Thanks everyone for your responses!
_____________
We developed several years ago a research/problem-solving model that aligns
with our ELA standard for research and inquiry. The model, which is called
The Simple Four, has only four steps: Plan, Act, Organize, and Reflect.
Briefly, PLAN is the step where the assignment is made, students have the
opportunity to brainstorm about the topic, identify what kind of information
they would need, and identify possible sources of information. ACT is where
students locate the information sources and engage those sources to extract
relevant information. ORGANIZE is where students take the information and
create a report, multi-media presentation, etc., to demonstrate their
mastery of the content as well as the information literacy skills. REFLECT
is the evaluation component - self-evaluation of the product and process;
peer evaluation; and teacher evaluation. Information and resource evaluation
are embedded in all the steps.
You can find a more detailed explanation of The Simple Four online at
http://icts-sc.pbworks.com.
You'll also find on this site the SC K-12 ICT Scope and Sequence. A group of
educators (classroom teachers, school librarians, district library
supervisors, and district technology directors) worked on this scope and
sequence to align the AASL Standards for the 21st Century Learner, the ISTE
NETS for students, and the SC Internet Safety Standards into one document.
Student learning scaffolds from Kindergarten through 12th grade.
________________________
check out the NYC information fluency continuum
http://schools.nyc.gov/NR/rdonlyres/90626CCD-13DE-4E42-B15A-BFDF4FECDA4B/79287/INFOFLUENCYCONTK12Revised226.pdf
__________________________
Please look at my FLIP it! model: it was developed with/by 7th
graders, and has been very successful with grades 4+ up.
see http://www.aliceinfo.org/flipit/. I'm attaching some of the
documents I just sent to a new SL in Texas, along with my responses to
her questions.
1. What age range do you think the Flip-It method best fits, and why?
If variable, how might one differentiate it for different learners?
I think it can be used with all grades, but I've seen the biggest success --
in terms of students using it independently and consistently -- with gr. 5
and up. With gr 3-5 a lot of scaffolding is needed at first, but once
they've used it for a while most students become effective independent users
of the process. FLIP it! has been used as the school-wide problem-solving
strategy in several 'alternative' schools for high-risk students:
It's been incorporated into every aspect of the academic and social
curriculums, and used extensively by the guidance department.
3. For what kind of learner is the Flip-It method best suited? Why?
See above answer. FWIW, several middle school Special Ed tchrs use FLIP it
to organize ALL learning activities for their students.
4. What impact does Flip-It! have on the learning process, and what
difference do you think it can make with resource-based learning (as in a
library)?
FLIP it is a metacognitive student-centered strategy; it's a thinking
process that can be used in any situation. It's not just for 'research'
skills, nor is it format (e.g, print vs. online containers) dependent.
It requires students to reflect on what they're doing, and how/why they're
doing it, in order to be successful in any problem-solving situation.
6. What are the benefits and drawbacks of using the Flip-It method?
Benefits: a strategic process for solving a problem.
--Several local businesses now use it with their employees for management
decisions.
--The Framework has been adopted by several social workers and therapists to
help their clientele rethink life decisions.
--My son used it with case studies in Business School!
Drawbacks: none, as far as *I* am concerned. I did have students who
complained because they had to 'think for themselves.'
7. Why would you recommend it for teachers and other librarians?
Because it works ? And it uses every-day language. I don't think too many
students normally use the word 'synthesize' (from Big6)
8. How might a librarian use it to collaborate with teachers or instructors
in their classroom?
See the Collaborative Planning article.
9. What other information or else you would like to add?
I always taught the process as part of an actual information activity,
rather than in isolation. IOW, I never did a lesson on FLIP IT. Instead,
we might be starting a research project on explorers and I would use the
FLIP IT process to structure/demonstrate each of the necessary steps of
info-gathering and evaluation. Since I used the process for all aspects of
the library's instructional program, students saw the direct application of
each step as a natural process.
With younger students I usually start with something that kids can easily
relate to:
'Do you ever get lost in this building?
How do you figure out where you are, and where to go?'
As we talk through the process of getting unlost, we discuss the directional
clues (links) and the landmark clues (input) they need to see and use in
order to get back to their classroom (payoff).
Once they understand that they already use a natural thought-process for
solving an informational problem, they can see how FLIP it is just a
framework (e.g., set of steps to use) to help them with any problem-solving.
For the FOCUS step, I know one teacher who starts with an unfocused picture
on the screen or SMARTboard and asks what she needs to do to make it
clearer; to figure out what she really needs to pay attention to. In other
words, how do we ZOOM in, to clarify our question.
FWIW, the most successful aspect of the Framework has been the development
of the 4-box format as a graphic organizer for problem-solving. Many
teachers have told me that they love not having to make special worksheets:
just tell their students to make a 4-boxer from plain paper and they're
ready to work.
To the best of my knowledge, no empirical research has ever been published
that directly supports FLIPit. There's no institutional support, publishing
empire, or research grants -- just folks who've somehow heard about FLIPit
and decided to use it in their own local endeavors.
_____________________________
Much of Australia uses a model that was developed at the same time that
Eisenberg and Berkowitz were developing the Big 6. You can find the outline
here ...
http://www.curriculumsupport.education.nsw.gov.au/schoollibraries/teachingid
eas/isp/index.htm<http://www.curriculumsupport.education.nsw.gov.au/schoollibraries/teachingideas/isp/index.htm>
I used this as the basis of the model for my books All You Need to Teach
Information Literacy but expanded it with further questions, added
Reflections and developed specific learning outcomes for K-2, 3-4, and 5-6.
_____________________________
I use a model called the Independent Investigation Method. I think it is
great!! Take a look - http://www.iimresearch.com/<http://www.iimresearch.com/>
____________________________
I wonder if you have seen the book "Guided Inquiry : Learning in the 21st
century" by Prof. Carol Kuhlthau, Dr. Leslie K. Maniotes and Ann Caspari? In
my opinion this book provides a very carefully structured learning model.
Furthermore, and especially in their article in the June 2010 edition of
School Libraryh Monthly, they provide an assessment tool for use throughout
the entire school (applicable to any grade).
http://www.schoollibrarymonthly.com/articles/Kuhlthau&Maniotes2010-v26n5p18.htmlI
hope that this information is helpful.
________________________
I took a class a few years ago on using the Independent Investigation Method
(IIM). I recall the elementary version was inquiry based to some extent.
If I remember correctly, you could use a KWL chart for choosing a topic and
using the W section to create your questions to research. For more info,
their website is http://www.iimresearch.com/
--
Deb Schiano
Teacher-Librarian
Lounsberry Hollow Middle School
Vernon, NJ
debschi@gmail.com
"It is good to have an end to journey toward; but it is the journey that
matters, in the end"
-Ursula K. Le Guin
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