Another day...another search!

Click here to go on a searching journey with  ERIC!

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.

"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)

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

http://wiki.helsinki.fi/download/attachments/41162207/Progressive+inquiry+model_introduction.pdf

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

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:

• 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

These are a few phrases and words that I can start with and along with my new friends The Boolean Operators: And, Not and Or, I can begin...I must admit I am a little excited about the prospect of finding relevant information for my context in these searches....here goes!!!!

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

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:

• 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)

In demonstrating these skills, the characteristics of an inquiry based learning environment begin to emerge. We discussed these in regards to a set of criteria that we  want to keep revisiting to make sure that inquiry is indeed taking place. These are taken from Harada and Yoshina's book,  
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.

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.