RILINK2012VisualofIdeas

Visual of Ideas Visual of Ideas = Show What You Know  "Data Visualization"

Examples: bar graph, tally chart, pie chart, flow chart, pictograph, Venn diagram, fishbone diagram, timeline, T-chart, table, web, any visual way to explain information, sometimes called an "infographic" It has to make sense. media type="youtube" key="i93iWza8sG8?rel=0" height="315" width="560" Guided Inquiry "Guided inquiry is based on extensive studies of the Information Search Process (ISP) in assigned research projects (Kuhlthau 1985, 2004). These studies clearly show that learning through research is more than simply collecting information. The ISP or inquiry process is complex and requires guidance, instruction, modeling, and coaching. The implementation of ISP depends on a flexible team of educators, including the school librarian who serves as the resource specialist, information literacy teacher, and collaborator." For more information about Guided Inquiry, view "Snapshots": Kuhlthau, Carol C. and Leslie K. Maniotes. "Building Guided Inquiry Teams for 21st-Century Learners." School Library Monthly. January 2010. Web 1 <[]>
 * ~ Figure 1. Five Kinds of Learning in the Inquiry Process ||
 * Curriculum Content || gaining knowledge, interpreting, and synthesizing ||
 * Information Literacy || locating, evaluating, and using information ||
 * Learning How to Learn || initiating, selecting, exploring, focusing, collecting, presenting, and reflecting ||
 * Literacy Competence || reading, writing, speaking, listening, and viewing ||
 * Social Skills || cooperating, collaborating, flexibility, and persistence ||

Kuhlthau, Carol C.and Leslie K. Maniotes, et al. __Guided Inquiry: Learning in the 21st Century__. Westport, CT: Libraries Unlimited, 2007.

Why? Common Core and Visual of Ideas Standard 10: Range, Quality, and Complexity of Student Reading K-5 Under Range of Text Types for K-5, under Informational Text: //"...information displayed in graphs, charts, or maps; and digital sources on a range of topics"// Common Core Reading Standards with AASL Standards:

Guided Inquiry Materials Five Kinds of Learning in the Inquiry Process Template for Planning: Guided Inquiry BEFORE Research Template for Students Guided Inquiry KWL Expanded Graphic Organizer - Includes the entire Guided Inquiry Process Guided Inquiry DURING Research Template for Students Guided Inquiry - Indicators of Learning - Can be used to create rubric(s); determine criteria for assessment(s) Guided Inquiry Assessment by Observation - Teacher-Librarian Uses DURING student work time Examples of Guided Inquiry Student Work Products Evidence - To create assessment(s) use this chart and and have the students create the assessment criteria

For other assessment options, look under "Assessment" section below. You can also create your own rubrics or guide the students to create rubrics. Also some district assessments can be used depending on the student work product/evidence.

Research Models Koechlin, Carol and Sandi. __Build Your Own Information Literate School__. Salt Lake City, UT: Hi Willow, 2003.

