Prewriting

=Prewriting KWLQ:= Lacy Hoffman and Natalie Caballero

Kuhlthau, Carol C. and Leslie K. Maniotes. "Building Guided Inquiry Teams for 21st-Century Learners." School Library Monthly 26.4 (2010): 28-21. ERIC. Web. 24 Feb. 2016.
Kauhlthau, Carol C. "Information Search Process: A Summary of Research and Implications for School Library Media Programs." School Library Media Quarterly. 18.1 (1989): 1-12. Web. 5 Mar. 2016.

Kuhlthau, Carol C. "Inside the Search Process: Information Seeking from the User's Perspective." Journal of the American Society for Information Science J. Am. Soc. Inf. Sci. 42.5 (1991): 361-71. Web. 5 Mar. 2016.

Kauhlthau, Carol Collier. "Students and the Information Search Process: Zones of Intervention for Librarians." Advances in Librarianship. 18. (1994). Web. 5 Mar. 2016.

Kuhlthau, Carol C. Information Search Process. Web. 01 Mar. 2016. https://comminfo.rutgers.edu/~kuhlthau/information_search_process.htm.

 * **Know** || **Want to Learn** || **Learned** || **Further Questions** ||
 * ==== This process is completed with ====

||  || ==== "The ISP or inquiry process is complex and requires ====

guidance, instruction, modeling, and coaching"
(Kuhlthau, Maniotes).

|| Will this process work for all different learning types of students, like SEPD or ELL students? ||
 * ||  || ==== Six stages of learning: ====

Presenting—organizing information and ideas to share with others.
||  || inquiry is recommended with an extended team of other experts joining in when they are needed" (Kuhlthau, Maniotes). ||  ||
 * || Does this process get easier for students as they progress and get older? ||  ||   ||
 * ||  || "A three-member core team to plan and supervise the
 * Confidence pushes students to do better work ||  || "An increase in confidence corresponds to an increase in clarity and focus in thoughts and may also correspond to evidence of construction or sensemaking" (Kahlthau 365) ||   ||

FLIP it! Framework
Yucht, Alice H. "FLIP IT![TM] For Collaborative Planning Strategies." Teacher Librarian 28.1 (2000): 48-50. ERIC. Web. 24 Feb. 2016.
 * **Know** || **Want to Learn** || **Learned** || **Further Questions** ||
 * || What are the components of FLIP It? || Focus, Link/Logistics, Input/Implementations, Payoff/Proof, If/Then (Yucht) || What is the lead time on these components? ||
 * All parties involved should see results of this research || Who does this benefit? || admin. and teachers see value in the collaboration (Yucht) ||  ||
 * || Can all ages use this model? || can use with all grade levels and curricular areas (Yucht) ||  ||

Stripling Inquiry Model
Stripling, Barbara. "Teaching Students to Think in the Digital Environment: Digital Literacy and Digital Inquiry." School Library Monthly 26.8 (2010): 16-19. Web. have questions answered. || Do student have to use both print and digital materials to have complete success? || A six-phased model. Connect Wonder Investigate Construct Express Reflect ||  || inquiry is recursive and cyclical, with learners going back and forth between the phases of inquiry to resolve new questions and complexities as they arise" (Stripling 16-17). || How time consuming is this model since it is a  two way model? || for learners, but not final answers, because during  the process,learners should naturally discover new  questions and intriguing areas to pursue in future  investigations" (Stripling 17). || Does the process get confusing for the students since their question is not answer until the process is completed? || "Students also have difficulty in maintaining a focus in their inquiry, because they get lost  in the multiple small bits of specific information  on the Web that are fen not connected to larger  ideas or themes" (Stripling 17). ||  || taught how to surf the web or use databases to have complete success? || Sourcing: "Sourcing, or determining the authority of sources, is an essential component of digital inquiry" (Stripling 18). ||  ||
 * Know || Want to Learn || Learned || Further Questions ||
 * Students must complete full model to
 * ||  || "As can be seen from the model,
 * ||  || "True inquiry should result in new understandings
 * ||  || Connect:
 * || Will students need to be

Pathways to Knowledge
Zimmerman, Nancy P., Marjorie L. Pappas, and Ann E. Tepe. "Pappas and Tepe's Pathways To Knowledge Model." School Library Media Activities Monthly 19.3 (2002): 24-27. ERIC. Web. 24 Feb. 2016.
 * **Know** || **Want to Learn** || **Learned** || **Further Questions** ||
 * includes several steps ||  || Composed of 6 stages: appreciation, presearch, search, interpretation, communication, and evaluation (Zimmerman, Pappas and Tepe) || Noted that it is similar to the Big 6, in what ways? ||
 * Research can cover a broad range of topics ||  || this research method encourages students to go in any direction that is appropriate for their information needs and can even go backwards (Zimmerman, Pappas, and Tepe) ||   ||
 * ||  || teachers note that the appreciation stage is one of the model's strengths (Zimmerman, Pappas, and Tepe) || What are some more noted strengths of this model? ||
 * learning is more in depth when its tied to previous knowledge || Does this model present opportunities to bring in previous knowledge? || presearch enables learner to engage in exploratory searching and to make connections between their prior knowledge and their topic (Zimmerman, Pappas, and Tepe) ||  ||

Milam, Peggy. "Moving Beyond Technology With Strategic Teaching: Jamie Mckenzie's Research Cycle." School Library Media Activities Monthly 19.4 (2002): 22-23, 34. ERIC. Web. 24 Feb. 2016.

 * **Know** || **Want to Learn** || **Learned** || **Further Questions** ||
 * ====== Students need to be engaged to stay interested in an assignment ====== ||  || A persistent student will stay engaged (Milam) || How do you keep non-motivated student working on and staying engaged? ||
 * ||  || 7 Cycles: Questioning, Planning, Gathering, Sorting and Sifting, Synthesizing, Evaluating, Reporting (Milam) || What is the lead time of the 7 cycles? ||
 * Higher order thinking skills are needed to encourage problem solving || Which stage in the cycle bring higher order thinking? || Synthesizing brings high order thinking using the SCAMPER strategies with data (Milam) || What are the details of how to perform the SCAMPER strategy? ||
 * Students need to understand what they are learning, not just memorize facts || How can The Research Cycle aide in a deeper understanding of information? || Students become self-motivated, cooperative and develop their own expertise and fluency of the information (Milam) ||  ||