Writing the context essay for my Information Learning activity for this subject has not only provided me with many different feelings, as documented in my blog, but also the opportunity to share the information found with my peers through feedback.
Whilst I was fairly confident with my new knowledge, I was nervous and eager to discover what my colleagues thought.
I found it very helpful to observe Mandy's example of peer feedback through the posts on the Discussion Board, and learnt much from the use of higlighting topic sentences and commenting on these. When I received my feedback from my two colleagues, both of whom used upper primary students as their inquiry group, I was certainly pleasantly surprised. Both girls had very constructive comments and I was able to use these to reflect on the learning and refine accordingly. Hopefully, my critique of their essays was taken in a similar vein and they were able to use some of my suggestions to reflect on their successes and challenges, as I did.
Now to the report! I will continue to use the Alberta Inquiry model and Kuhlthau's Guided Inquiry and Information search process as the basis for my Information Learning Activity as they make a lot of sense to me as regards learning about learning. I like the idea of developing students and for that fact , my own, metacognitive skills: thinking about learning and thinking about thinking (Alberta Learning, 2004) Hopefully these inquiry skills learnt in this Information Learning Activity will help my students and again, me, along the way to lifelong learning.
Albert Learning. (2004). Focus on inquiry: A teacher’s guide to implementing inquiry-based learning. Edmonton, AB: Author, Learning and Teaching Resources Branch
Thursday, October 6, 2011
Wednesday, October 5, 2011
Draft submitted: Time for the feedback!
The Presentation stage is the culmination of the inquiry process, when the learning is prepared to share with others.(Kuhlthau et al, 2007)
I have now submitted the draft of my context essay, ready to be reviewed by my peers. Well two at least!
Although I am confident about the new knowledge I have found to underpin my learning activity, I am very eager to have feedback on this literature review from my colleagues. Especially, as they are using upper primary students as their inquiry group as well. I am nervous about giving the feedback as I do not feel like I have the expertise to do so, adequately. I am relieved that Mandy is going to give us an example of how to give the feedback constructively and with purpose.
The Alberta Model of Inquiry (Alberta Learning, 2004), which I have adopted as a model to teach and learn about inquiry with my students in my learning activity suggests that students will have success in this Sharing Phase if they are given opportunities to share their findings and new understandings with an appropriate audience. Success in this stage of the inquiry will also come with students being able to offer constructive suggestions and criticisms to their peers in the same way.
Albert Learning. (2004). Focus on inquiry: A teacher’s guide to implementing inquiry-based learning. Edmonton, AB: Author, Learning and Teaching Resources Branch.
Kuhlthau, Carol C. ; Maniotes, Leslie K. & Caspari, Ann K. (2007). Chapter 2: The Theory and Research Basis for Guided Inquiry in Kuhlthau, Carol C. ; Maniotes, Leslie K. & Caspari, Ann K, Guided inquiry : learning in the 21st century, Westport, Conn: Libraries Unlimited, pp.13-28.
I have now submitted the draft of my context essay, ready to be reviewed by my peers. Well two at least!
Although I am confident about the new knowledge I have found to underpin my learning activity, I am very eager to have feedback on this literature review from my colleagues. Especially, as they are using upper primary students as their inquiry group as well. I am nervous about giving the feedback as I do not feel like I have the expertise to do so, adequately. I am relieved that Mandy is going to give us an example of how to give the feedback constructively and with purpose.
The Alberta Model of Inquiry (Alberta Learning, 2004), which I have adopted as a model to teach and learn about inquiry with my students in my learning activity suggests that students will have success in this Sharing Phase if they are given opportunities to share their findings and new understandings with an appropriate audience. Success in this stage of the inquiry will also come with students being able to offer constructive suggestions and criticisms to their peers in the same way.
Albert Learning. (2004). Focus on inquiry: A teacher’s guide to implementing inquiry-based learning. Edmonton, AB: Author, Learning and Teaching Resources Branch.
Kuhlthau, Carol C. ; Maniotes, Leslie K. & Caspari, Ann K. (2007). Chapter 2: The Theory and Research Basis for Guided Inquiry in Kuhlthau, Carol C. ; Maniotes, Leslie K. & Caspari, Ann K, Guided inquiry : learning in the 21st century, Westport, Conn: Libraries Unlimited, pp.13-28.
Questionnaire #3
1. Take some time to think about your topic. Now write down what you know about it.
Inquiry based learning is a process in which students are involved in their learning. The students formulate questions, investigate using many different sources, and then construct new knowledge and understandings. Research suggests that inquiry based learning creates a more positive and independent learning environment. There are many models of Inquiry based Learning including the Alberta Focus Inquiry model, and Kuhlthau's Guided Inquiry model, which is grounded in constructivist theory. I know that right now as I complete this questionnaire, I am in the Presentation stage of Kuhlthau's Information Search Process. (Kuhlthau et al, 2007) having now
been through the Formulation and Collection stages, in which I gathered and prepared new information to support my topic and context. I have constructed and developed new knowledge for the purpose of my essay. In the Presentation stage, I feel that I am in the culmination of this part of the project, where I am preparing to share my learnings with others and get ready to give and receive feedback as part of the reflection process. On that note, I also know that engaging in Reflection is a crucial part of many inquiry models, including the two that I have investigated and based my inquiry on. In the Alberta model, Reflecting on the Process is an integral part of every stage of the model, and is revisited as part of the teaching and learning in this process. For instance, in this model, I am in the Creating Phase. Here, I organise the new information to create my context essay in a personal way. The feedback I will receive from my peers will provide an excellent avenue for the Reflecting on the Process component of this model.
