrella. But to Dr E it is all about info lit. It is the concept that TLs must embrace and champion. Other lits can be linked or part of info lit, “but first and foremost we are information centered and that means information literacy.” Info lit is one of the fundamental building blocks of all times. Reading, writing, and arithmetic are the 3 fundamentals, but research is the fourth R, and research stands for info lit. Research is as important as these three, but also the 3 R’s are part of info lit. Reading is part of use of info where you engage with an info source and read through, view or listen and then extract what is relevant. Writing might be the synthesis and presentation part of info lit. Info lit must takes its place within the fundamental basics of information in our society. It should be a mandated essential learning for all students. It should be assessed and graded subject area. The means of teaching info lit is through integration and collaboration with other subject areas. The specifics of the content, the info skills should be documented and a program should be developed to ensure that these skills are successfully learned. This is not optional and librarians must take a comprehensive and library programs must take a focused approach to info lit. This should be treated as a subject area that all students must learn. It is the info lit curriculum. This is not taught isolated, but integrate in fully with the subject area curriculum. It must be taught and must be learned. It must be systematic and cover for all students. Info lit is the fourth R, the most basic of basics. That is what this presentation is all about. Why This is Important? It is all about kids and adults learning for the future. We want our students to succeed in the 21st-century. It is all about people learning info lit for personal fulfillment and success. Agenda Information Problem #1: Overload “More new information has been produced in the last 30 years that in the previous 5,000” (Reuters Magazine, 1997, March/April) “The amount of new information stored on paper, film, magnetic, and optical media doubled in three years” (How Much Information, 2003, [|__http://www.2.sims.berkeley.edu/research/projects/how-much-info-2003/execsum.htm#summary__] What is the solution to the overwhelming information overload? Speed things up?Pack in more and more content? Add more technology? (blackberrys, laptops, iphones) If we do these things, we fight a loosing battle (he uses Lucy and Ethel in the chocolate factory as example) “More than 2/3 of teens said within the last year that they use the Internet as their major resource when doing a big project for school” (2001). However, a Colorado study of 500 sites used by high school students to do research, only 27% of the sites were judged to be reliable for academic research” (2000). Only 1/4 of the sites they were using were reliable. The problem is choosing among many sites and deciding what is quality. The 21st-century standards guides librarians into teaching these valuable skills. The Solution? Discourage Web Use? Pre-select resources? Filtering? “This is not possible because it is not teaching students to be discriminating users of information.” Slide 18 Alternative Solution Information literacy is the broad universal concept for the skills that we need to succeed in an information sophisticated world. Are students getting the skills they need to perform in an information society? Survey of Valued Skills: problem solving, information use, speaking, independent work, technology, group work, writing, reading Dr. Eisenberg’s Project Information Literacy Web site: [|__http://projectinfolit.org__] / Videos: [|__www.youtube.com/user/ProjInfoLit__] This is about what college students say about their info lit Project Information Literacy College Students Greatest challenges: their perceived inability to find desired materials. Seek “contexts” as part of the research process: “backgrounding.” Difficult: to figure out how to traverse complex information landscapes. Faced with so many different things and it’s difficult to do so. Effective methods for conducting research: use traditional methods such as libraries; and self-taught methods such as creative workarounds, “presearch” and Wikpedia. Procrastinate: >70% of students on >70% of assignments. Information Literacy Defined: “To be information literate, a person must be able to recognize when information is needed and have the ability to locate, evaluate, and use effectively the needed information” (ALA, 1989). This does not focus on library info skills or bibliographic instruction, but focuses on the info need, evaluation, and effective need for information. Recognizing when information is valuable, the ability to locate and use effectively. Association of College and Research Libraries (Information Literacy Competency Standards for Higher Education) 2001, [|__www.ala.org/acrl/ilintro.html__] ACRL: Information Literacy Standards 2. The information literate student accesses needed information effectively and efficiently. The Process For the Youngest: The Super3 (K-2 or the first time introducing info lit to a group to get them thinking about process) Beginning - Plan Middle - Do End - Review For Older Students: The Big6 Skills 3. Implementation: Context, Context, Context! Success in info lit learning is also about context. Context Context: The Process Information problem-solving in not always linear (non-linear), step-by-step. Represent it in systematic, documented curriculum (state, local, national) Context #2: Technology in context (Web 2.0) Put technology into the content into the process
 * 1) Setting the Scene: The Challenges of Information Age
 * Everyone - information access, overload, quality (being overwhelmed with info)
 * Students - gaining essential information knowledge & skills
 * Schools - providing meaningful learning opportunities
 * Society - providing opportunity for our children to succeed at the highest possible levels.
 * Information Problem #2: Quality**
 * To have students use information and technology effectively and efficiently for success in school, work, and their personal lives.
 * To focus on process as well as content.
 * For students to be lifelong learners and independent thinkers. Info lit is what we’re after.
 * 1) Essential Skills for the Information Age: Information Literacy
 * 1) The information literate student determines the nature and extent of the information needed.
 * 1) The information literate student evaluates information and its sources critically and incorporates selected information into their knowledge base and value system.
 * 2) The information literate student, individually or as a member of a group, uses information effectively to accomplish a specific purpose.
 * 3) The information literate student understands many of the economic, legal, and social issues surrounding the use of information and accesses and uses information ethically and legally.
 * 1) Task Definition
 * 2) Info Seeking Strategies
 * 3) Location & Access
 * 4) Use of Information
 * 5) Synthesis
 * 6) Evaluation
 * 1) 1 - the process: information problem solving (Big6)
 * 2) 2 - technology in context: technology in the process
 * 3) 3 - curriculum: real needs in real situations; assignments (papers, reports, projects); units and lessons.

