Prewriting+Page+(KWLQ+Charts)

Sara Megan

Rationale for Choice
We chose the Super 3 research model for our persuasive presentation because we both have more experience in younger grade levels. Naturally, this would lead us to develop a convincing presentation for teachers in grades K-3. The Super 3 is the perfect model for introducing students to the process of researching. Once they feel comfortable with these steps, they can gradually be introduced to the more rigorous set up of the Big 6. The advantage for students is that the Super 3 and Big 6 models were developed by the same people and are designed to teach children how to research in phases. When research becomes overwhelming, both students and teachers want to either quit, or simply never begin such projects again. We feel confident that after our presentation, teachers will try out the Super 3 in their classroom and feel confident in instructing their students to become successful researchers and writers.

Comparing the Super 3 and Big 6 Research Models

 * ** Know ** ||  ** Want to Know **  ||  ** Learned **  ||  ** Questions **  ||
 * The Super3 is a simplified version of the Big6 research model intended for primary students grades K-2, using a beginning-middle-end structure to help students navigate the research process. || Is it sufficiently rigorous despite being simplified? || The process of research - gathering, analyzing, and interpreting information - is inherently rigourous regardless of the age of the student or the process used (Walker). || How can rigor be reinforced for students who are not yet reading or are emerging readers? ||
 * Several steps of the Big6 are condensed into each step of the Super3


 * Beginning = Task Definition and Information Seeking Strategies
 * Middle = Location of Access and Use of Information
 * End = Synthesis and Evaluation || How much of this is direct teaching versus independent learning? Won't the instruction on how to access and use information overshadow the instruction of the process as well as the topic itself? || By careful use of teacher modeling and rubrics, students will have the tools they need to be sucessful independently (Eisenberg and Robinson). || How can teachers who are already limited in their planning time get easy access to work samples and rubrics or opportunites to create their own models and rubrics? ||
 * There is a greater need for rubrics and work samples in the Super3 than the Big6. || Assuming this is a younger grade (Kinder, 1st or 2nd grade) would this be more effective as whole class project with the teacher carefully modeling his or her thinking and resulting work products? There may need to be a gradual release of responsibility. || If the process is used for several whole-class projects in Kindergarten and 1st grade, students will be familiar with the expectations and ready for more independent work by the time they are in 2nd grade. || WIll campuses or vertical teams be consistent in following the two models throughout grade levels? ||
 * The simpler steps narrow the scope of the process. || Will students have sufficient opportunities for critical thinking? || If the process is structured in such a way that students cannot copy information but have to find answers to inquiries (either teacher- or student-generated) they will have sufficient opportunites for critical thinking Eisenberg and Robinson). || How can teachers most efficiently conference will all students at all phases of the process to insure original, high-quality work? ||
 * Research is based on the ability to read. || How can the research process be modified for emerging readers? || At these grades, whole-class projects are recommended. || How can the work be shared most effectively so that all students have a chance to engage? ||
 * The Super 3 will prepare kids for future use of the Big 6 because the steps are similar. || At what age or grade level should we begin transitioning students? Is introducing the Big 6 gradually the best approach? || There are many answers as to when we should transition students from the Super 3 to the Big 6. The librarian and teacher should analyze student needs at every age and grade level. Since the number of steps doubles from the Super 3 to the Big 6, gradual transition is best (Big 6). || Will elementary and middle school librarians establish clear lines of communication to ensure each student eventually makes the transition? ||
 * The vocabulary used in the Super 3 Research Model is more meaningful and easier to understand for students in the lower elementary grade levels (Little). || Are we doing advanced learners a disservice by not teaching them the Big 6 vocabulary? || Librarians and teachers must meet each student at THEIR level. If this means teaching the Big 6 to some and the Super 3 to some, then that is the expectation (Eisenberg and Robinson). || Is it ok to completely skip the Super 3 with these advanced learners or should we have them at least familiarize themselves? ||
 * “The Super3 is a practical method to integrate information literacy standards into a primary school teaching environment (Big 6).” || If collaboration is not possible, should the introduction of the Super 3 be taught primarily by the librarian or teacher? If taught by the librarian, will students be able to apply their knowledge of the Super 3 when it is integrated with the curriculum? || Librarians must communicate with administration. It’s imperative to let the principal know that without time for collaboration, students will never learn to research properly. The research model and curriculum must go hand in hand (Walker). || If met with resistance from principal, what are some respectful strategies for slowly changing their mind about collaboration? ||

"The Big6." //The Big6//. Web. 22 Oct. 2010. .

Eisenberg, Michael B and Laura Robinson. “Super 3 Webinar 2008.” Online PowerPoint. 20 October 2010. <[]>.

Little, Tami. "What is the Super3?." //The Super3//. Web. 9 Oct. 2010. <[]>.

Miller, Pat. //Stretchy Library Lessons: Research Skills : Grades K-5.// Ft. Atkinson: Upstart Books, 2003. Print.

<span style="font-family: Arial,Helvetica,sans-serif;">Robinson, Michael B. and Laura Eisenberg Robinson. //The Super3: Information Skills for Young Learners//. Worthington: Linworth Publishing, 2007. Print.

<span style="font-family: Arial,Helvetica,sans-serif;">Walker, Laura. "Super 3 Research Process." Finneytown Local School District. 2009. Web. 20 October 2010. <[]>.