I am aware of many different models of Information Literacy /Inquiry models including:
The Big 6: (Eisenberg & Berkowitz, 2000,) http://big6.com/
Inquiry based learning is a process in which students are involved in their learning. The students formulate questions, investigate using many different sources, and then construct new knowledge and understandings. Research suggests that inquiry based learning creates a more positive and independent learning environment. There are many models of Inquiry based Learning including the Alberta Focus Inquiry model, and Kuhlthau's Guided Inquiry model, which is grounded in constructivist theory. I know that right now as I complete this questionnaire, I am in the Presentation stage of Kuhlthau's Information Search Process. (Kuhlthau et al, 2007) having now
been through the Formulation and Collection stages, in which I gathered and prepared new information to support my topic and context. I have constructed and developed new knowledge for the purpose of my essay. In the Presentation stage, I feel that I am in the culmination of this part of the project, where I am preparing to share my learnings with others and get ready to give and receive feedback as part of the reflection process. On that note, I also know that engaging in Reflection is a crucial part of many inquiry models, including the two that I have investigated and based my inquiry on. In the Alberta model, Reflecting on the Process is an integral part of every stage of the model, and is revisited as part of the teaching and learning in this process. For instance, in this model, I am in the Creating Phase. Here, I organise the new information to create my context essay in a personal way. The feedback I will receive from my peers will provide an excellent avenue for the Reflecting on the Process component of this model.
I am aware of many different models of Information Literacy /Inquiry models including:
The Big 6: (Eisenberg & Berkowitz, 2000,) http://big6.com/
The Seven Pillars Model
Research Cycle (McKenzie)
The 8 Ws
just to name a few!
2. How interested are you in this topic?
A great deal: The more I learn the more I want to share with my colleagues and my students.
3. How much do you know about this topic?
3. How much do you know about this topic?
Quite a bit......definitely more than I did when I began this subject. Although I feel I have learnt and know a great deal more than I did at the beginning of this task..I feel like this process has made me realise that one inquiry leads to another and all towards lifelong learning..so in that scheme....not a great deal!
4. Thinking back on this research project what did you generally find easy to do?
I found it easy and enjoyable to interpret the inquiry models and find similarities and differences between them. Generally I found it easy to navigate the Blackboard information and interpret the information given in the tutorials in the context of my learning activity. I have particularly enjoyed the new searching strategies that I now employ and have shared with my teaching colleagues using the Boolean operators, and hence I have found searching a much easier task. Narrowing searches has become a bit of a pastime!!
I found it easy and enjoyable to interpret the inquiry models and find similarities and differences between them. Generally I found it easy to navigate the Blackboard information and interpret the information given in the tutorials in the context of my learning activity. I have particularly enjoyed the new searching strategies that I now employ and have shared with my teaching colleagues using the Boolean operators, and hence I have found searching a much easier task. Narrowing searches has become a bit of a pastime!!
5. Thinking back on this research project, what did you generally find difficult to do?
I still find it difficult to time manage and sort through all the information to find relevant articles, quotes and ideas for my project. I still get overwhelmed by the amount of new information I uncover and find the construction of this new knowledge difficult in that I don't know what to discard. I also found the first stages of the Information Searching Process quite challenging in which I felt vague, overwhelmed and uncertain about the amount of work ahead and the selection process to be undertaken. But as Kuhlthau reminded me "Uncertainty is the beginning of learning" (Kuhlthau et al, 2007) so, as I worked through the stages, and learnt new strategies, I did feel the uncertainty slip away and deeper understanding develop.
I still find it difficult to time manage and sort through all the information to find relevant articles, quotes and ideas for my project. I still get overwhelmed by the amount of new information I uncover and find the construction of this new knowledge difficult in that I don't know what to discard. I also found the first stages of the Information Searching Process quite challenging in which I felt vague, overwhelmed and uncertain about the amount of work ahead and the selection process to be undertaken. But as Kuhlthau reminded me "Uncertainty is the beginning of learning" (Kuhlthau et al, 2007) so, as I worked through the stages, and learnt new strategies, I did feel the uncertainty slip away and deeper understanding develop.
6. What did you learn in doing this research project?
I have learnt so many things over the past semester, I have decided to document in dot point below:
- the definitions of Inquiry Based Learning, Guided Inquiry, Information Literacy and the Information Search Process and the research that underpins these terms
- the many and differing models of Inquiry
- expert searching strategies using a variety of databases
- how to upload videos to my blog and to do screen captures and upload these too.
- narrow, broaden and conduct searches using Boolean Operators.
- how to locate, skim, refine and evaluate new information to construct new knowledge.
- about standards and continuua for Information Literacy skills
- how to give and receive constructive feedback to and from my peers in writing my draft context essay
- much about the context that underlies my Information Learning Activity as regards Inquiry and the learning and teaching process
- to navigate the Australian Curriculum site and use the filters appropriately and with purpose.
- that reflection is a very important part of the Inquiry model and necessary in every stage.
Reference:
Kuhlthau, Carol C. ; Maniotes, Leslie K. & Caspari, Ann K. (2007). Chapter 2: The Theory and Research Basis for Guided Inquiry in Kuhlthau, Carol C. ; Maniotes, Leslie K. & Caspari, Ann K, Guided inquiry : learning in the 21st century, Westport, Conn: Libraries Unlimited, pp.13-28.
Tuesday, October 4, 2011
Focus.......focus....Formulation!
"Through Guided Inquiry students come to a deeper knowledge of the subject and gain an understanding of their own inquiry process, as well as the basic skills and abilities to locate, evaluate, and use information for learning and presentation".
(Kuhlthau et al, 2007)
(Kuhlthau et al, 2007)
According to the Alberta Inquiry Model (Alberta Learning, 2004), in the Processing Phase, several skills and strategies will be employed. It is in this phase that the focus for my essay will be formulated. I am now feeling a little more optimistic and confident about formulating a direction for my context, having sifted through many websites, articles, books and journals to find pertinent information. I am finding that I am becoming more and more interested in this topic of Inquiry learning, as I employ strategies from the models to start teaching my students.
This feeling of clarity is also in line with being in the Formulation stage of Kuhlthau's Information Search Process.The formulation stage is a time to form a focus for the research from the information on the general topic found in the variety of sources students are consulting. (Kuhlthau et al, 2007)
Through Kuhlthau's research into the Information Search Process, she found that higher order thinking is developed by carefully planned advice and assistance of the instructional team. In Guided Inquiry this is a zone of intervention when specific instruction and assistance is given to guide students to formulate their focus as a path for collecting information to complete their task.(Kuhlthau et al, 2007)
As I reflect on my Inquiry journey so far, I can see that this is so true of my learning. By referring to the various models as I have undertaken this Information search process and started my inquiry, I have experienced the many feelings described and have been able to recognize the times when I have needed intervention. This help came in the form of accessing the online tutorials, again and again, taking part in the Elluminate sessions, and participating in the Ask a Dumb question forum. I have also emailed a few colleagues to ask their opinions. By revisiting lectures, online video tutorials and sifting through copious amounts of knowledge, both new and old, I have been able to formulate my focus for my context essay by collecting and refining the information needed .