Slide 48 shows Technology in Context and tech put into the process Task Definition: brainstorming software; email Info Seeking Skills: search engines, electronic indexes, online library catalogs; Blogs Location & Access: Search engines, electronic indexes, online library catalogs Use of Information: Presentation Software; Blogs Synthesis: Presentation Software Evaluation: Spell/grammar check; email

Context #3: Curriculum Content area curriculum - integrated program - info & tech literacy These are all integrated.

Problems: Everyone - information access, overload, quality Students - gaining essential information knowledge & skills Schools - providing meaningful learning opportunities Society - providing opportunity for our youth to succeed at the highest possible levels.

Solution: Information literacy. Recognized as basic. Recognized as essential. Systematically infused throughout the education program at all levels.

Parable of the Fish Give a person a fish, you feed them for a day. Teach a person to fish and you feed them for a lifetime. If you help people learn how to find and use information about fishing, they can teach themselves how to fish...or to do anything else they want to in life!

Eisenberg, Mike. "Information Literacy: The Most Basic of Basics." //Mike Eisenberg on Information Literacy//, June 2009. Web. 8 Oct. 2009. [|http://uweconnect.extn.washington.edu/publicmbeinfolit/] =Notes on Eisenberg Video= Whether discussing media literacy, computer literacy, digital literacy or any other "literacy" it is all about Information Literacy

Success in information literacy learning is all about context

The hit and miss approach to literacy must end and information literacy must take its rightful place as one of the fundamental basics of education in our society.

Information Literacy Problems Everyone - Information access, overload, quality Students - Gaining essential information and skills Schools - Providing meaningful learning opportunities Society - Providing opportunity for our children to succedd at the highest possible levels

Solutions for problems with quality of information - have students use information and technology effectively and efficiently for success in school, work, and their personal lives - for students to focus on process as well as content - for students to be lifelong learners and independent thinkers

Information literacy is the broad universal concept for the skills that we need to succeed in an information sophisticated world.

