2.4NotesJen

Inquiring Minds notes:

- students engaged in inquiry are more motivated to pursue learning on their own than students who are fed pre-organized information that they are expected to remember (50) - inquiry lies at the heart of the new standards issued in 2007 by the AASL “Standards for the 21st-Century Learner” (50) - inquiry is cyclical in nature – result of inquiry is not simple answers but deep understandings that often lead to new questions and further pursuit of knowledge - goal = exploration of significant questions and deep learning (50) - new standards emphasize questioning, critical thinking, and creative generation (50) - inquiry = a way of learning that involves more than the application of skills (50) - extension of John Dewey’s ideas of learning through experience (50) - teachers are accepting more readily the integrated teaching of process and content (50) - inquiry models follow same general cycle: (51) o background knowledge o generate questions to be investigated o develop a plan to investigate o select resources o organize information o create demonstration and share with others o reflect on the process – generate new questions - research is messy – no one knows the end! - New skills mirror inquiry – help gauge the degree to which students are displaying the habits of mind that lead to successful inquiry and learning (51) - Inquiry differs across content areas: (51-52) o Math – more problem solving and reasoning – look for patterns and relationships – more concerned with accuracy and logical reasoning o Science – point of view, authoritativeness, credibility, and other qualitative factors o Social sciences – multiple truths, different perspectives and time periods – “why”, “who”, “where” “when”… o Language Arts – interpretation of evidence - social context, point of view and author’s purpose, main ideas, inferences, synthesizing - role of library medial specialist in inquiry learning o collaboration, teaching, and collection development (52) o leadership and professional development - specialists who understand inquiry will be prepared to integrate inquiry experiences whenever they are appropriate (52) - these are life long skills (52)

Stripling, Barbara. "Inquiry: Inquiring Minds Want to Know." //School Library Media Activities Monthly// 25.1 (2008): 50-52. LISTA. Web. 17 Aug. 2009.

SIA notes - “inquiry is defines as a stance toward learning in which the learners themselves are engaged in asking questions and finding answers, not simply accumulating facts (presented by someone else) that have no relation to previous learning or new understanding.” (17) - “Inquiry follows a continuum of learning experiences, from simply discovering a new idea or an answer to a question, to following a complete inquiry process” (17) - “Any time they are questioning, finding answers, discovering new ideas, and constructing their own meaning they are drawing upon their skills of inquiry” (17) - “SLMSs and teachers guide students to successful learning experiences by teaching identified skills and scaffolding other necessary skills” (18) - “SLMSs may want to design a curriculum plan for teaching the skills in a coherent way across the years of schooling” (18) It then goes into all of the standards, skills, indicators, and benchmarks.

- “Learning in the twenty-first century also require a capacity to learn that reflects a range of dispositions: to be curious, resilient, flexible, imaginative, critical, reflective, and self-evaluative” (Costa and Kallick 2000, Perkins 1992) (40) - “Dispositions have been variously described as habits of mind, attitudes, and learning behaviors.” (40) - “A disposition is a tendency to exhibit frequently, consciously, and voluntarily a pattern of behavior that is directed to a broad goal” (Katz 2000) (40) - “One an be proficient in a particular skill without intentionally and mindfully using it. In other words, having is not the same as doing. For example, students may know how to evaluate websites, but if they do not believe that evaluation is critical, they revert to mindlessly selecting the first websites in their Google searches” (40) - “[dispositions] can be supported and strengthened with curriculum and teaching strategies” (40) - “foster desirable dispositions by challenging students to consider not only what they are learning, but also how they are learning and why they value the learning” (40) - “The stages demonstrate the shift from teacher in control to student in control that is necessary for students to develop ownership over the dispositions necessary for successful learning at any age” (41)

//Standards for the 21-Century Learner in Action.// Chicago: American Association for School Librarians, 2009. Print.

[] Explanation Section: - “Unfortunately, our traditional educational system has worked in a way that discourages the natural process of inquiry. Students become less prone to ask questions as they move through the grade levels. In traditional schools, students learn not to ask too many questions, instead to listen and repeat the expected answers.” - “Effective inquiry is more than just asking questions. A complex process is involved when individuals attempt to convert information and data into useful knowledge. Useful application of inquiry learning involves several factors: a context for questions, a framework for questions, a focus for questions, and different levels of questions. Well-designed inquiry learning produces knowledge formation that can be widely applied.” - “Facts change, and information is readily available -- what's needed is an understanding of how to get and make sense of the mass of data.” - “Through the process of inquiry, individuals construct much of their understanding of the natural and human-designed worlds. Inquiry implies a "need or want to know" premise.” - “For educators, inquiry implies emphasis on the development of inquiry skills and the nurturing of inquiring attitudes or habits of mind that will enable individuals to continue the quest for knowledge throughout life.” - “No one can ever learn everything, but everyone can better develop their skills and nurture the inquiring attitudes necessary to continue the generation and examination of knowledge throughout their lives. For modern education, the skills and the ability to continue learning should be the most important outcomes.” - “ These are the essential elements of effective inquiry learning: Experts see patterns and meanings not apparent to novices. Experts have in-depth knowledge of their fields, structured so that it is most useful. Experts' knowledge is not just a set of facts -- it is structured to be accessible, transferable, and applicable to a variety of situations. Experts can easily retrieve their knowledge and learn new information in their fields with little effort. (The list above was adapted from "[|How People Learn]," published by the National Research Council in 1999.)” - “An important outcome of inquiry should be useful knowledge about the natural and human-designed worlds. How are these worlds **organized**? How do they **change**? How do they **interrelate**? And how do we **communicate** about, within, and across these worlds?” - “Inquiry in education should be about a greater understanding of the world in which they live, learn, communicate, and work.” - “Among the most widely used are the **Future Problem Solving Program 5 ** and the **Problem-based Learning Approach 6” **

