Dr. Carol Gordon Rutgers University Center for International Scholarship in School Libraries

1. Teaching through Guided Inquiry and the information Search Process: Why is it relevant in the Digital Age? Dr. Carol Gordon Rutgers University Center for International Scholarship in School Libraries carol.gordon@rutgers.edu ACAMIS Spring Conference: Wondering or Wandering Nanjing, China 9-10 March 2012

2. Agenda As information moves from traditional print formats to digital environments information users face challenges of information overload, choosing what is relevant, evaluating information, and synthesizing new information with prior knowledge to create meaningful learning outcomes. This session examines the ISP as a diagnostic tool for supporting 21st century learning through: inquiry literacy interactive technology

3. The Isp and inquiry

4. What is Guided Inquiry?Did the Holocaust Really Happen? You are an Investigative Reporter for YTN (Youth Television Network). You have been assigned the job of researching and writing a news story about holocaust survivals. Your arch rival, Mat Fritzlinger, from YBC (Youth Broadcasting Company) recently made a public statement denying events recorded in The Diary of Anne Frank. According to him the diary is a hoax. He, along with many others, believe none of these events, or any events like them have ever taken place. Your job is to gather and publish evidence that will persuade Matt and his followers to seriously question their beliefs. http://projects.edtech. Sandi.net/lewis/annefrank/ t-index.htm Why is this learning task powerful?

5. What is Guided Inquiry? The carefully planned, closely supervised, targeted intervention(s) of an instructional team of teacher- librarians and teachers to guide students through curriculum based units that gradually lead towards deep knowledge and understanding. Information-to-knowledge experience Constructivist approach to learning: staged, guided Students not abandoned in the research process

6. What does inquiry learning look like in the school library? An inquiry approach to learning is one where students actively engage with diverse and often conflicting sources of information and ideas to discover new ones, to build new understandings, and to develop personal viewpoints and perspectives. KNOWLEDGE OUTCOMES Declarative Knowledge – knowledge about Procedural Knowledge – knowledge of how to do -------------------------------------------------------------- It is underpinned by stimulating encounters with information – encounters which capture their interest and attention, and which motivate and direct their ongoing inquiry. INFORMATION FOUNDATION

7. What is information literacy? Information literacy is the ability to define an information need, search, locate, evaluate and use information?

8. Guidelines: Standards for the 21st CenturyLearner+ School Curriculum Four Strands of Learning Skills Dispositions in action Responsibilities Self-assessment strategies Summary of Standards 1. Inquire, think critically, and gain knowledge. 2. Draw conclusions, make informed decisions, apply knowledge to new situations, create new knowledge. 3. Share knowledge and participate ethically and productively as members of our democratic society. 4. Pursue personal and aesthetic growth.

9. Constructivist Learning The crucial action of constructing meaning is mental: it happens in the mind through experiences that engage the mind as well as the hands. Lev Vygotskii Social interaction leads to continuous step-by-step changes in children's thought and behavior that can vary greatly from culture to culture Jean Piaget “To understand is to discover, to reconstruct by rediscovery, and such conditions must be complied with if in the future individuals are to be formed who are capable of production and creativity and not simple repetition.” John Dewey “Education is a social process; education is growth; education is not a preparation for life but is life itself.” What are the implications of these ideas for our teaching in the school library?

10. What does constructivist learning look like? • Learners actively searching for meaning and understanding; • Learners constructing knowledge rather than passively receiving it; • Learners directly involved and engaged in the discovery of new knowledge; • Learners encountering alternative perspectives and conflicting ideas ; • Learners transferring new knowledge and skills to new circumstances; • Learners taking ownership and responsibility for mastery of curriculum content and skills

11. Tooling Learners for Building Knowledge

12. The Information Search Process: Diagnostic Tool for Intervention Information Search Process Initiation Selection Exploration Formulation Collection Presentation ----------------------------------------------------------------------------------------------------------------------------------------------------→ Feelings uncertainly optimism confusion clarity sense of satisfaction or (affective) frustration direction/ disappointment doubt confidence Thoughts vague-------------------------------------→focused (cognitive) -----------------------------------------------→ increased interest Actions seeking relevant information----------------------------→seeking pertinent information (physical) exploring documenting

13. Zone of Proximal Development That area in which an information user needs advice and assistance with what he or she cannot do alone or can do only with great difficulty.