References:
Albert Learning. (2004). Focus on inquiry: A teacher’s guide to implementing inquiry-based learning. Edmonton, AB: Author, Learning and Teaching Resources Branch.
Kuhlthau, Carol C. ; Maniotes, Leslie K. & Caspari, Ann K. (2007). Chapter 2: The Theory and Research Basis for Guided Inquiry in Kuhlthau, Carol C. ; Maniotes, Leslie K. & Caspari, Ann K, Guided inquiry : learning in the 21st century, Westport, Conn: Libraries Unlimited, pp.13-28.
Sunday, October 2, 2011
Some fun searching!
This word tag cloud was made using Tagul. Tagul is a web 2.0 service that enables you to create beautiful looking tag clouds and embed it on your web page. Each word in the cloud is connected to a website. I found this a very beneficial tool to use to highlight some major content words within this inquiry. To make a word cloud ( or different shape) go to : http://www.tagul.com/
Below is a video capture of a visual search tool: Search- cube.
Search-cube is a visual search engine that presents web search results in a unique, three-dimensional cube interface. It shows previews of up to ninety-six websites, videos and images.
Have fun playing...I did!
The link is here: http://search-cube.com/
Saturday, October 1, 2011
Understanding the process: Exploring with ProQuest
The Exploration phase continues and after the Google search, I am feeling a little encouraged.
The task of seeking new information and evaluating its relevance for my Information Learning Activity is quite daunting. I realise that I have always thought of searching for information as a linear process and that each piece of information will just add to what I had learnt previously. However, in line with the Alberta Inquiry Model (Alberta Learning, 2004) I now see my search process as cyclic, with some steps being revisited from time to time as a result of finding new information. This particular inquiry model fits really well with the stages of Kuhlthau's Information Search Process. A diagram of the model is below:
The centre of the model: "Reflecting on the Process" is an important and integral part of the cyclic model. It is a vital element in understanding how and why inquiry works as a process for learning. Reflecting on the Process is a critical element in helping students to understand and develop their metacognitive abilities—both “thinking about thinking” (cognitive domain) and “thinking about feelings.” (- the affective domain) (Alberta Learning, 2004)
An example of the types of questions teachers might use in this Inquiry model to develop students' metacognitive abilities is seen below:
I realise now that by writing entries in this blog I am actually engaging in this part of the Model. Reflecting on the Process at each particlar stage has encouraged me to think about different search strategies and paths to follow. It has allowed me to document the feelings of frustration, enthusiasm (??), and discouragement as I navigate my way through Kuhlthau's Process and to create new learnings as I think and reflect on the information discovered.
It is constant and often discouraging, as I endeavour to scrutinise and analyse (Limberg, 2000) the information I have located in my search process to understand my topic more fully and create new knowledge as regards the context for my Information Learning Activity.
So I begin.....
My first search in Proquest Education yields 719 results:
The search terms were simply: "inquiry based learning"
To narrow the search I added the Boolean Operator AND adding "middle school": This yielded 195 results, and a few more relevant articles upon first glance.
By adding the term "science" this narrowed the results to 170 but there was not a considerable amount of differences in the articles.
I then added the terms "guided inquiry" and after noting that Social Science was appearing quite extensively in the abstracts, I used the Boolean operator NOT to exclude this term and the results were narrowed to 18!
From these 18 results, I think that at least four look very relelvant to my context and I am feeling quite relieved that I have had some success in searching in this database.
The GeST windows model (Lupton and Bruce, 2010) posits that my searching skills and the processes I am using to locate and select relevant information would have me looking through the Generic Window. Here, I locate information as it exists in tools and databases ready to be extracted.(Lupton and Bruce, 2010) I can evaluate the content by using checklists that assess its currency and bias and use my context for my ILA to check its relevance for my purposes.
Mandy has taken us through online tutorials that help us to analyse and further question our topics. We have learnt much of about search terms, synonyms, Boolean operators and using ICT skills to conduct screen captures and upload videos. In the Generic window, all these skills are seen as 'functional' and 'basic'(Lupton and Bruce, 2010) to become more information literate....but also necessary!
I now know that I need all these information literacy skills I have acquired in the Generic window, to be able to function in the Situated Window.
As I have now sought, searched, located, searched some more, and finally began to analyse and define my topic and identify a focus for my context essay, I feel that the learning is now more personal.
As I have now sought, searched, located, searched some more, and finally began to analyse and define my topic and identify a focus for my context essay, I feel that the learning is now more personal.
As I personalise the information and construction of new knowledge takes place, I am able to get a' leg up' to the Situated window using the skills I have learnt in the Generic. The information I have found through purposeful search strategies has allowed me to construct meaning that is authentic as regards my ILA.
As I continue to engage in the searches, online tutorials and lectures, and learn the 'discipline' of my community...(Lupton and Bruce, 2010) I can continue to make meaning of and construct knowledge to situate these skills in my learning activity.
As regards the Alberta Inquiry Model, which I have decided to use as a model of inquiry for my Information Learning Activity along with Kuhlthau's Information Search Process, I believe I am now leaving behind the Retrieval Stage. In the cognitive domain, I have thought about what information and sources are relevant and worth pursuing and what searches have been most useful. In the affective domain, I have sorted out my feelings of doubt, uncertainty, frustration and even anger to move onto the next stage. I will probably revisit the planning stage with my teaching partner to accomodate the new information.
As regards the Alberta Inquiry Model, which I have decided to use as a model of inquiry for my Information Learning Activity along with Kuhlthau's Information Search Process, I believe I am now leaving behind the Retrieval Stage. In the cognitive domain, I have thought about what information and sources are relevant and worth pursuing and what searches have been most useful. In the affective domain, I have sorted out my feelings of doubt, uncertainty, frustration and even anger to move onto the next stage. I will probably revisit the planning stage with my teaching partner to accomodate the new information.
