“inquiry” meets “guided inquiry” ++ changing attitudes - whaling flickr image by jim drought
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“Inquiry” meets “Guided Inquiry”
++
Changing attitudes - Whaling
Flickr image by Jim Drought http://farm3.static.flickr.com/2539/4072360906_0e3b935188_m.jpg
Inquiry meets Guided Inquiry
Dr Ross Todd/ Dr Carol Kuhlthau
• “Guided inquiry” complements and extends “Inquiry”
• Well known proponents
Dr Ross Todd • Assoc Prof Lib Studies/ CISSLDr Carol Kuhlthau• Prof Emerita Lib/ Info Studies
Rutgers Uni, Long Island, USA
Inquiry meets Guided inquiry
Collaboration and integration• Key GI components
– Collaborative planning– “Interventions”/planned use
of resources– Students support ongoing– Integrated assessment
• ReadingBuilding Guided Inquiry Teams for 21st-
Century Learnersby Carol C. Kuhlthau and Leslie K.
ManiotesSchool Library Monthly/Volume XXVI, Number
5/January 2010Building Guided Inquiry Teams for 21st-Century Learners
.
• Flickr image by Jim Drought http://farm3.static.flickr.com/2539/4072360906_0e3b935188_m.jpg
Inquiry meets Guided inquiryCollaborative planning: teachers/ library teams/ specialists/ content
experts
Inquiry e.g.
Teachers
GI Interventions
Library team
GI Resources
Library team
GI Feelings
Library team
Framing up Collaboration Co-planning Recognition/ support
Tuning in Initiation – opening the inquiry
High interest Uncertainty
Finding out Selection- general topic overview
Overviews e.g. Encyclopedias/
Optimism
Sorting out Exploration- of background info.
Specialist Confusion/ doubt/frustration
Going further Formulation – increased focus
Individualised Clarity
Synthesis Synthesis/ presentation
Tools/ Toolkit Confidence/ accomplishment
Evaluation Evaluation/ reflection
Evaluation/ reflection
Reflection
Inquiry meets Guided InquiryGI & the affective domain
Research saysStudents associate “research”
with “abandonment”…..e.g. Carol Kuhlthau, Rosemary
Hipkins (NZCER)“Independent learning” often
has similar connotation for students..
GI has student support as a key element
Flickr image by Avispadohttp://www.flickr.com/photos/avispado/3820726842/
Inquiry meets Guided inquiry
Effective domain: Carol Kuhlthau
Inquiry Interventions Feelings
Framing up Collaboration Planned support
Tuning in Initiation Hope/ optimism
Finding out Selection Uncertainty
Sorting out Exploration Confusion/ Self-Doubt Doubt/ Frustration
Going further Formulation Clarity
Synthesis
evaluation
Construction/ presentation/ evaluation/ reflection
Confidence/ satisfaction/ accomplishment …..??
Inquiry meets Guided inquiry
Quality “Inquiries” summary Key inquiry themes/ importance of:
• Questioning approach• Emotional engagement• Student choice• Authentic, real life purpose
– “mattering”• Student challenge • Reflection Hmmm?So oo?• It’s not over till it’s over • Focus on use of experts for
information…
Flickr image by Istlibrary
http://farm3.static.flickr.com/2376/2304444220_945eb44d7c_m.jpg
Inquiry meets Guided inquiry
Quality “Guided Inquiries” summaryDifferences from Inquiry?
• Initiated through compelling situations/ meaningful questions• Involves authentic activities which help students engage in problem
solving and critical thinking• Student choice over specific questions and presentation formats• Students systemmatically engage with diverse information sources to
build background knowledge, formulate their focus and collect pertinent information to construct new knowledge.
• Sustained dialogue between students, teachers, librarians as students develop their ideas/ concepts.
• Learning activities closely resemble the ways people are expected to to develop and use knowledge in the “real”, “working” world.
• Students feel valued, supported and acknowledged in their learning.• Students have the opportunity to practice new skills to sustain learning.
Inquiry meets Guided inquiry
Guided inquiry = Inquiry ++Guided inquiry =
• The standard elements of “Inquiry” e.g. questionning approach/ authentic student activities
++++
• Collaborative overview planning including library/ information staff
• Planned use of resources used as “interventions”
• On going student emotional support as they research
• Collaborative assessment Flickr image by Tommy Simshttp://farm1.static.flickr.com/216/519658251_f35904fc8c_m.jpg
Inquiry meets Guided Inquiry
Guided Inquiry & resources
• Rich resources = where students have the opportunity to intereact with a wide variety of information sources representing a range of information/ opinions
• Primary and secondary sources: GI encourages going to the primary (original) source as well as the interpretation (secondary source)
• “Experts” focus maintained/ extended• Multi modal resources = a balance of resource “modes”
including paper, electronic & live in a variety of systems / genres…
• Resources planned to encourage student “critical thinking”: judgement/ choices = 21century literacy
Inquiry meets Guided inquiry e.g. Changing attitudes over time..
WhalingInquiry BIG concept/
question:
• How/ why have attitudes changed between our great (great, great…) grandparents days and our own...if they have?