14. Interventions • INITIATION: Use the teacher-generated question as a guide to advising students in topic selection; Build engagement; Develop curiosity and motivation; Deal with the affective dimensions: doubt, uncertainty; help students get organized for the task • SELECTION OF TOPIC / EXPLORATION: Help student to identify their interests - introduce elements of choice – link back to key question; Provide access to a variety of materials to build background knowledge – visual, electronic, high level, low level to stimulate interest; strategies to help them develop background knowledge; frame questions appropriate to the discipline of study, and the task set to guide the further investigation

15. Interventions • FOCUS FORMULATION: Use interventions that help students to formulate their own focus in the form of a question, a statement of intention eg the proposal; Peer talk and peer review • COLLECTION:Use Graphic organizers to collect and analyze information, dealing with conflicting information, complex relational note-taking; developing arguments, positions, conclusions, predictions, implications • PRESENTATION: Structuring ideas into a coherent, integrated body of knowledge; Using graphical representations e.g. tables, figures that they have developed; Using ICT tools to construct appropriate representationsof new knowledge and to communicate it

16. Instructional Goals of a Guided Inquiry Project 1. To design and implement the theprocess and outcomes of a collaborative, resource-intensive, research-based unit of work that helps students develop: Disciplinary knowledge ICT knowledge and skills Literacy, comprehension Information and thinking processe 2. To track, evaluate, and revise the unit using evidence The instructional process The learning outcomes (disciplinary knowledge , ICT, literacy, thinking) How can I do it better next time?

17. The Critical Questions for Planning the Unit • What does deep knowledge and deep understanding look like? Knowledge outcomes? Stockpile of facts? Complex descriptions, explanations, predictions? • What are the skills you want developed? • What are the instructional interventions that will enable deep learning to be achieved at the stages of the learning experience? • How will you measure the development of deep knowledge, and students’ abilities to apply the range of intellectual processes and thinking skills? • How will you evaluate the unit to do it better next time?

18. The Information Problem

19. Implementing Guided Inquiry: Design Strategies • Initiated though compelling situations and questions  motivation and interest • Instruction puts emphasis on meaningful, authentic learning tasks that involve problem solving, decision-making relevance to real world • Attempt is made to connect with students’ existing (prior) knowledge  engagement • Students are able to exercise some choice over questions and how to present their new understandings  ownership • Instructional activities enable students to develop deep knowledge, deep understanding  sense of achievement • Opportunities for sustained dialogue and feedback  direction and focus

20. Designing the Learning task

21. BACKWARDS DESIGN

22. Authentic Learning Task • Content • is derived from curriculum objectives; • is meaningful, grows out of academic principles; • requires learners to use tools of the expert; • provides opportunities for problem solving, decision making; • offers learners opportunities for display, presentation, sharing of outcomes; • has interdisciplinary connections.

23. Methodology What was it like to live in the Middle Ages? • The learner • relates new information to • prior knowledge; • applies information to new • situations; • uses divergent, critical • thinking; • is actively engaged in a • variety of tasks; • has choices; • has opportunities to work • in groups; • has opportunities for • revision

24. Learners become their own and each other’s best critics The Design • The teacher librarian • Makes expectations and outcomes • clear (rubrics); • Promotes self-reflection • (journaling, portfolios); • Provides exemplars; • Provides opportunities for revision; • Enlists learners to participate in developing • assessment; • Invites learners to evaluate their own • performance; • Invites learners to evaluate each other’s • performance; • Invites learners to evaluate the task; • Participates in a post-mortem meeting to • critique and revise the learning task.