References:
Albert Learning. (2004). Focus on inquiry: A teacher’s guide to implementing inquiry-based learning. Edmonton, AB: Author, Learning and Teaching Resources Branch.
Lupton, Mandy and Bruce, Christine. (2010). Chapter 1 : Windows on Information Literacy Worlds : Generic, Situated and Transformative Perspectives in Lloyd, Annemaree and Talja, Sanna, Practising information literacy : bringing theories of learning, practice and information literacy together, Wagga Wagga: Centre for Information Studies, pp.3-27
Lupton, Mandy and Bruce, Christine. (2010). Chapter 1 : Windows on Information Literacy Worlds : Generic, Situated and Transformative Perspectives in Lloyd, Annemaree and Talja, Sanna, Practising information literacy : bringing theories of learning, practice and information literacy together, Wagga Wagga: Centre for Information Studies, pp.3-27
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Friday, September 30, 2011
Saturday, September 17, 2011
Google...my old friend...I've come to search with you ...again!
Searching with Google and Google Scholar
As mentioned, I have done some initial searches in Google and Google scholar for articles on Inquiry based learning, Guided Inquiry and Information Literacy without putting in any other contextual features of my Information learning activity. Now that I have begun this Exploration phase (Kuhlthau, 2007) and started to look up databases for scholarly literature to inform my context, I need to investigate some parameters for
searching more fully. Although A+Education had some relevant literature available in the articles and webbased journals, I thought I would now go back to Google Scholar and try searching here, possibly using some of the same phrasing and suggestions as I used in A+.
The screen shot above shows my first search using the following search terms and Boolean Operators:
"Inquiry Learning" and "Science" and "primary students"
This produced 158 hits and some good articles especially this one below in which this model of Progessive Inquiry caught my eye. This paper by Minna Lakkala was prepared as background material for an Inquiry-based learning course as a short presentation of the pedagogical model of Progressive Inquiry. As I read through her paper, I could identify with some very pertinent aspects of her model in my search for information for this Learning Activity. Although it is not one of the Information Literacy models that Mandy has directed us to investigate in the tutorials...I was able to identify some common themes emerging.
As a pedagogical model for Inquiry, I particularly liked the emphasis on questioning to deepen understanding and to engage the students more fully so that inquiry would continue to take place. I feel that I am working somewhat in this model as I become "expert-like" in my quest for knowledge and where the aim is understanding and explanation of phenomena (Lakkala, 2008) . The sharing of this expertise and new and not so new knowledge, is also what we are doing in the tutorials, and as we provide feedback to our colleagues who share a common context.
http://wiki.helsinki.fi/download/attachments/41162207/Progressive+inquiry+model_introduction.pdf
As mentioned, I have done some initial searches in Google and Google scholar for articles on Inquiry based learning, Guided Inquiry and Information Literacy without putting in any other contextual features of my Information learning activity. Now that I have begun this Exploration phase (Kuhlthau, 2007) and started to look up databases for scholarly literature to inform my context, I need to investigate some parameters for
searching more fully. Although A+Education had some relevant literature available in the articles and webbased journals, I thought I would now go back to Google Scholar and try searching here, possibly using some of the same phrasing and suggestions as I used in A+.
The screen shot above shows my first search using the following search terms and Boolean Operators:
"Inquiry Learning" and "Science" and "primary students"
This produced 158 hits and some good articles especially this one below in which this model of Progessive Inquiry caught my eye. This paper by Minna Lakkala was prepared as background material for an Inquiry-based learning course as a short presentation of the pedagogical model of Progressive Inquiry. As I read through her paper, I could identify with some very pertinent aspects of her model in my search for information for this Learning Activity. Although it is not one of the Information Literacy models that Mandy has directed us to investigate in the tutorials...I was able to identify some common themes emerging.
As a pedagogical model for Inquiry, I particularly liked the emphasis on questioning to deepen understanding and to engage the students more fully so that inquiry would continue to take place. I feel that I am working somewhat in this model as I become "expert-like" in my quest for knowledge and where the aim is understanding and explanation of phenomena (Lakkala, 2008) . The sharing of this expertise and new and not so new knowledge, is also what we are doing in the tutorials, and as we provide feedback to our colleagues who share a common context.
"The progressive inquiry model has been developed as a guiding conceptual tool that helps
teachers to engage their students in expert-like working with knowledge. The model captures
certain essential aspects of the knowledge-creation process, such as importance of students’
own questions and problems as a starting point, attention to main concepts and deep
principles of the domain, engagement in deepening inquiry where the aim is understanding
and explanation of phenomena, and socially shared process of inquiry. However, the
progressive inquiry model only gives a generic approach on learning; each teacher’s
challenge is to transform these principles into functional educational practice in their own way." (Lakkala, 2008)
teachers to engage their students in expert-like working with knowledge. The model captures
certain essential aspects of the knowledge-creation process, such as importance of students’
own questions and problems as a starting point, attention to main concepts and deep
principles of the domain, engagement in deepening inquiry where the aim is understanding
and explanation of phenomena, and socially shared process of inquiry. However, the
progressive inquiry model only gives a generic approach on learning; each teacher’s
challenge is to transform these principles into functional educational practice in their own way." (Lakkala, 2008)
However, a lot of the websites did not provide fulltexts of the journal articles, so they proved fairly
fruitless in terms of relevant and useful information. So back to the drawing board!
This time I decided to use some synonyms for my context and instead of primary I thought I would extend it to middle years, elementary and even upper primary. I also put in guided inquiry to see what path that would take us on.
So my new search in Google Scholar became:
"inquiry based learning" "guided inquiry" "middle years" OR "upper primary school" OR "elementary students" "science"
This search produced 105 results. Not bad!
As I scanned through a couple I noticed that I had accessed quite a few of these sites and journals before in other quests.
I wanted to refine this more...so after looking carefully at the frequency of the key terms in the abstracts for the various websites..I noticed that Social Science was an area that kept cropping up..so I went all Boolean on the search and included a "not" by using the -"social science" and voila!
"inquiry based learning" "guided inquiry" "middle years" OR "upper primary school" OR "elementary students" "science"-"social science"
Produced 92 hits!