• Context = Whaling
Flickr image by Ken Bondy http://farm3.static.flickr.com/
2328/2148802513_c79671d9c4_m.jpg
Inquiry meets Guided inquiry Interventions: Tuning in/ Initiation
Building engagement with a topic
Providing fascinating resources/ images
Affective domain: dealing with student feelings
Building student confidence/
competence/ enthusiasm Flickr image by g-ma http://farm1.static.flickr.com/
83/221719651_a5dc5e88be_m.jpg
Inquiry meets Guided inquiry Changing attitudes/ values since our great grandparents
times..
Whaling..Initiation
• 1870s image that represents attitudes to whaling at that time..
• Flickr: current images
Inquiry meets Guided inquiry
“Whaling” initial images…• 1870s • Now
Inquiry meets Guided inquiry
Question builder charts… is do/did can would will might
What
Who
When
Where
How
Why
Which
Inquiry meets Guided inquiry
“Whaling” initial questions…Tools e.g.• Coloured “stickies” • Wallwisher = an
online sticky notice board tool..
•Flickr image byNew Bedford whaling
• http://farm4.static.flickr.com/3121/2895348776_6818508b8b_m.jpg
Inquiry meets Guided inquiry Changing attitudes/ values since our great grandparents
times..
Finding out/ SelectionQuality background
information
Building on prior knowledge
Affective domain/ student feelings
Sharing/ encouraging the excitement of the new
Flickr image by Digitalsadhu
http://farm5.static.flickr.com/4066/4299287013_32fc9330a6_m.jpg
Inquiry meets Guided inquiry Finding out/ Selection
General background information tools
e.g. Britannica Online (EPIC) Try this search: Whaling: Primary School article: go down the Whales article to Whale hunting: read/ listen to sound recording
Google Images
Inquiry meets Guided inquiry Primary/ Secondary sources summary
definitionsPrimary sources= Original information
produced near the time…
Secondary sources= Interpretative
information produced any time - best recently…
Primary or Secondary?
• photographs of whales
• “whalers tales”
• whaling boats/ tusks
• old newspaper articles
• interview with whaler
• interview with DOC
• Britannica Online entry about whales/whaling
Inquiry meets Guided inquiry Changing attitudes since our great grandparents times..
Sorting out/ ExplorationBuilding multiple viewpointsWidening range of resources…Mix of primary and secondary
sourcesAffective domain/ student
feelingsEncouragement by guiding
students to a range of resources
Flickr image by Commerciante Di Maialihttp://farm3.static.flickr.com/
2377/2279440399_cd4a126c8b_m.jpg
Inquiry meets Guided inquiry Changing attitudes: Whaling..
Exploration of a wider range of attitudes
http://paperspast.natlib.govt.nz/cgi-bin/paperspast
http://www.doc.govt.nz/
http://www.tki.org.nz/r/digistore/
http://www.whalewatch.co.nz/
Inquiry meets Guided inquiryPapersPast example search:
Limit search to Otago Witness - Whaling Waikouaiti:
“Capture of two whales” 1872 article “Capture of a whale” 1869 article• Try a similar search using a newspaper in
your own area…• Is PapersPast a primary or secondary
source?
Inquiry meets Guided inquiry Changing attitudes: Whaling
Now & then:Now: 2008What do we feel?
Why?
How do we know?
Then: 1870sWhat did they feel?
Why?
How do we know?
Inquiry meets Guided inquiry Going further /Formulation
Final focus questions..Students own personal/ group questions on whales/
whaling or other aspect of life in their great grandparents day….
Affective domain/ student feelingsEncouragement by suggesting/ supporting students
use of resources to make their cases/ answer their questions..
Inquiry meets Guided inquiry
“Starter Guiding questions???”• What do you already know about…?• What part of this topic are you really curious
about …? • Why do want to explore this this topic..? • What do you think you might discover about…?• What is the purpose of your research?• Who will your audience be? What do you want
them to understand about your research? • How are you going to share your learning?
Inquiry meets Guided Inquiry On going questioning…
• What can you tell me about your discoveries?• What did you find that surprised you?• What is really important about your findings?
Why? To whom?• How has your thinking changed since the start of
your research?• Have you drawn any conclusions?• What would you like to see happen now?
Inquiry meets Guided inquiry
“Whaling” more questions…• Students choice of their
own questions …• Richer questions likely
now because of new knowledge about whaling now and in our grandparents times.
• Ongoing support
Flickr image by guanohttp://farm3.static.flickr.com/
2320/2196734758_581798a332_m.jpg
Inquiry meets Guided inquiry
Synthesis/ConstructionSynthesis tools• Graphic.orgPresentation tools e.g.• Glogster• Ongoing support by
collaborative team: teachers/ librarians/ others…
• Flickr image by Frank S.Todd• http://farm1.static.flickr.com/
133/391369872_4793e831ff.jpg
Inquiry meets Guided inquiry
Monitoring and assessment e.g.Library instructional team members could monitor the information
literacy aspects of a Guided inquiry, e.g.
Standard: The student who is information literate evaluates information critically and competently.
Indicators:
1: Determines accuracy, relevance and comprehensiveness of information
2: Distinguishes between fact, point of view and opinion
3: Identifies inaccurate and misleading information
4: Selects information appropriate to the problem or question at hand
Inquiry meets Guided Inquiry Reflections…hmmm/ so-oo…in
my school?
Flickr image by Michael Dawes http://farm2.static.flickr.com/1246/1298953331_bc430dd2bf_m.jpg
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