"Inquiry-based Learning: Explanation." //www.thirteen.org/edonline/// Educational Broadcasting Corporation, 2004. Web. 10 Oct. 2009.

Fontichiaro, Kristin. "Nudging Toward Inquiry: Re-envisioning Existing Research Projects." //School Library Monthly// 26 (2009): 17-19. Print.

-“This vocabulary shift [inquiry] signals that school librarians are moving from merely teaching “skills” to partnering in deeper, more all-encompassing instructional design” (17) - “Information Literacy” was rarely adapted by classroom colleagues but “inquiry” is a term they understand. By embracing inquiry, school librarians demonstrate their commitment to the entire arc of learning, an arc that surpasses skills mini-lessons” (17) - “…add that it is built on the prior knowledge of students, exploration of misconceptions, and critical thinking. The Standards also emphasize the role of self-assessment and reflection” (17)

Stripling, Barbara. "Inquiry-based Teaching and Learning – the Role of the Library Media Specialist." //School Library Media Activities Monthly// 25 (2008): 2. Print.

- “The library media specialist and classroom teachers must support each other because inquiry takes more time, the path may be unpredictable, the teacher is not always in control, students need a lot of support throughout the process, students need resources beyond the classroom on an unpredictable variety of subject…” (2)

Preddy, Leslie B. "Student Inquiry in the Research Process Part 1: Inquiry Research Basics." //School Library Media Activities Monthly// 19.3 (2002): 28-30. Print.

- “inquiry is a method for recognizing the need to teach ourselves and others to think things through as we question, read, analyze, investigate, reflect, internalize, hypothesize, and present our findings and theories in a way that is audience appropriate. It is a way to get away from just reporting the facts and more toward developing the skills necessary for students to become independent thinkers with a self-awareness and ability to problem solve throughout life” (28) - “Using the inquiry method requires educators to break out of the traditional teaching role and to wear a number of professional hats: Appraiser, Coach, Guide, Instructor, Motivational Speaker, and Role Model” (29)

Preddy, Leslie B. "Student Inquiry in the Research Process Part 5: Inquiry Research Conclusion & Reflection." //School Library Media Activities Monthly// 19.7 (2003): 24-27, 51. Print.

- “using the inquiry research process means not only doing, but always thinking, analyzing, and internalizing the who, what, when, where, why, and how of what we did, and concluding with a sense of accomplishment” (24) - “Classroom teacher and library media specialist collaboration to teach information inquiry and student learning leave all involved with a sense of accomplishment and of overcoming a worthwhile challenge.” (51) - “Inquiry allows for reflection from everyone and provides an opportunity to analyze what happened in order to make decisions on what to do next time” (51) - “Information Inquiry lends itself admirably to assessing the research process as well as the final product and presentation. It develops skills in students that are taken to future projects, future grade levels, and continued into adulthood” (51) - “It is the process, not the final product that is most important” (51)

- "Guideline: The school library media program models an inquiry-based approach to learning and the information search process". (25) - "Inquiry is a student-centered approach to learning in which students interact with information, use existing knowledge to form new understandings, and use newly formed skills to construct new knowledge". (25)

//Empowering Learners.// Chicago: American Association for School Librarians, 2009. Print.

Hughes, Sandra. "The Big6 as a Strategy for Student Research." //School Libraries in Canada// 22.4 (2003): 28-29. Library Skills??

-"It is an effective tool for helping students learn the research process as an inquiry process" (28) - "The inquiry process for social studies is the research process. The inquiry process for science is the experimental process. The inquiry process for mathematics is the problem solving process. Higher order thinking skills and language skills are the foundation for all inquiry processes." (28) -"It can be used by and adapted for anyon from kindergarten to old age" (28) -"The Super3 for primary students..." (28) - Six Step Process: Task Definition, Information Seeking Strategies, Location and Access, Use of Information, Synthesis, Evaluation -