Questionnaire No. 3

I realise I have many more things to learn about this topic.  The amount of instructional advice in this area is vast, I think because information literacy underpins every thing we do.  Although, I have finished my blog for the requirements of this subject, I will not stop searching and learning about best practise for the teaching of information literacy and inquiry based learning.  I have enjoyed the learning journey so far but I feel as if this is just the beginning. 

Questionnaire 3

1. Take some time to think about your topic. Now write down what you know about it. 

Information literacy encombasses all KLAs, it is not an area that can be taught in isolation.  Information literate students can not only locate and use information but they are also aware of what it is they need to discover. Being aware of a need to solve a problem, advocate for an issue or to fufill an innate curiosity about something they are interested in, is integral to information literacy.

Inquiry based learning is the pedogogy behind building good information literacy skills.  There are many models that support this style of teaching.  These models allow for the development of authentic learning opportunities for students.  If the skills of inquiry based learning are taught in isolation the legitimacy of the learning is reduced.  However, the skills needed to partake in inquiry based learning, are important to allow the learner to move onto the next level.  The GeST model of information literacy (Bruce & Lupton, 2010) provides a way of assessing if a task set, is purely skills based or an authentic learning opportunity. The more authentic the information learning activity, the deeper the understanding by the learner.  The learner will not reach this level unless they have the skills underpinning their research.

It seems a number of models use a process approach to explain the learning journey students pass through as they complete their learning.  Not all models take into account the emotional journey the learner goes through while solving a problem or discovering new knowledge.  Kuhlthau (2007) states how important this emotional journey is to the success of a student’s learning.  Students need support in this during their learning journey or they may decide to discontinue their search or even worse become turned off information seeking altogether. 

2. How interested are you in this topic?  Check () one box that best matches your interest.

Not at all ☐ not much ☐    quite a bit ✓ a great deal ☐

3. How much do you know about this topic?  Check () one box that best matches how much you know.

Nothing ☐   not much ☐    quite a bit ✓  a great deal ☐ 

4. Thinking back on your research project, what did you find easiest to do? Please list as many things as you like.

Finding information on inquiry based learning and information literacy. 

5. Thinking back on your research project, what did you find most difficult to do? Please list as many things as you like.

Sifting through all the articles to find relevant information.  Writing up the information in a scholarly way especially on the Blog.  Relating the information found, to the context assignment and writing it up to demonstrate my understanding.

Time management is always an issue for me.  I get easily distracted, in searches I often go off on tangents reading articles that interest me but aren’t necessarily relevant to the topic of research. I feel I spend too much time in the initiation phase of the Information Search Process (Kuhlthau, 2007) worrying about what is expected of me as well as feeling overwhelmed by the whole process.  My confidence is at its lowest point at this stage.  I found I also get stuck in the Exploration phase where I often lose focus and the uncertainty creeps in again.  Discovering that this is a natural process helped to improve my confidence in my ability.  I don't know if it actually helped me get through the two phases any quicker but it helped knowing that these feelings were normal.  

6.What did you learn in doing this research project? Please list as many things as you like.

I learnt how to use Boolean operators and to be aware that each search engine has its own set of idiosyncrasies.  Learning how to use the advanced search tools in the various databases, located in the QUT virtual library was invaluable.  I can see I’ll be able to use this while completing the various subjects in the rest of my Master’s course and in my role as a teacher-librarian.  

I’ve discovered a huge number of models for inquiry based learning and information literacy.  I have learnt that these models need to be adapted to suit the needs of the learner and the teacher.  

I’ve learnt that for true learning to occur a change needs to occur in the learner, whether it is a change in knowledge (adding or replacing), a social change or a change in attitude.  Not all information seeking is related to the written word.  Information takes on many forms such as physical i.e. through the senses (touch, smell, taste etc), or emotional (alters our emotional state: confident, concerned etc). Every person’s learning journey is personal.

I discovered how important it is to create a Point of Passion (Crow, 2011) within young children, encouraging an intrinsic need to learn.  Creating life long learners is the ultimate goal for all teachers.  Having an inquiry based pedagogical approach can ensure this happens for all students.  Realising this has assisted me in attempting to ignite this passion in my own children.  The problem is then, how to help keep this passion smouldering without putting it out, by smothering it with my own enthusiasm.  


