Model+4+--+8W's

“Children don't just "do" information, technology, and Internet. A inquiry or project-based learning environment involves wondering about a topic, wiggling through information, and weaving elements together. Each student learns and expresses themselves in a unique way.
 * Background information on the model**

This model was developed by Annette Lamb in the early 1990s. It was published in the book Surfin' the Web: Project Ideas from A to Z by Annette Lamb, Larry Johnson, and Nancy Smith in 1997 and in an article called Wondering Wiggling, and Weaving: A New Model for Project and Community Based Learning on the Web (Learning and Leading With Technology, 1997, 24(7), 6-13).

The model is similar to the work of Eisenberg, McKenzie, Kuhlthau, Pappas and Tepe. However, a fun alliteration was used to stimulate student interest and focus on the student's perspective. You're probably familiar with the 5Ws (who, what, when, where, and why), here are 8 new ones.”

[] (AL)

 [] (AL) What teachers can do: Develop an activity to help students become more “in tune” with the world. This may be done by encouraging students to stop and enjoy the world around them, having students watch what is happening in the world by examining the news, journaling, collaborating with others, and reflecting on their feelings Teacher s can plan activities to help students wonder about and focus on a topic, issue, or problem. They can help students come up with questions for ideas using questions.org., help students connect to prior knowledge by brainstorming what they already know, find focus by using graphic organizers for thinking about a topic, help students to narrow by selecting a manageable “chunk”, and contemplate by reflecting on their topic. Teachers can help students create a search strategy for identifying useful information by having them analyze their questions, helping students explore types and tools of information, brainstorming possible resource formats, having students select 3-5 good starting resources, develop search guidelines for students, and have students reflect on their progress. Teachers should consider all types of learners. Teachers can develop an activity to help students use and evaluate information resources. Teachers can create reception scaffolds, (ex. Anticipation guides, graphical guides, project guides), evaluation guidelines (ex. Evaluation Wizard), and involve an expert by communicating and collaborating (Teacher Tap: Ask-an-Expert). Teachers can develop an activity to help students process their information. Teachers may create transformation scaffolds to help students (assist students in transforming information into new forms), create a set of questions for students to review, and create a guide for citing sources. Teachers help students select and develop a product by developing a set of product options (ex. Play, puppets, radio show, interview, dance), create production scaffolds (planning tools, templates, prompts and starters, guidelines, tutorials, samples and models), and select resources to assist students in developing their product. Teachers helps students communicate with an audience by identifying an audience for their project. Teachers create project assessments to help students assess their projects, develop a set of reflective questions for students to use and encourage revision.
 * Steps in model with a description of each step**
 * Here are the 8 steps with detail about each in terms of specific use in information gathering and information sharing: **
 * **[|Watching] ** (Exploring) asks students to explore and become observers of their environment. It asks students to become more in tune to the world around them from family needs to global concerns.
 * **[|Wondering] ** (Questioning) focuses on brainstorming options, discussing ideas, identifying problems, and developing questions.
 * **[|Webbing] ** (Searching) directs students to locate, search for, and connect ideas and information. One piece of information may lead to new questions and areas of interest. Students select those resources that are relevant and organize them into meaningful clusters.
 * **[|Wiggling] ** (Evaluating) is often the toughest phase for students. They're often uncertain about what they've found and where they're going with a project. Wiggling involves evaluating content, along with twisting and turning information looking for clues, ideas, and perspectives.
 * **[|Weaving] ** (Synthesizing) consists of organizing ideas, creating models, and formulating plans. It focuses on the application, analysis, and synthesis of information.
 * **<span style="font-family: 'Arial','sans-serif'; font-size: 9.5pt; font-weight: normal;">[|Wrapping] **<span style="font-family: 'Arial','sans-serif'; font-size: 9.5pt;"> (Creating) involves creating and packaging ideas and solutions. Why is this important? Who needs to know about this? How can I effectively convey my ideas to others? Many packages get wrapped and rewrapped before they're given away.
 * **<span style="font-family: 'Arial','sans-serif'; font-size: 9.5pt; font-weight: normal;">[|Waving] **<span style="font-family: 'Arial','sans-serif'; font-size: 9.5pt;"> (Communicating) is communicating ideas to others through presenting, publishing, and sharing. Students share their ideas, try out new approaches, and ask for feedback.
 * **<span style="font-family: 'Arial','sans-serif'; font-size: 9.5pt; font-weight: normal;">[|Wishing] **<span style="font-family: 'Arial','sans-serif'; font-size: 9.5pt;"> (Assessing) is assessing, evaluating, and reflecting on the process and product. Students begin thinking about how the project went and consider possibilities for the future.
 * <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 9.5pt; font-weight: normal; line-height: 115%;">[|Watching] **<span style="color: black; font-family: 'Arial','sans-serif'; font-size: 9.5pt; line-height: 115%;"> (Exploring)
 * <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 9.5pt; font-weight: normal; line-height: 115%;">[|Wonderi] [|ng] **<span style="color: black; font-family: 'Arial','sans-serif'; font-size: 9.5pt; line-height: 115%;"> (Questioning)
 * <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 9.5pt; font-weight: normal; line-height: 115%;">[|Webbing] **<span style="color: black; font-family: 'Arial','sans-serif'; font-size: 9.5pt; line-height: 115%;"> (Searching)
 * <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 9.5pt; font-weight: normal; line-height: 115%;">[|Wiggling] **<span style="color: black; font-family: 'Arial','sans-serif'; font-size: 9.5pt; line-height: 115%;"> (Evaluating)
 * <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 9.5pt; font-weight: normal; line-height: 115%;">[|Weaving] **<span style="color: black; font-family: 'Arial','sans-serif'; font-size: 9.5pt; line-height: 115%;"> (Synthesizing)
 * <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 9.5pt; font-weight: normal; line-height: 115%;">[|Wrapping] **<span style="color: black; font-family: 'Arial','sans-serif'; font-size: 9.5pt; line-height: 115%;"> (Creating)
 * <span style="font-family: 'Arial','sans-serif'; font-size: 9.5pt; font-weight: normal; line-height: 115%;">[|Waving] **<span style="font-family: 'Arial','sans-serif'; font-size: 9.5pt; line-height: 115%;"> (Communicating)
 * <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 9.5pt; font-weight: normal; line-height: 115%;">[|Wishing] **<span style="color: black; font-family: 'Arial','sans-serif'; font-size: 9.5pt; line-height: 115%;"> (Assessing) <span style="font-family: 'Arial','sans-serif'; font-size: 9.5pt; line-height: 115%;">