Getting there!
By adding "information literacy" into this Boolean equation, it narrowed the search considerably:
"inquiry based learning" "guided inquiry" "information literacy" "middle years" OR "upper primary school" OR "elementary students" "science"-"social science"
produced 8 hits, ( as can be seen in the screen capture below) : two of which I had my eye on in previous searches.
So I will begin to peruse at least two of these PDF journal extracts...I think I may be onto something!
Actually feeling a little encouraged by this particular search!
M Lakkala - 2008 . Principles of Progressive Inquiry: -retrieved on September 17 2011
Friday, September 16, 2011
Screenshots and Videos: Learning through the process!
I am now well and truly inside the Exploration Stage (Kuhlthau, 2007) as I become orientated and try to become informed about my particular topic for my ILA. I feel like I am learning a lot of new information by reading and delving into the research, but at the same time, it is becoming increasingly difficult to form a focus for the topic. Locating information is the easy part but relating the information to what I know, what I am learning and what I need is the hard part. I feel like I am going round in circles at the moment, so hopefully after knuckling down on the databases and narrowing down some specific articles and websites, I will be able to move onto the next stage in Kuhlthau's Information Search Process: Formulation, and some clarity will emerge! For now I will begin with the searching and exploring in the databases. Today's search will concentrate on A+ Education.
A+ Education Database
This is a video of my first search using A+ using 'Jing' to capture it.
I then uploaded the embed code to my blog.....how very technological of me!!
As you can see, I'm only beginning to get the feel for the database searching, and how to use the QUT textfinder as well.
As I continued my search within this database, I begin to feel a little disheartened. The search terms that I put in are not coming up with much. Here are some of the terms and phrases I used in the data base today:
Inquiry based learning AND Guided Inquiry AND middle years OR upper primary students AND science
= 120 hits
Inquiry based learning AND Guided Inquiry AND middle years OR upper primary students AND science AND information literacy = 5 hits and more in the screen captures below :
I am a little 'confused by all the incompatibilites and inconsistencies' I am experiencing. (Kuhlthau et al, 2007) within this database.
This was my first ever attempt at using a Library database, having only used Google and Google Scholar before. I haven't begun to search using Google yet, for my context, as I wanted to try out the other databases...Mandy makes it look so easy! I have done some basic searches with no Boolean operators or parameters for broad topics such as information literacy, inquiry based learning and Guided Inquiry using Google and will go back now and try to narrow my searches using the And, Not and Ors. Maybe even using some of the exact same phrasing as the search above, and compare.
If an information literate person has the ability to identify and select the needed information from an overabundant supply of information (Savolainen, 2007), then I feel a little encouraged. Some of the articles found using A+ look likely contenders for investigating further. Some of the sources were not consistent with what I thought my search was asking for...so although a little discouraged...I am determined to narrow the search, to make it easier to select the needed information. I think I should have begun with the familiar......my old friend Google! We'll see......
Kuhlthau, Carol C. ; Maniotes, Leslie K. & Caspari, Ann K. (2007). Chapter 2: The Theory and Research Basis for Guided Inquiry in Kuhlthau, Carol C. ; Maniotes, Leslie K. & Caspari, Ann K, Guided inquiry : learning in the 21st century, Westport, Conn: Libraries Unlimited, pp.13-28
A+ Education Database
This is a video of my first search using A+ using 'Jing' to capture it.
I then uploaded the embed code to my blog.....how very technological of me!!
As you can see, I'm only beginning to get the feel for the database searching, and how to use the QUT textfinder as well.
As I continued my search within this database, I begin to feel a little disheartened. The search terms that I put in are not coming up with much. Here are some of the terms and phrases I used in the data base today:
Inquiry based learning AND Guided Inquiry AND middle years OR upper primary students AND science
= 120 hits
Inquiry based learning AND Guided Inquiry AND middle years OR upper primary students AND science AND information literacy = 5 hits and more in the screen captures below :
I am a little 'confused by all the incompatibilites and inconsistencies' I am experiencing. (Kuhlthau et al, 2007) within this database.
This was my first ever attempt at using a Library database, having only used Google and Google Scholar before. I haven't begun to search using Google yet, for my context, as I wanted to try out the other databases...Mandy makes it look so easy! I have done some basic searches with no Boolean operators or parameters for broad topics such as information literacy, inquiry based learning and Guided Inquiry using Google and will go back now and try to narrow my searches using the And, Not and Ors. Maybe even using some of the exact same phrasing as the search above, and compare.
If an information literate person has the ability to identify and select the needed information from an overabundant supply of information (Savolainen, 2007), then I feel a little encouraged. Some of the articles found using A+ look likely contenders for investigating further. Some of the sources were not consistent with what I thought my search was asking for...so although a little discouraged...I am determined to narrow the search, to make it easier to select the needed information. I think I should have begun with the familiar......my old friend Google! We'll see......
Kuhlthau, Carol C. ; Maniotes, Leslie K. & Caspari, Ann K. (2007). Chapter 2: The Theory and Research Basis for Guided Inquiry in Kuhlthau, Carol C. ; Maniotes, Leslie K. & Caspari, Ann K, Guided inquiry : learning in the 21st century, Westport, Conn: Libraries Unlimited, pp.13-28
Savolainen, R. (2007). Filtering and withdrawing: strategies for coping with information overload in everyday. Journal of Information Science 2007 33: 611 originally published online 31 May 2007.
Exploration: Let the Search Begin!
Having established a topic for our ILA, it is now time to search journal articles, curriculum websites and databases for models, theories and policies that will frame it. I have now moved into the Exploration stage in Kuhlthau's Information Search Process. I have begun to investigate the resources available to explore and assess valid information with the intent of finding a focus (Kuhlthau et al, 2007)....this being the context for my ILA.
The topic for the information learning activity centres around the Key learning area of Science and Health and Nutrition and will concentrate on the students from the upper primary in Years 6 and 7.
Key terms and phrases that I think will be useful in my search include:
The topic for the information learning activity centres around the Key learning area of Science and Health and Nutrition and will concentrate on the students from the upper primary in Years 6 and 7.