How do we see and insure that information literacy learning is actually taking place? Implementation through context: 1. the process - information problem solving 2. Technology in context - technology is the process 3. Curriculum - real needs in real situations (assignments, papers, reports, projects, units, lessons)

Information problem solving is not always a linear process - steps may be out of order or even repeated, but all steps must be completed

Eisenberg, Mike. "Information Literacy: The Most Basic of Basics." //Mike Eisenberg on Information Literacy//. June 2009. Web. 6 Oct. 2009.[].

****Quotes from Carnesi & DiGiorgio article****
"Unlike the static,set-in-stone research project, the inquiry process is an interactive cycle used to teach research in any content area. The inquiry process engages students in a way that promotes critical thinking, higher-level processing, and the use of more varied and appropriate resources" (32).

"The inquiry process encourages cooperative learning in settings where the final outcome is a group effort with everyone benefiting from the learning experience. Integrated learning is also possible because the inquiry process can take one project through all of the major content areas" (32).

The inquiry process accommodates different learning styles (32).

"Perhaps the greatest advantage is that the inquiry process utilizes the Bloom's lower level skills of knowledge, comprehension, and application in the first two steps of the process, but relies more heavily on the higher level processes of analysis, synthesis, and evaluation in the remaining steps and during the review cycles" (32).

"Students must be proficient in inquiry skills to be successful in life beyond the academic years" (36).

Carnesi, Sabrina, and Karen DiGiorgio "Teaching the Inquiry Process to 21st Century Learners." //Library Media Connection// 27.5 (2009): 32-36. //Academic Search Complete//. EBSCO. Web. 8 Oct. 2009.

**By Violet H. Harada and Joan M. Yoshina**
This information came from //School Library Management//, Sixth Edition. It shows the difference between a convention school and an inquiry-focused school. Here is the chart information in a nutshell: Category #1

Attributes: “Students, teachers, LMS, scheduling, school culture, curriculum and instruction, assessment, resources, and technology” Category #2 Conventional : “Passive learners; content oriented; teacher as information provider; rigid; bureaucratic; textbook driven; teacher-focused; breadth emphasized; topic-oriented; fragmented; evaluation at the end; right answers are stressed; teacher assesses; grading is the goal; asks, ‘What do we know?’; restricted to resources available in the classroom; focus on learning about technology” Category #3 Inquiry-focused school: “Active engaged learners; student-oriented; teacher as facilitator; flexible; collaborative; standards-driven; student negotiated; depth emphasized; thematic or problem-based; integrated; assessment if ongoing; diverse responses are encouraged; students and teacher assess; goal is improving learning and teaching; asks, ‘How do we come to know?’; expands to resources beyond the school; use of technology as a tool for learning”

Harada, Violet H. and Joan M. Yoshina. “Tools of the Trade: Comparison of Conventional and Inquiry-Focused Schools.” //Library Media Connection//, 23(2), 25. Rpt. in //School Library Management//, 6th ed., Eds. Judi Repman and Gail Dickinson. Columbus, OH: Linworth Publishing. 60.

