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Title: Guided Inquiry:


1
Guided Inquiry A constructivist framework for
learning through the School Library Dr Ross J
Todd Director, Center for International
Scholarship in School Libraries Rutgers, The
State University of New Jersey cissl.scils.rutgers
.edu rtodd_at_scils.rutgers.edu
2
  • The transformation of New Zealand into a
    knowledge-based society and economy

3
Stay Focused
Pick one Card It is YOUR card Think about YOUR
card for 20 seconds Stay focused on YOUR card
4
Ross is now going To remove YOUR Card!
5
YOUR card has been removed
6
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7
A TIME OF BOLD ACTION Lauren Becall
  • "Standing still is the fastest way of moving
    backwards in a rapidly changing world.
    Imagination is the highest kite one can fly"

8
What Schools Are AboutIntersections
Collaborative Forces
Interdisciplinary Learning
Discipline-based learning
Physical, Personal and Social Learning
9
What NZ School Libraries Are About Intersections
Collaborative Forces
10
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11
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12
School Libraries
13
School Libraries
But how do they work?
14
Student Learning and School Libraries
  • School libraries as powerful and engaging places
    in the lives of students do not happen by chance
    or force.
  • Learning outcomes are achieved through deliberate
    actions and instructional interventions of school
    librarians
  • INFORMATIONAL TRANSFORMATONAL FORMATIONAL
  • YOUR Action

15
Student Learning Through Ohio Delaware School
Libraries
  • 39 school libraries in Ohio 13 school libraries
    in Delaware
  • Grades 3 12
  • 13,123 valid student responses (Ohio)
  • 879 teacher / administrator responses (Ohio)
  • 5,733 students valid student responses
    (Delaware)
  • 468 teacher / administrator responses (Delaware)
  • Impacts on Learning Survey (Students)
  • Perceptions of Learning Impacts (Faculty)
  • helps measure of 48 statements of learning
    outcomes
  • Critical Incident response to capture voice of
    students (14,000 responses)

16
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17
WorkingTransformatively?
  • How can my school optimize the use of its library
    to impact in a powerful way on the learning,
    literacy and living goals of schools?
  • What do we want students to do in the school
    library?
  • The leading of learning through the School
    Library

18
Inquiry Learning
  • 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 OUTCOME
  • --------------------------------------------------
    ------------
  • It is underpinned by stimulating encounters with
    information encounters which capture their
    interest and attention, and which motivate and
    direct their ongoing inquiry.
  • READING - INFORMATION FOUDATION

19
READING AS THE BASISFOR INQUIRY
  • Learning to Read
  • Transformational Role of School Libraries
  • Reading to Learn

20
LEARNING TO READREADING TO LEARN
  • When reading is at risk, it is not just school
    libraries that are at risk more critically, it
    is knowledge that is at risk.

21
Student Learning throughOhio/Delaware School
Libraries
  • How helpful the school library is
  • -with getting information you need
  • -with using the information to complete your
    school work (l.L. skills)
  • -with your school work in general (knowledge
    building, knowledge outcomes)
  • -with using computers in the library, at school,
    and at home
  • -with your general reading interests
  • -when you are not at school (independent
    learning)
  • -general school aspects Academic Achievement

22
Reading PatternsDelaware / Ohio
  • In terms of perceptions of how school libraries
    help students, reading statements overall ranked
    low, compared to other helps
  • Reading helps strongest in primary schools, and
    decline throughout schooling
  • Reading helps significantly higher for African
    American students
  • Reading helps significantly higher for girls
    rather than boys
  • The scores of schools in small cities are
    significantly higher than other type of schools

23
Mean Reading Scoresby Grade
24
Barriers
  • Developing an inclusive community boys and
    girls
  • Demands of curriculum No time to read
  • Playing psychologist? Moral high ground?
  • Personality issues Enforced choice
  • Perceive reading enrichment to be the role of the
    public library Seamless environments?
  • Library systems and rules what do they convey
    about what is important?

25
What Gets Kids Reading?Ohio / Delaware Research
  • Understand the lives of your students
  • Personalized, targeted, proactive service
  • Identifying interests, developing self-esteem
  • Availability of latest releases
  • Using curriculum as link to reading enjoyment and
    enrichment leaping from curriculum to personal
    interest
  • Showing that academic success can be achieved
    through improving reading
  • Personal empowerment learning about self
  • Open mind about what kids read
  • Knowing the dynamics of improving reading

26
Delaware School LibrarySurvey (2004 3005)
  • Survey 100 of public school libraries
  • Measured
  • - School Library employees
  • - Frequency of co-operations, co-ordinations,
    collaborations
  • - Participation in professional development
    activities
  • - Provision of professional development
    activities
  • - Information literacy interventions
  • - Reading / writing initiatives
  • - Significant learning outcomes enabled by
    school library
  • - Information resources, information technology,
    budgets

27
Promoting ReadingDelaware
  • Typical activities to promote reading literature
    displays, book talks, promoting information
    resources, reading incentive programs, and to a
    much lesser extent story telling, book clubs and
    author visits.
  • Primarily passive activities.
  • Reading activities that foster active student
    engagement, discussion and creative outputs far
    less frequently reported.
  • High school students dont have time to read.