References

Bruce, C. & Lupton, M. (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

Crow, Sherry R. (2011), Exploring the Experiences of Upper Elementary School Children Who Are Intrinsically Motivated to Seek Information, School Library Media Research, v14. 42 pp. Retrieved from http://www.eric.ed.gov.ezp01.library.qut.edu.au/PDFS/EJ926866.pdf

Kuhlthau C., Maniotes L., Caspari A., (2007).  Guided Inquiry Learning in the 21st Century. London: Libraries Unlimited.

Various Models

I feel I need to discuss some of the many models of inquiry based learning and information literacy that have been developed.  There is so much support for the implementation of this form of pedagogy that it is overwhelming.  I have looked at only 4 models here, which I acquired through the web site developed by Trevor Bond.  He has accumulated quite a list of various models making the search for this so much easier. 

Big6:  Information Literacy Process.

(Eisenberg & Berkowitz, 2000, http://big6.com/ )

The Big6 is a skilled approach, to teaching how to seek and apply information.  There are 6 stages that people go through when completing a research task.  The stages are listed below

1. Task Definition

2. Information Seeking Strategies

3. Location and Access

4. Use of Information

5. Synthesis

6.Evaluation

Although, it is stated in the information regarding this model that it is not linear, teachers may perceive it as such and may use it this way.  When initially viewing this model, it is presented as a linear progression through the above stages.  However, delving deeper, illustrates that this is not the case.  Using the GeST model (Bruce & Lupton, 2010) as a guide, the Big6 model would be placed in the Generic window as it is very skilled based, if used in a linear form.  It is well suited to use with a class completing a traditional report style project (finding information on a topic and presenting the information they found in their own words).  It has the potential to be used in the other two windows but this would be contingent on how the teacher implements the program.  Teachers will need to ensure the experiences for children are authentic and intrinsic. The model does not take into account the emotional journey students progress through as they complete their research tasks.  Caution is needed when using this model, to ensure the linear style and the skills based focus is not emphasised, as this will reduce the validity of the learning the students will receive.

Super3 is an early childhood version of the Big skills program written by Mike Eisenberg and Bob Berkowitz (2001). 

The three steps are:

• Plan
• Do 
• Review.  

I can see a need for an early childhood model, as a number of programs are written for older students in mind.  However, caution needs be taken as the early years are so important for igniting the passion for learning.  If searching for information becomes too prescriptive and not engaging for students, there is the problem of turning children off searching for information completely.  I am concerned this model is too restrictive for students and teachers.   Nonetheless, it is important for students at all ages to understand the how to of researching as well as what to research for.  This model does help to make children aware of what they are actually doing but not necessarily why they are doing it. This model is similar to the Big6 model as the emotional journey is absent as well.   I think the Super3 model is great to introduce the terminology to young children but I have reservations about using it exclusively to teach inquiry based learning to young children.  There is so much more involved than learning the terminology.  

8Ws of Information Inquiry

This non-linear model is one that I think is well suited for use in a primary setting.  This model is very comprehensive, as it doesn’t just provide the stages that students progress through while researching.  It also provides the emotional journey that the students move through, as well as practical ideas on how to support students through both progressions.  I like how it is presented in a way that doesn’t just apply to school projects, it is also open to the students own researching interests.  It explains to students how to go about their own pursuits and helps them realise that information searches don’t need to be just for school.  Which aides in igniting an intrinsic need to find information.  It also takes into account all forms of information, encouraging students to explore the whole world around them not just the written word. 

“Begin with observation. Take a couple days to really explore the world around you.  Keep a journal of what you see, hear, say, touch, and taste.  Describe how you feel physically and emotionally” (Lamb, 1997))

The terms used are a fun play on words and children can relate to these easily.  Merging the terms of Plan, Do and Review with the 8W’s may help to alleviate the problem of too many labels being used to describe the processes, in the early childhood setting.  

