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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