28
AN ACTIVEREADING CULTURE
  • Focus on reading activities that foster active
    student engagement, discussion and creative
    outputs
  • web blogs
  • book raps
  • interactive book reviews
  • online literature circles,
  • reading pals online
  • create your own e-books
  • student-run school reading web pages

29
Reading as the Foundation of Inquiry
  • Learning to Read
  • Transformational Role of School Libraries
  • Reading to Learn

30
What do we want of our school libraries?
  • From active and confident information seekers to
    active and confident knowledge creators
  • 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
  • CONSTRUCTIVIST VIEW OF LEARNING and
    CONSTRUCTIVIST VIEW OF LIBRARIES

31
Learning OutcomesDelaware Study
  • 39 indicated school library had helped students
    develop skills in locating, selecting, organizing
    and evaluating information
  • 37 indicated school library helps improve
    reading skills interest motivation in reading
  • 22 indicated improvement in technology skills
  • 16 indicated development of positive attitude to
    libraries
  • 4.5 indicated outcomes linked to curriculum
    content and goals

32
Great Minds at work?
  • Learning habits

Building Effective Inquiry Through the School
Library
33
New Jersey ResearchSchools Context and Sample
  • 10 New Jersey public schools
  • Experienced and expert school librarians
  • Diverse public schools
  • 10 school librarians working on curriculum
    projects with 17 classroom teachers
  • 574 students in Grades 6 12 range of
    disciplines
  • Did they learn anything? Did they come to
    develop new knowledge of their topics, and what
    did this new knowledge look like?

34
Substance ofKnowledge
35
Changes inKnowledge
  • Two distinctive approaches to knowledge
    construction
  • -- Additive Transportive
  • -- Integrative Integrative

36
Additive Approach to Knowledge Construction
  • Knowledge development characterized by
    progressive addition of property facts
  • As the students built knowledge, they continued
    to add property and manner statements, and to a
    lesser extent, set membership statements
  • Stockpile of facts, even though facts were
    sorted, organized and grouped to some extent into
    thematic units by conclusion.
  • Remained on a descriptive level throughout

37
Integrative Approach to Knowledge Construction
  • Initial superficial sets of properties
  • Moved beyond gathering facts
  • - building explanations
  • - address discrepancies
  • - organizing facts in more coherent ways
  • Interpret found information to establish personal
    conclusions and reflect on these.
  • Some students subsumed sets of facts into fewer
    but more abstract statements at the end

38
Factors contributing to differences across
Schools
  • Changes in knowledge (knowledge growth) did not
    occur evenly in the schools
  • No significant variations across the age, grade,
    and gender groups
  • Nature of task imposed task or negotiated task
    collection of facts or transformation of facts
  • Engagement and ownership
  • Nature of Interventions Development of skills
    to construct knowledge rather than finding
    information

39
Guided Inquiry Deep Knowledge and Deep
Understanding
  • Dont abandon students in the inquiry process
  • Build engagement develop curiosity and
    motivation for their topics
  • Connect with students existing knowledge and
    interests to establish relevance
  • Students more motivated when able to exercise
    some choice over questions and how to present
    their new understandings
  • Give opportunities to build background knowledge
    Lots of descriptive facts does not equal deep
    knowledge
  • Deal with the affective dimensions doubt,
    uncertainty

40
Guided Inquiry Deep Knowledge and Deep
Understanding
  • Develop the focus question(s) and formulate
    personal knowledge outcomes
  • Engage students in dealing with conflicting
    information
  • Use of a variety of analytical methods to sort,
    organize and structure ideas cause/effect
    pro/con error analysis compare/contrast
  • Teach students to build arguments and evidences,
    counter arguments and counter evidences
  • Teach students to develop conclusions
    positions posit actions, implications and
    solutions reflect on these in terms of original
    knowing

41
Students value libraries as Knowledge Spaces
  • The effective school library helps strongly in
    terms of providing access to information
    technology (sources and tools) necessary for
    students to complete their research assignments
    and projects successfully
  • It provides up-to-date diverse resources to meet
    curriculum informational needs
  • Instructional intervention focuses on the
    development of an understanding of what good
    research is about and how you undertake good
    research
  • It engages students in an active process of
    building their own understanding and knowledge
  • It demonstrates the link between school library
    services and learning outcomes

42
Information Literacy as Knowledge Construction
  • 100 I needed help doing a project for government
    that had to do with presidents and they had so
    many books and then the librarian helped me find
    web sites. But then they gave me ways of sorting
    through all the ideas to extract the key points
    so I could get my head around it all
  • 66 I needed to write a paper and I went to the
    Library where I was ultimately able to write a
    paper successfully. My ideas were a mess and
    talking to the librarian gave me a way to
    organize my ideas and present the argument.
  • 3532 I was working on History project and we had
    to have several sources (primary documents) and
    the librarians instructed the students on how to
    go about compiling it into something worthwhile.
    I was able to combine everything together and
    earn a good grade.