25. Formative Assessments areperformance-based and ongoing • Journals • Rubrics • Portfolios • Peer review • Self-evaluation And more! The learning task • Graphic organizers • Mapping • Checklists • Statements of intent • Rough drafts is the assessment

26. INTERVENTIONSISP : ASSESSMENT Formative Assessments = Feedback on Instruction x Revision Learning Tasks = Formative Assessments Instructional Interventions = Formative Assessments Example: Learning Task: Students become agents for HQ of a global, multi-national corporation to determine whether Country X: a) is a developing or developed nation b) Whether is a viable place for a capital venture The Task the Assessment • Agents collect geographical data and write a report to HQ • Agents collect economic information and create charts in ppt slides for a presentation to HQ • Agents collect historical information and create a timeline summarizing the political stability THE LEARNING TASK IS THE ASSESSMENT

27. Data CollectionInstruments • Guided Inquiry Summary • The ISP Framework • The Journal • Your Own Data Collection • The SLIM Toolkit

28. 1. Guided Inquiry Summary 1. School 2. Name of Teacher Librarian 3. Name of Teacher 4. Grade/ability level of students 5. Title of Unit of Study 6. Disciplinary Area for Unit of Study 7. VELS Learning Objectives Disciplinary knowledge ICT knowledge and skills Personal learning Thinking processes 8. Timeline for Unit (no less than 3 weeks) 9. Abstract (50-75 words) describing the learning activities. 10. Instructional Interventions/Data 11. Evaluation of the Unit: How Can I Do It Better Next Time?

29. 2. The Instructional Framework • Based on Kuhlthau’s Information Search Process (ISP) • ISP provides: - research-based instructional framework for understanding students’ journey of information seeking and knowledge building - basis for guiding and intervening to ensure students develop deep knowledge and deep understanding.

30. 3. The Journal • Maintain a journal of dated entries during the planning, implementation, and evaluation phases of your unit. • Provide rich description, including but not limited to the following. • Include your feelings, thoughts, and actions as you guide students through the inquiry.

31. 4. Your Data Collection:Qualitative Methods - Observation (field notes, photos, videos) - Interview (notes, tapes) - Case study of student - Correspondence (letters, emails, phone calls) - Primary documents - Focus groups - Debriefings - Behavioral Checklists

32. 5. Your Data Collection: Student Work • Peer Review • Graphic Organizers • The Proposal • Questions for Analysis • Background Reading • Writing the Paper • Rubrics • Conferencing • Comment Cards/Reflection Sheets • Mapping Knowledge; concept/mind maps

33. 6. SLIM Toolkit: Getting Started • Introduce the SLIM Toolkit to students at the beginning of the unit. The inquiry unit is introduced to students with a teacher-generated question that captures the major VELS content area learning standard. This question is used as a guide to helping students select topics and formulate questions that address the curriculum. • Present it as an integral part of inquiry. • Let them know the Reflection Sheets provide opportunities for them to reflect on their learning and will help their teachers and teacher-librarians develop the best learning opportunities for them. • Students start their unit by choosing a topic for inquiry.

34. Reflection Sheets: Procedures • The teacher administers the Reflection Sheets 3 times. • S/he reads all the questions aloud and encourages students to ask for clarification. • S/he explains why some questions are repeated: their knowledge and experience at the three points are different. • There is no time limit for administering the Reflection Sheets. RS 1 requires 15 minutes; RS 2 requires 20-25 minutes; RS 3 requires about 30 minutes. • The students fill out the SLIM instruments in the classroom or school library under optimum conditions. • Phrasing of the questions may be adapted to the student population. An alternative layout solution may be chosen. • Completed Reflection Sheets are submitted to the researchers upon completion of each sheet. • The researchers will analyze and interpret the data and present their findings in a report.

35. Reflection Sheet 1 • The students complete Reflection Sheet 1 at the initiation of the unit. A suitable time is after they had a few days to make an initial choice of a topic. • RS 1 should be distributed before the students have moved into active information seeking to explore their topics. N Note: When the students do their exploratory searches, the teacher and teacher librarian are present for guidance and support. Instructional interventions typically focus on establishing information quality and relevance, and dealing with information conflicts.