• Plan (Watching, Wondering) 
• Do (Wiggling, Weaving, Wrapping, Waving) 
• Review (Wishing).  

I think this is one of the most practical of the models due to the nature of how it is written, with both practitioners and students in mind.   It provides plenty of links for practical ideas to support students and teachers to help work through each stage.

The Sauce model   

Information Literacy & Inquiry Learning model  By T.Bond

This is a non-linear model where information seeking is displayed as cyclic in nature. Noteworthy is the central placement of Review in the model, illustrating that Review is happening constantly, not just at the end of an information seeking project.  Another positive of the model is how Critical skills are explicitly stipulated as having an important role in finding information.  This model encourages students to Validate the relevant information they have deemed as relevant and to think about: why is this information needed and what is it doing for us?  I think once students know why they are searching for the information and what they are going to do with it once they have it,  helps with their focus.  

Validate relevant information Use information to: ·        Form or alter an opinion ·        Govern an action ·        Make a decision ·        Form a hypothesis ·        Meet a need ·        Predict an outcome ·        Suggest a solution ·        Analyse a situation ·        Clarify an issue ·        Debate an issue ·        Create a strategy (action plan) ·        Draw a conclusion ·        Socialise or culturalise ·       Improve or create a product or   process ·        Solve a problem ·        Prepare a demonstration ·        Deepen understanding ·        Communicate information

One of the major foundations of the Sauce model is how and why students use the information they have discovered. They need to do more than just present the information they have found in a different way.   I also like how this model outlines the importance of students working collaboratively.  This model would be suited to upper primary and beyond.  I think it could work in lower grades with some tweeking.

Building Blocks of Research

On my initial look at this model I wasn’t particularly impressed, I think one of the reasons whas how it was set out.  It is mostly written in bullet point form and on my first perception, it didn’t seem to have any substance to it.  As a looked more closely, there were a number of positives that I liked about it.  The layout doesn’t suit my learning style but others may find it quite user friendly.

Using the same layout I will pop in bullet points what I thought were the positives for this model.

• Takes into account the need for finding information for personal interest not just for school related projects.

• Views Information Literacy as a problem-solving process not just information retrieval.

• Realises that KLA’s can cross over while students are participating in authentic inquiry based projects.

• States that mastery of information literacy takes time.

• Teaches the importance of point of view of the information source the students are accessing.

• Allows for creativity both of students and teachers.

• Encourages collaborative learning. 

The model doesn’t state if it is linear or non-linear but it is set out in steps, giving the impression of a linear progression. This is a model I think could be used very successfully in a high school and university setting.  This may be the reason why I didn’t like it, initially. I don’t think this is a model I would use to help me with the development of Information Literacy in my school but it is a really good reference to enhance the models, I do choose to use.

References

Abilock D. (2007). Information Literacy. Building Blocks of Research: Overview of Design, Process and Outcomes. Retrieved from http://www.noodletools.com/debbie/literacies/
information/1over/infolit1.html

Bond T. (2011). Information Literacy Models and Inquiry Learning Models. Retrieved from http://ictnz.com/infolitmodels.htm

Bond T. (2011). SAUCE: Information Literacy and Inquiry Learning model. Retrieved from http://ictnz.com/SAUCE.htm

Bruce, C. & Lupton, M. (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

Eisenberg & Berkowitz (2000), Big6: Information Literacy Process. Retrieved from http://big6.com/ 


Lamb A. (1997). Wondering, Wiggling and Weaving A new Model for Project and Community-Based Learning on the Web.  Retrieved from http://www.virtualinquiry.com/1997article.pdf

Lamb A. (2001). 8Ws of Information Inquiry. Retrieved from http://www.virtualinquiry.

com/inquiry/topic72model.pdf

Google Scholar

I am interested in searching for inquiry based learning with a teacher librarian focus for a primary setting.  I attempted searching using the advanced search using the “exact phrase” window.  Check out the video of the search below.  

What stage am I up to in the Information Search Process (ISP)?