Key terms and phrases that I think will be useful in my search include:
- Inquiry /Inquiry-based learning/Inquiry Learning/ Guided Inquiry/Active learning/ Project based Learning
- Middle school/Upper Primary/Primary/elementary/year7/year 6/year 6 and 7
- Science/Nutrition/Health and PE/health and nutrition/Physical Education/Health/Health and Science
- 'Guided inquiry models and science for upper primary'
- 'Science and guided inquiry for middle school children'
- 'inquiry based models and teaching upper primary school and science'
- Nutrition and Inquiry-based learning
Thursday, September 15, 2011
Questionnaire 2: What have I learnt???
Questionnaire Two
1. Take some time to think about your topic. Now write down what you know about it.
Inquiry based learning involves students in a form of active learning that emphasises Questioning, Data and Analysis and Critical thinking (Bell et al, 2005) Guided Inquiry as proposed by Kuhlthau, has a solid theory foundation in the constructivist approach to learning, especially that of John Dewey. Guided Inquiry enables students to formulate a focus as they work through the stages of the Information Search Process. This 7 stage process describes thoughts and feelings of students as they process through complex inquiry tasks, to construct knew knowledge, and deeper understanding. (Kuhlthau et al, 2007) Reflection on the Inquiry Process is a vital component of many Inquiry Based models.
Information Literacy is ‘a way of learning though engaging with information. It is the experience of searching for, locating, evaluating, selecting, organising and using information to learn, analyse, synthesise, create new knowledge, communicate, make decisions and solve problems” (Lupton, 2008) Information Literacy is incorporated in Guided Inquiry.
2. How interested are you in this topic?
A great deal: I have become increasingly more interested and motivated in learning about this topic, as I embark on this Information Learning Activity with the students. The information search process, as described by Kuhlthau, is particularly useful in understanding how I look for and assess information. I can then apply this knowledge when using the same strategies with my students. The Alberta Inquiry Project Model (1990) for Inquiry based learning looks like a dynamic model in which to frame the Information Learning Activity. I like the way it scaffolds the learning, has a collaborative process for teachers and students, and that Reflection on the Process occurs at every stage within the Learning Cycle.
3. How much do you know about this topic?
Quite a bit. I am definitely learning so much more as they weeks progress. The readings and video tutorials are very informative, as are the searches I have undertaken, so far. I have learnt new phrases to use in searches and the term Boolean Operators is now well and truly part of my vocabulary.
4. When you do research what do you generally find easy to do?
I usually find it quite easy to look up websites and articles online but it has been made so much easier by the use of Boolean operators and new databases to search. I find it easy to skim articles quickly fo rinformation and identify their usefulness in this context.
5. When you do research what do you generally find difficult to do?
I am still finding it difficult to narrow the searches enough to then leisurely read and assess the articles for valid and pertinent information. I am doing so many searches and finding so much information, I tend to get quite flustered and forget to document or save my searches, and end up having to do the whole thing again. I am getting better at this though as the weeks progress.
References:
Alberta Inquiry focus
http://archive.ifla.org/IV/ifla65/papers/078-119e.htm retrieved September 14 2011
Lupton, M (2008) Information literacy and learning. Auslib Pres: Adelaide p 2
Monday, September 12, 2011
Selection: We have a topic!!
This week, the Year 6/7 teacher and myself set about collaborating on a topic for Inquiry for our Information Learning Activity.Through this process, we found ourselves deep in Dewey's phases of Reflective Thinking, which provides the foundation for Inquiry Learning.(Dewey 1933, in Kuhlthau et al, 2007)
In the first phase, called suggestion, we bandied about ideas and suggestions, confusing ourselves and creating a sense of doubt in the process, as a valid activity for inquiry based learning. We then moved onto the second phase, called intellectualization, which involved posing a question as a possible overarching 'essential' question and then looking at possible solutions and pathways to inquiry within it. Although this took most of our planning time, it was a helpful and productive process as it led us to the third phase. In this phase, we were able to form a Guiding Idea which was in the form of an essential question. With this set, we will be able to move onto the fourth and fifth phases, in which this guiding idea will become more precise as the students familiarise themselves with a wider range of information (Kuhlthau et al, 2007) in the inquiry process.
Harada and Yoshina (2004) discuss what the Inquiry Based school looks like. As part of our planning session, the teacher and I investigated the list below as regards what skills we would see as imperative in our ILA, for Inquiry to be undertaken. We would hence expect to see the students:
Inquiry learning through librarian-teacher partnerships and include:
This process took a long time in our planning session...the best part of a day! I came away from the session with a sense of optimism, that we had finalised a topic. In line with Kuhlthau's Selection stage of the Information Search Process, I am however feeling anxious at the amount of work ahead both in the ILA and with the search ahead for me within my topic. (Kuhlthau et al, 2007)
We now have a topic for the information learning activity, and I can begin the Exploration stage of Kuhlthau's Information Search Process. I feel very apprehensive, and not all confident..not having dealt with databases and search engines other than Google and Google Scholar. But I guess that is a starting point in itself???
Harada, Violet and Yoshina, Joan. (2004). Chapter 1 : Identifying the inquiry-based school in Harada, Violet and Yoshina, Joan, Inquiry learning through librarian-teacher partnerships, Worthington, Ohio: Linworth Publishing, pp.1-10.
Kuhlthau, Carol C. ; Maniotes, Leslie K. & Caspari, Ann K. (2007). Chapter 2: The Theory and Research Basis for Guided Inquiry in Kuhlthau, Carol C. ; Maniotes, Leslie K. & Caspari, Ann K, Guided inquiry : learning in the 21st century, Westport, Conn: Libraries Unlimited, pp.13-28.
In the first phase, called suggestion, we bandied about ideas and suggestions, confusing ourselves and creating a sense of doubt in the process, as a valid activity for inquiry based learning. We then moved onto the second phase, called intellectualization, which involved posing a question as a possible overarching 'essential' question and then looking at possible solutions and pathways to inquiry within it. Although this took most of our planning time, it was a helpful and productive process as it led us to the third phase. In this phase, we were able to form a Guiding Idea which was in the form of an essential question. With this set, we will be able to move onto the fourth and fifth phases, in which this guiding idea will become more precise as the students familiarise themselves with a wider range of information (Kuhlthau et al, 2007) in the inquiry process.