//Advice to Action Model// -"solve real problems; judge between good and poor advice; affect behavior; understanding the consequences of taking advice; understand how historical events were shaped by advice both good and poor" //Concept Jigsaw Puzzle Model// - "develop deep understanding rather than surface knowledge; develop group skills; prototype for the real world of business and industry; stimulate each learner into making a contribution; introduce lots of material quickly" //Compare and Contrast Model// - "much-researched and powerful teaching technique; stress quality information to achieve an accurate comparison; teaches reasoning over subjectivity; requires tough thinking; becomes the basis of many other teaching techniques with large or small sets, facts, or ideas" //History and Mystery Model// - "when, where, and what appears to have happened; what really happened; why did it happen; what could have prevented it from happening; what can we learn based on what happened and why" //Matrix Model// - "promote accurate data gathering; organizing data for better decisionmaking/understanding; facilitating a look at patterns and trends; seeing the dangers of bad data in any cell; teaching complex issues; solving complex problems" //Quest Model (Well-Designed Research, Experiment or Project)// - "capture realism; build expertise; build responsibility and independence; prepare for college or profession; build a sense of achievement; capitalize on natural curiosities; make the curriculum relevant; develop deep understanding" Problems/Possibilities Jigsaw Puzzle Model - "learn real-world problem-solving skills; build group problem-solving skills; prototype pf real world of business and industry; stimulate each learner into making a contribution; encourage investigation, determiniation and perserverence" //Read, View, Listen Model// - "experience many literary/written works rather than a single text; allow all skill levels to concentrate on a theme rather than the difficulty of the text; concept map the big ideas across texts; see big picture across cultures, authors, governments, time periods and ideas; when you can't afford a textbook but have a library" //Re-Create Model// - "why do things, seemingly strange, make sense in context; what kindsof persons contribute or distrate while a major event is unfolding' what can we learn from the unfolding of major events; how does excellence in the reconstruction of a major event help in the understanding of that event; can we develop empathy for people in their time and place; can we walk in someone else's shoes; judge the difference between fiction and realisitic fiction" //Reinventing a Better Way Model// - "much of our economy depends on effeciency; prepares for competitions (best ideas); production andmarketing plans and patents; stimulates creativity; stimulates authentic problems; builds group work skils; saves times, money, natural resources and energy" //Sensemaking (Visualizing/re-Conceptualizing) Model// -"use when data cannot be understood in their raw form; try several visualizations of the same ideas; particularly useful for concepts where misconceptions abound" //Take a Position Model// - "learn to take positions in sound ideas rather than on snap judgements; learn how to understand ideas much different than your own; develop critical analysis skills in the face of propaganda; build empathy for all positions, even as you take a stand; learn to articulate and defend a position taken; build he skilss for living and participating in a democratic society" //Timeline Model// - "show changes over time; determine why something developed the way it did; understand how inaccurate information will distort the analysis of sequencing; make comparisons of the past and present; put some events in a larger perspective; trace the background to explore cause and effect; understand sequence; visualize sequential patterns" //Mix It Up// - "Be creative in combining/modifying all the models"

**Planning, Organizing and Graphic Ogranizers** Planning for Writing Information Text - For students to organize their projects and plan which Visual of Ideas to Use Plans for Sharing Your Research - Parts 1 and 2 Deductive Reasoning - from known fact to specific conclusion ("All wasps have stingers; this is a wasp, therefore it has a stinger.") Inductive Reasoning - from specific conclusion to broad generalization ("This wasp has a stinger; therefore all wasps have a stinger.") Assessment Resources from __Writing in Science in Action__ Fulwiler, Betsy. __Writing in Science in Action: Strategies, Tools and Classroom Video__. Portsmouth, NH: Heinemann, 2011.

Characteristics of an Explemplary Graph Characteristics of an Exemplary Box and T-Chart and Written Comparison Characteristics of an Ememplary Scientific Illustration and Diagram

Resources from __Build Your Own Information Literate School__ Koechlin, Carol and Sandi. __Build Your Own Information Literate School__. Salt Lake City, UT: Hi Willow, 2003. Planning for Improvement Collaboration Rubric My Research Reflections Assessing My Effort

Online Creation with PiktoChart Tour of PiktoChart media type="youtube" key="QZmUDQh3m6Y?rel=0" height="315" width="560" How to Guide: @http://piktochart.com/the-ultimate-guide-to-create-your-own-infographic/

For Discussion Using Gapminder for a typical "countries around the world" project: @http://www.gapminder.org/GapminderMedia/GapPDFs/GapminderSort/GapminderSort.pdf

When does a valid way to explain information degenerate to a gimmick? "If you're making an infographic don't make it bland, unconvincing or promotional. Make it inventive, informative, truthful, and of course make sure it actually is an infographic." @http://econsultancy.com/us/blog/9653-how-not-to-make-an-infographic-four-examples-to-avoid

Animation by another name? Or an effective way to bring data to life? Interactive Infographic Examples: @http://columnfivemedia.com/work-types/interactive-infographics/?gclid=CKK4v_rr6rECFYFo4Aodm0sAqQ

media type="youtube" key="KQlqfbmc8x4?rel=0" height="315" width="560" The Infographics Show - Brain

media type="youtube" key="4v4XxlfVk3o?rel=0" height="315" width="560" Data Visualization as Art?

Gapminder - For thought and as a possible teaching tool: @http://www.gapminder.org/for-teachers/