During the process of working through the subject of Information-Learning Nexus I have experienced many emotions.  Most of the time it has been panic and frustration as I move through each phase of Kuhlthau’s model of ISP.  At this point I think I am oscillating between the formulation and collection phases (Kahlthau, 2007) as I think my focus becomes hazy at times as I try to understand what needs to be completed.  However I think I am getting to the stage where I am extending my understanding and finding information to support this.  The new understanding often leads me into different areas which is where the confusion comes in as I try to stay focussed on the task at hand.

I have discovered, there is so much information about inquiry based learning and information literacy that it can become quite overwhelming.  Reading through the various articles can make the task of finding relevant and quality information quite daunting.  I think the perspective I will take now is to find the best way to embed inquiry based learning into my role as a teacher-librarian.  My new searches may take on this new slant as I feel I need to start searching for something tangible I can use to support my role. 

During my previous search using the ERIC database I discovered an article which sparked my interest, written by Sherry R. Crow, an Assistant Professor of School Library Science at the University of Nebraska Kearney.  The inclusion of “Children who are Intrinsically Motivate to Seek Information” in the title sparked my interest.  I feel this is where we would like all children to be, searching for information because they want too, not because they have too.  The summary further enhanced my interest because the focus of the article was how school librarians can foster intrinsic motivation in children.  A teacher librarian’s role is to enhance the development of student’s abilities to become life long learners (ASLA, 2002).  

The article gave a very comprehensive look at how students of upper primary age view information seeking activities.   Out of one hundred students surveyed, 9 were chosen for more in depth study as they were perceived as being intrinsically motivated to seek information.  The study used the Theoretical Model of Urban Teen Development (Agouti and Hughes-Hassell 2006a, 2006b as cited in Crow, 2011) to classify the interest areas created by the students.  The data analysed, was categorized under the following headings: home and family life, play, creativity, noncompetitiveness and information-seeking behaviour.  Noteworthy is Crow’s discussion about point of passion: a student’s “first remembered experience regarding an interest or fascination they have since pursued” (Crow, 2011). The majority of the students had this “single interest-igniting experience” at about the age of 4 or 5.  The other students had the experience when they were older, at around the ages of 7 and 9 (Crow, 2011).

One draw back of this study was the small number of students involved with the study.  It is noted in the article that more students of different ages needed to be examined to see if the conclusions may ring true for all students (Crow, 2011).  To ensure students stay or become intrinsically motivated to search for information they need to be given choice and control over their information-seeking projects that are age appropriate.  The emphasis needs to be on accomplishing learning goals rather than extrinsic rewards such as grades or competitions (Crow, 2011).  Using an inquiry pedagogical approach also ensures that students become intrinsically motivated as it “encourages students to ask questions, investigate, explore, search, quest, and study (Crow P.22, 2011).”  

“By using strategies and techniques that stimulate and build on the innate interests of students, school librarians can move beyond teaching static skills and rote processes. Instead they become educators who take an active role in fostering in their young patrons a disposition for learning that may last a lifetime (Crow P.23, 2011).”  Something to aspire too!!

References

Australian School Library Association [ASLA]. (2002).Standards of professional excellence for teacher-librarians. Retrieved from http://www.asla.org.au/policy/standards.htm

Crow, Sherry R. (2011), Exploring the Experiences of Upper Elementary School Children Who Are Intrinsically Motivated to Seek Information, School Library Media Research, v14. 42 pp. Retrieved from http://www.eric.ed.gov.ezp01.library.qut.edu.au/PDFS/EJ926866.pdf

Searching with ERIC (via EBSCOhost)

Image: jscreationzs / FreeDigitalPhotos.net

I attempted to find more information on my ILA, via the ERIC database.  Participating in this subject has definitely helped to improve my understanding of how to use Boolean terms for searches.  Previously, I knew of them but didn’t quite understand how they worked.  During this search I became frustrated with the data base as it didn’t seem to use the terms as they are intended.  I may have missed something which caused this but I couldn’t work out exactly why this was happening.

Search.

I decided to outline what it was I was looking for before engaging in the search.  I was searching for

 inquiry based learning in SOSE for upper primary school.

I listed some synonyms for a number of the terms.