Harada and Yoshina (2004) discuss what the Inquiry Based school looks like. As part of our planning session, the teacher and I investigated the list below as regards what skills we would see as imperative in our ILA, for Inquiry to be undertaken. We would hence expect to see the students:
- refining their research questions
- using primary sources
- retrieving information that saisfies their needs
- generating more questions
- seeking additional resources
- determining the usefulness and accuracy of the information
- putting information together in a meaningful and effective way (Harada & Yoshina, 2004)
Inquiry learning through librarian-teacher partnerships and include:
- Questioning being at the centre of the learning experience
- Students helping to negotiate the learning
- Learning is social and interactive
- Solving problems is an integral part of the process
- Students learn by doing
- Products and performances reflect application and transfer of learning
- Learning is authentic
- Assessment is continuous (Harada & Yoshina, 2004)
This process took a long time in our planning session...the best part of a day! I came away from the session with a sense of optimism, that we had finalised a topic. In line with Kuhlthau's Selection stage of the Information Search Process, I am however feeling anxious at the amount of work ahead both in the ILA and with the search ahead for me within my topic. (Kuhlthau et al, 2007)
We now have a topic for the information learning activity, and I can begin the Exploration stage of Kuhlthau's Information Search Process. I feel very apprehensive, and not all confident..not having dealt with databases and search engines other than Google and Google Scholar. But I guess that is a starting point in itself???
Harada, Violet and Yoshina, Joan. (2004). Chapter 1 : Identifying the inquiry-based school in Harada, Violet and Yoshina, Joan, Inquiry learning through librarian-teacher partnerships, Worthington, Ohio: Linworth Publishing, pp.1-10.
Kuhlthau, Carol C. ; Maniotes, Leslie K. & Caspari, Ann K. (2007). Chapter 2: The Theory and Research Basis for Guided Inquiry in Kuhlthau, Carol C. ; Maniotes, Leslie K. & Caspari, Ann K, Guided inquiry : learning in the 21st century, Westport, Conn: Libraries Unlimited, pp.13-28.
Initiation:Preparing
As I said in my initial blog entry, after Mandy initiated the inquiry process for this subject by setting out the assignment and its many parts..I was feeling quite 'overwhelmed and bogged down'.(Kuhlthau et al, 2007). I was very apprehensive about putting fingers to keyboard to document and finalise a topic. I went back and forth to the Discussion Board to have a look at what others in my particular context ie: Upper Primary, were coming up with. I was uncertain to begin with about constituted an inquiry learning activity, so the readings and the tutorials were of great assistance. Kuhlthau (2007) says "Uncertainty is the beginning of Learning"...and that when considering undertaking Inquiry as a method of teaching and learning, that is an important concept that underlies it.
In my role of Teacher Librarian, I can see how recognising this feeling of uncertainty and apprehension, and devising strategies to work through these feelings, can help greatly when dealing with the students' feelings as they are introduced to the inquiry ahead. The Ask a Dumb Question forum on the blackboard has also been of enormous help. I now can sit down in collaboration with my teaching partner and nut out this ILA and select a topic, ready for my searching to begin......
Kuhlthau, Carol C. ; Maniotes, Leslie K. & Caspari, Ann K. (2007). Chapter 2: The Theory and Research Basis for Guided Inquiry in Kuhlthau, Carol C. ; Maniotes, Leslie K. & Caspari, Ann K, Guided inquiry : learning in the 21st century, Westport, Conn: Libraries Unlimited, pp.13-28.
In my role of Teacher Librarian, I can see how recognising this feeling of uncertainty and apprehension, and devising strategies to work through these feelings, can help greatly when dealing with the students' feelings as they are introduced to the inquiry ahead. The Ask a Dumb Question forum on the blackboard has also been of enormous help. I now can sit down in collaboration with my teaching partner and nut out this ILA and select a topic, ready for my searching to begin......
Kuhlthau, Carol C. ; Maniotes, Leslie K. & Caspari, Ann K. (2007). Chapter 2: The Theory and Research Basis for Guided Inquiry in Kuhlthau, Carol C. ; Maniotes, Leslie K. & Caspari, Ann K, Guided inquiry : learning in the 21st century, Westport, Conn: Libraries Unlimited, pp.13-28.
Getting Ready......
After reading Bell et al, 2005, it is clear that there is not one idea of Inquiry Based Learning.
He proposes that there are different levels of inquiry: Confirmation, Structured, Guided and Open. For this project I believe we are embarking on a Structured form of Inquiry, one in which the learning is Teacher guided and directed, with a prescribed procedure.
However I can see that by choosing our own topics and learners in which to contextualise the project, Guided Inquiry is on the horizon.
Guided Inquiry is an approach in which we as students" find and use a variety of sources of information and ideas to increase their understanding of a problem, topic, or issue.” (Kuhlthau et al, 2007) In this case the topic is our Information Learning Activity.
This type of inquiry has a familiarity to it as it seems to align closely with the KWL framework, that I have so often used with my students... in my case with early years children for the majority of my teaching career: What we Know,What we Wonder about, and What we Learned
After listening to the Week 1 lecture slides and reading the journal articles this week, I did feel like I was on the cusp on an investigation.
I Know a little, I Wonder About...a lot, and I hope to Learn much!
In reading it is evident that Kuhlthau's Guided Inquiry is grounded in constructivist theory, especially the work of John Dewey.(Kuhlthau et al, 2007) Dewey's approach was that the student constructed their own knowledge by activity...his motto was "Learning by doing" (Dewey,1915 in Kuhlthau et al, 2007)
I know that the way I learn and retain knowledge is by this process of construction.....to seek out what matters, to do it and to learn. This type of learning is lifelong for me, deep and lasting and worthy of engagement and reflection (Kuhlthau et al, 2007)
The other part of the constructivists' notion of learning is that of reflection. It is through reflection of the activity in every part of the learning process, that further ideas and questions are formed or posed and that leads to further questioning and investigating for understanding (Dewey, 1915 in Kuhlthau et al, 2007)
For Kuhlthau, research into the process of the inquiry method also forms the basis of Guided Inquiry. Her Guided Inquiry approach appeals to me as a method I want to undertake, both for my learning activity with my students, and in writing the research assignment and this blog.