This is another article that I found in School Library Management. I further defines the information provided from the previous article from the chart found on page 60. Her is what I gleaned from this article: “Today’s schools face enormous challenges in implementing high standards that demand greater rigor and relevance in their curricula” (56). Creating Meaningful Teaching
 * Moving from Rote to Inquiry: Creating Learning that Counts**
 * By Violet H. Harada and Joan M. Yoshina**
 * 1) 1 “Questioning is at the center of the learning experience”
 * Students generate own questions
 * “Students own curiosity and wonder should provide the seeds for meaningful learning.”
 * 1) 2 “Students help to negotiate the direction of the learning.”
 * Teachers are facilitators
 * 1) 3 “Learning is social and interactive.”
 * “By working cooperatively and collaboratively, people discover creative solutions to difficult situations and develop respect for diverse points of view on a topic or an issue.”
 * 1) 4 “Solving problems is an integral part of the process.”
 * “The ability to recognize problems and devise strategies confronting them is an essential life skill.”
 * “Why didn’t this work?”
 * “What can we do next?”
 * 1) 5 “Students learn by doing.”
 * Higher Order Thinking Skills (HOTS)
 * “Rather than learning solely through lectures and exercise sheets, students are engaged in hands-on and minds-on interaction.”
 * 1) 6 “Products and performances reflect applications and transfer of learning.”
 * Students not only demonstrate understanding from readings, discussions, and observations, “but they also display how they might transfer this learning to different situations.”
 * 1) 7 “Assessment is ongoing”
 * “Students assess to see what they are doing well and where they might improve in a specific phase of their work.”
 * “The tools used ca take many forms, including observations, conferences, graphic organizers, and journals.”
 * 1) 8 “Learning is authentic”
 * Students believe that what they have learned matters.
 * “How does this reflect my own life?”
 * How can I share what I know with other people?”

Harada, Violet H. and Joan M. Yoshina. “Moving from Rote to Inquiry: Creating Learning That Counts.” //Library Media Connection//, 23(2), 22-24. Rpt. in //School Library Management//, 6th ed., Eds. Judi Repman and Gail Dickinson. Columbus, OH: Linworth Publishing. 56-59.

****Inquiry: Inquiring Minds Want to Know by Barbara Stripling****
"The goal of inquiry is not the accumulation of information; it is the exploration of significant questions and deep learning."

"Inquiry, as defined by the new standards, is a way of learning that involves more than the application of skills."

"With the rising emphasis on inquiry-based teaching and learning in all content areas, classroom teachers are accepting more readily the integrated teaching of process and content."

Inquiry in the science and math content areas deals with the questions of How and What while the social sciences deal with Why, Who, Where, When, What. Language arts and literature looks at social context, point of view, main ideas and inferences.

"Every inquiry learning experience should start with a challenging problem or question (often generated by the students) that is meaningful and worthy of deep exploration. Questions that are connected to students’ own lives and their prior knowledge are the most intriguing and authentic, and, therefore, motivating to students."

Stripling, Barbara "Inquiry: Inquiring Minds Want to Know." School Library Media Activities Monthly 25.1 (2008): 50-52. Library, Information Science & Technology Abstracts with Full Text. EBSCO. Web. 11 Oct. 2009.

**Destination Information: A Road Map for the Journey** **By Peggy Milam** “With the current emphasis on standards-based curriculum and student performance indicators, students need to demonstrate literacy skills” (31). The search process is like a journey. The Big6 Method Authors: Michael B. Eisenberg and Robert Berkowitz Concept: This model represents a non-linear process that is applicable to a variety of information problem-solving situations. Website: [|__http://www.big6.com__] [|/] Big6 “supports critical thinking skills and is based on the six levels of Bloom’s taxonomy” (31). Task definition = knowledge Information-seeking strategies = comprehension Location and access = application Information usage = analysis Synthesis = synthesis Evaluation = evaluation Every two steps of Big6 also relates to one of Piaget’s three stages of cognitive development: pre-operational, concrete development, and formal operational. Students achieve these skills based on their level of cognitive development. Hence, the reason for Super3. Super3 has three steps: Plan, Do, Review Milam, Peggy. “Destination Information: A Road Map for the Journey.” //Library Media Connection//, 22(7), 20-23. Rpt. in //School Library Management//, 6th ed., Eds. Judi Repman and Gail Dickinson. Columbus, OH: Linworth Publishing. 31-34.
 * 1) Task definition (defining the problem and identifying its information requirements)
 * 2) Information-seeking strategies (determining possible sources and evaluating their priority)
 * 3) Location and access (locating the sources and then locating information in them)
 * 4) Information usage (reading information and then extracting details)
 * 5) Synthesis (organizing and presenting information)
 * 6) Evaluation (judging the product and the process)