SOSE, Social Studies, Geography

Upper elementary, middle school, upper primary

First search: 

“Inquiry based learning” AND “Studies of Society and Environment” AND "upper primary" OR "upper elementary" OR “Social Studies”: 33592 results.

I needed to narrow the search and I noticed the Boolean term AND didn’t seem to be taken into account.  I think the order in which the search terms are listed is important.  I changed the order of the search.  

Second search “Inquiry based learning” AND “Studies of Society and Environment” OR"Social Studies" AND  "upper elementary" OR "upper primary” : 377 results

This was a better result however “inquiry based learning” wasn’t being picked up in the search.  The phrases I had placed in quotation marks weren’t being adhered too as there were broken up in the searches.  I decided to check out the help section of the EBSCO site to see if this had any answers.  

Using Quotation Marks

Typically, when a phrase is enclosed by double quotations marks, the exact phrase is searched. If a phrase contains stop words, the stop words will not be searched, but the searchable words will be searched in the order as entered. A stop word will never be searched for in an EBSCOhost database, even if it is enclosed in double quotation marks. A search query with stop words only (i.e. no other terms) yields no results.

From the help section in EBSCOhost.

The word "typically" in the above paragraph, I took to mean  the phrase in quotation marks is searched for as a phrase if possible but it can be broken up during the search.  

I decided to try parentheses to see if this gave a greater focus to inquiry based learning. 

Third search (“Inquiry based learning”) AND “Studies of Society and Environment” OR"Social Studies" AND  "upper elementary" OR "upper primary".   Same results: 377.

I now realised that the phrase “inquiry based learning” was the problem so I tried “inquiry learning”. 

4th search (“Inquiry learning”) AND “Studies of Society and Environment” OR"Social Studies" AND  "upper elementary" OR "upper primary".   With same results 377

5th search (Inquiry) AND “Studies of Society and Environment” OR"Social Studies" AND  "upper elementary" OR "upper primary".   Results of 378

I decided to just search for inquiry to see what results I came up with.

6th search Inquiry : 22364 results.  I noticed in the articles that inquiry based was hyphenated.  I noticed that the search engine also picked up the term enquiry during its search as well. 

7th Search (“Inquiry-based”) AND “Studies of Society and Environment” OR "Social Studies" AND  "upper elementary" OR "upper primary".  With 1293 results.  The articles were now becoming relevant to my search. 

I liked the sound of one article “Exploring the Experiences of Upper Elementary School Children Who Are Intrinsically Motivated to Seek Information”  by Sherry R. Crow (2011)

"This article describes research conducted to understand the experiences of children in order to inform school librarians' practice in fostering intrinsic motivation for information seeking.”  Retrieved from EBSCO site.  I liked how it was from the perspective of teacher librarians.  This is an article I will read in more detail.

I decided to narrow the search by adding in the terms “alternative energy” as this is the topic the children were working on.

8th search (“Inquiry-based”) AND “Studies of Society and Environment” OR"Social Studies" AND  "upper elementary" OR "upper primary" AND “alternative energy”  resulted in 66 results.  

I noticed that history seemed to be popping up quite regularly so I took it out in the next search using the Boolean term NOT.

9th search (“Inquiry-based”) AND “Studies of Society and Environment” OR"Social Studies" AND  "upper elementary" OR "upper primary" AND “alternative energy” NOT history.  Came up with the same results: 66. 

History was then highlighted in the texts.  Feeling a little frustrated.  Unsure why the term history was now highlighted when I gave the instruction for it to be disregarded???

Changed the range of dates to between 2000 - 2011 results 36.  Article no.9 looks very good.  “Methods Practiced in Social Studies Instruction: A Review of Public School Teachers’ Strategies” Kevin Bolinger and Wilson J. Warren

Having a quick look it explains how inquiry-based learning is the best way for students to learn about Social Studies.  Another article to delve deeper into.  

Article 17 looks interesting as well "Emerging Inquiry: Using Nonfiction to Guide Student Research."  Unfortunately the full article isn’t available through ERIC so will try else where.  It is for grade 3 students but may be worth investigating.