I like the way that Kuhlthau's Guided Inquiry and her research into the Information Search Process, which underpins it, addresses the emotive side of learning and the thoughts and actions that come about because of reflection within it. I will endeavour to write my blog within Kuhlthau's Guided Inquiry approach and use her Information Search Process to articulate my different thoughts, actions and learnings at each stage along the way.
The model below shows Kuhlthau's Information Search Process.(Kuhlthau et al, 2007)
(Please click on the model to enlarge it)
Bell, R; Smetana, L & Binns, I. (2005). Simplyfying inquiry instruction The Science Teacher, 72 (7), 30-33
Kuhlthau, Carol C. ; Maniotes, Leslie K. & Caspari, Ann K. (2007). Chapter 2: The Theory and Research Basis for Guided Inquiry in Kuhlthau, Carol C. ; Maniotes, Leslie K. & Caspari, Ann K, Guided inquiry : learning in the 21st century, Westport, Conn: Libraries Unlimited, pp.13-28.
He proposes that there are different levels of inquiry: Confirmation, Structured, Guided and Open. For this project I believe we are embarking on a Structured form of Inquiry, one in which the learning is Teacher guided and directed, with a prescribed procedure.
However I can see that by choosing our own topics and learners in which to contextualise the project, Guided Inquiry is on the horizon.
Guided Inquiry is an approach in which we as students" find and use a variety of sources of information and ideas to increase their understanding of a problem, topic, or issue.” (Kuhlthau et al, 2007) In this case the topic is our Information Learning Activity.
This type of inquiry has a familiarity to it as it seems to align closely with the KWL framework, that I have so often used with my students... in my case with early years children for the majority of my teaching career: What we Know,What we Wonder about, and What we Learned
After listening to the Week 1 lecture slides and reading the journal articles this week, I did feel like I was on the cusp on an investigation.
I Know a little, I Wonder About...a lot, and I hope to Learn much!
In reading it is evident that Kuhlthau's Guided Inquiry is grounded in constructivist theory, especially the work of John Dewey.(Kuhlthau et al, 2007) Dewey's approach was that the student constructed their own knowledge by activity...his motto was "Learning by doing" (Dewey,1915 in Kuhlthau et al, 2007)
I know that the way I learn and retain knowledge is by this process of construction.....to seek out what matters, to do it and to learn. This type of learning is lifelong for me, deep and lasting and worthy of engagement and reflection (Kuhlthau et al, 2007)
The other part of the constructivists' notion of learning is that of reflection. It is through reflection of the activity in every part of the learning process, that further ideas and questions are formed or posed and that leads to further questioning and investigating for understanding (Dewey, 1915 in Kuhlthau et al, 2007)
For Kuhlthau, research into the process of the inquiry method also forms the basis of Guided Inquiry. Her Guided Inquiry approach appeals to me as a method I want to undertake, both for my learning activity with my students, and in writing the research assignment and this blog.
I like the way that Kuhlthau's Guided Inquiry and her research into the Information Search Process, which underpins it, addresses the emotive side of learning and the thoughts and actions that come about because of reflection within it. I will endeavour to write my blog within Kuhlthau's Guided Inquiry approach and use her Information Search Process to articulate my different thoughts, actions and learnings at each stage along the way.
The model below shows Kuhlthau's Information Search Process.(Kuhlthau et al, 2007)
(Please click on the model to enlarge it)
Bell, R; Smetana, L & Binns, I. (2005). Simplyfying inquiry instruction The Science Teacher, 72 (7), 30-33
Kuhlthau, Carol C. ; Maniotes, Leslie K. & Caspari, Ann K. (2007). Chapter 2: The Theory and Research Basis for Guided Inquiry in Kuhlthau, Carol C. ; Maniotes, Leslie K. & Caspari, Ann K, Guided inquiry : learning in the 21st century, Westport, Conn: Libraries Unlimited, pp.13-28.
Monday, August 15, 2011
In the Beginning.........
As I begin my first entry of my blog, I am very conscious that apart from my serious procrastination problem, I have been very uncertain and apprehensive about putting preview to publish.
Kuhlthau (2007) suggests that "Uncertainty is the beginning of learning"...which aptly describes how I am feeling at the beginning of this journey of inquiry.
In Kuhlthau's description of her model of the Information Search Process (ISP) she reveals different thoughts, feelings, and actions at each stage of the inquiry process.
It is the uncertainty and apprehension that she speaks about in her first stage of the ISP that I am currently undergoing.
In this Initiation stage, she suggests that "Some students in the studies described feeling depressed and bogged down and overwhelmed at the amount of work ahead."
(Kuhlthau, p18).
I am experiencing all these feelings as I contemplate the assigned task, get my head around this blogging tool and identify possible issues or questions to pursue in my Information Learning Activity.
Let there be light.....
Questionnaire One
1. Take some time to think about your topic. Now write down what you know about it.
Asking questions is at the heart of Inquiry Based Learning and Guided Inquiry. Inquiry Based learning is a term used to describe an educational approach that is motivated by learner's questions rather than just by the lessons taught and the information provided.
Guided Inquiry is a method of teaching that advocates research, searching for information, investigation, exploration and study of information technology. This inquiry approach is planned for and guided by teachers, teacher librarian or both, whose aim it is to lead the students to a deeper understanding of the subject, area or topic by engaging their interests and challenging them to connect their world with the curriculum.
How interested are you in this topic?
3. How much do you know about this topic?
Not much
4. When you do research what do you generally find easy to do?
I generally start with Google as this is the easiest and first search engine I ever used. I also find it fairly easy to navigate.
I find the library catalogue at the university easy to search and to refine my topic.
The internet generally is fairly easy to negotiate when doing research, as you can narrow your searches.
I generally find it very easy to Procrastinate!
5. When you do research what do you generally find difficult to do?
- I have difficulty in being specific enough in the initial searches, and hence I waste a lot of time, sifting through websites and links and getting sidetracked by 'interesting' but not always relevant material.
- I also find it challenging to analyse the research material, whether from websites or hardcopies, so as to make sure I have the most up to date, academic and reliable sources.
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