[] NL <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 10pt;"> The following is a link to a PDF detailing the 8 steps with an overview/synopsis: []
 * Link to PDF:**

<span style="font-family: 'Arial','sans-serif'; font-size: 9.5pt; line-height: 115%;">This model is similar to the Pathways to Knowledge model by Pappas and Tepe. It starts with examining and appreciating the world. They also both have a presearch where students brainstorm ideas, Also similar is the identification of information resources and tools. They also use analyzing and synthesizing information, communication, and evaluation. It is also similar to McKenzie’s Research Model where students question, plan, gather info, sort and sift, synthesize, evaluate, and report. All of the models listed have the advantage of organizing a plan for teaching research to students. Teachers can pick and choose which plan works best for her and her class. The 8W’s. model is a great way to teach kids research in a fun way that they will pique their interest. I think they would end up enjoying the experience instead of dreading it. It teaches students step by step in an unintimidating approach. <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 115%;">[] [] [] NL
 * Strengths and weaknesses of the model**

<span style="font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 115%;">There are several positive aspects of using the 8Ws model for this unit.When using a model the learning is student centered.With the 8Ws model it is easy for the media specialist and the teacher to help keep students on task.Students have a good idea of what they have done and what yet needs to be finished.Harada and Yoshina state in //Inquiry Learning through Librarian-Teacher Partnerships,// “A model or framework for the information search process defines the skills and competencies that learners need to master if they are to become effective locators, evaluators, and users of information.” (Harada and Yoshina p.71).I do not see very many drawbacks to using this model for this unit.Perhaps students may spend too much time on one step, but even that small problem can be avoided if the media specialist and the teacher are involved in the process.They can recognize if a student seems stuck and help that student complete the step and move to the next one.One other drawback may be that students may have a hard time starting, but that should be addressed with the mini lessons, journal writing, and class discussions. The Research Cycle Model offers many of the same benefits as the 8Ws model.In the Research Cycle more emphasis is placed on questioning early on.With the 8Ws model questioning takes place after the first step of watching is completed.“Questioning is at the center of the learning experience.” (Harada and Yoshina p. 2). <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;"> [|**Reference list**]<span style="color: black; font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 115%;">
 * Strengths and weaknesses of the model**

Lamb, A., Johnson, L., & Smith, N. (2009). //8ws of information inquiry//. Retrieved July 4, 2010 from [] NL Lamb, A., Johnson, L., & Smith, N. (2009). //The 8ws: Information literacy.// Retrieved July 5, 2010 from [] NL Mackenzie, J. (2009). //Research cycle//. Retrieved July 5, 2010 from [] NL Pappas, M.L., & Tepe A.E. (2009). //Pathways to knowledge.// Retrieved July 5, 2010 from [] NL <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 115%;">

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