36. Reflection Sheet 2 • The students complete Reflection Sheet 2 at the midpoint of the inquiry unit, after they have developed more background knowledge of their topics and are beginning to formulate a focus. N Note: Instructional interventions are targeted to providing the necessary skills to help students engage meaningfully in the search process and work on their inquiry tasks. Instructional interventions typically center on helping students analyze, synthesize and construct their new understandings of their topics.

37. Reflection Sheet 3 Students fill out Reflection Sheet 3 on the last day of their unit. At this time, the students have finalized their inquiry and have created their products that show their new knowledge about the topic. Note: Instructional interventions continue to help students engage meaningfully in the search process and work on their inquiry tasks. Instructional interventions typically center on helping students analyze, synthesize and construct their new understandings of their topics and foster creativity.

38. BIBLIOGRAPHYANALYSIS • Diversity of choice • Depth of knowledge • Accuracy of citation • Relevance to task • Use of multiple formats

39. CHECKLISTS • Students & school librarians provide checklist or ratings of perceived levels of skills and / or knowledge acquisition • Use before and after instructional intervention so that comparisons of differences, changes in levels of knowledge and skills can be documented • Focus on identifying changes

40. COLLABORATION RUBRIC

41. DATA DISPLAYS

42. EXHIBITIONS • Exhibitions, displays of products plus student self assessments of learning • Put up “the story” of learning, as well as the products of new learning • Let the “voices” of students tell the story

43. NOTE TAKING Choice of note taking methods!! Non-linear note taking • Mind maps, Concept Maps • Graphic organizers, diagrams or models • Sticky Notes • Tables Traditional • Index cards • Outlining

44. Peer Review Directions: Work with a partner. Exchange rough drafts of your papers. Use the rubric for the research paper to give the following feedback to your partner on the form provided. • PRAISE (What are the strengths of the project? • Be specific: refer to the proposal and assessment criteria.) • QUESTIONS (What helpful questions would you like to ask about the project? • What problems do you see with the project?) • POLISH (What suggestions do you have to solve the problems • or improve the project?) • Reviewed for: Reviewed by:

45. PROPOSAL • Research Question: Will the computer change schooling? • Sub-Questions: • a. What are the positive and negative aspects of computers in learning? • b. Could current problems in teaching be solved by computers? • c. Will schools become obsolete? • 2. Key words/terms and definitions • a. Information superhighway: A vast network of shared information through computer, television, satellite. • b. Cognition: The act of learning and thinking. • c. Virtual reality: Computer or other electronic software that allows the user to experience a simulated environment. • d. Multimedia: The incorporation of many types of media such as graphics, text, audio, and video into one resource.

46. PROPOSAL 3. Working Bibliography: Titles and Location information (DD#, url) The Road Ahead 001 GAT The Virtual School http:www//virtualschool.yaleuniv.edu The Children’s Machine PRO 371.3 PAP Submitted by: _____________________ Date: ___________________________ Approved by:_______________________ Date: _____________________________

47. REFLECTION SHEETS • At end of lesson / unit, students reflect on: • Knowledge gained • Skills gained • Things I need to work on • Things I can apply to other research tasks • Things that have helped me work better at home

48. RUBRICS • Students’ performance in final products are scaled according to a set of criteria that clearly define what is the range of acceptable to unacceptable performances and/or information products look like. • Compare with previous assignments where no instructional intervention took place • Kathy Schrock: Rubric Website http://school.discovery.com/schrockguide/index.html

49. SELF-EVALUATION RUBRIC Managing Personal Learning PLANNING (Look at your proposal) MEETING DEADLINES (Look at your calendar) ORGANIZATION (Look at your journal) WORKING WITH ADVISER (Look at journal, calendar) PROBLEM SOLVING/DECISION MAKING (Look at your journal) Rating yourself: Excellent, Good, Weak + Comments Your teacher’s/adviser’s rating of you Reconciling self ratings with teacher/adviser’s ratings

50. WRITING GUIDELINES • Guidelines for the Introduction: • A Map for the Reader • How can I capture the reader’s interest? • What is my question really asking? • Why is this question important? • How did I collect information and data? • What method of analysis will I use? • How will the rest of my paper be organized? • How can I introduce the next paragraph?