43
The Challenges for School Libraries
  • Information literacy initiatives typically focus
    on information rather than knowledge
  • Finding stuff rather than teaching students to
    do something with the found stuff - what is
    the implications of doing just this?
  • Move from fostering an information culture to
    fostering a knowledge culture
  • Move beyond simplistic research models eg
    define, locate, select, organise, present, assess
  • Model effective inquiry in our schools

44
6 Models of Meaningful Research Assignments
Framing the Task
  • Advice to Action Model
  • Compare and Contrast Model
  • History and Mystery Model
  • Take a Position Model
  • The Recreate Model
  • Reinventing a Better Way Model

45
Advice to ActionModel
  • An engaging problem or issue needing expert
    advice
  • Predict guesstimate possible advice from experts
    create hypothesis
  • Build background knowledge of issue generalist
    sources
  • Determine focus on essential dimensions of
    problem
  • Gather, sort, analyze expert advice (sources and
    people) / witnesses (detailed, specific
    authoritative sources)
  • Test ideas with others (reflect, react
    feedback)
  • Decide on course of action (propose solution)
  • Eg How safe is drinking water in our community
    preventing controlling forest fires helping the
    homeless

46
Compare and ContrastModel
  • Identify purpose and items to be compared
  • Build background knowledge
  • Brainstorm and select criteria for comparison
  • Use pertinent quality information sources to
    gather data
  • Sort data into meaningful categories
  • Analyze results
  • Draw conclusions
  • Examples How dinosaurs are similar to and
    different from large animals that live on the
    earth today How had nature provided models for
    engineering and design

47
History and MysteryModel
  • Build a case for solving a history / mystery
    problem
  • Build background knowledge to determine specific
    focus of evidence needed
  • Study pertinent primary / secondary evidence to
    gather best evidence
  • Compare evidence deal with conflicting
    information
  • Check evidence accuracy and bias of sources
  • Construct arguments and counter arguments

48
History and MysteryModel
  • Topics
  • Causes of war, changes in government, natural
    catastrophes, advances in technology, influence
    of artists
  • Examples
  • What evidence can you find to prove that the
    ancient Mayans were a highly skilled
    civilization?
  • The Titanic was billed as the most luxurious and
    safest ship on the sea. Was the claim that it
    was unsinkable justified?

49
Take a Position Model
  • Background reading of topic
  • Identify issues
  • Investigate possible positions through focused
    sources
  • Analyse feasible positions pros, cons, evidence
  • Form an opinion, build evidence
  • Take a position
  • Prepare an argument
  • Present the position
  • So what? Understand impact of position

50
Take a PositionModel
  • Learn to take positions on sound ideas, rather
    than making snap judgments
  • Learn how to understand ideas much different than
    own
  • Develop critical analysis skills in face of
    propaganda
  • Build empathy for all positions, even as you take
    a stand
  • Topics political issues, controversial science
    problems, moral issues, community problems, eg.
    Stem cell research, use of pesticides and
    herbicides
  • Sample products position paper, persuasive
    speech, debate, panel discussion multi-faceted
    website

51
The Re-CreateModel
  • Select event, issue, time period
  • Explore event through pertinent research
  • Research multiple aspects to ensure authenticity
  • Use of primary sources
  • Decoding of information from video, photographs
  • Interpret, infer and predict
  • Select format and construct
  • Perform as drama, event, diary, newspaper,
    painting, story, newscast

52
Reinventing a Better Way Model
  • Brainstorm, decide, select a system for study
    system analysis
  • Build background knowledge
  • Investigate / research into current methods
  • Compare / contrast current methods, establish
    strengths and weaknesses
  • Reinvent
  • Evaluate test, try, reflect, market
  • Examples family surviving on 300 per month
    health care plans stinking swamp that council
    wants to pave over Improving Wellingtons public
    transport system

53
A TIME OF BOLD ACTION Edna St Vincent Millay
1892-1950
  • Upon this gifted age, in its dark hour
  • Rains from the sky a meteoric shower
  • Of facts, they lie unquestioned, uncombined.
  • Wisdom enough to leech us of our ill
  • Is daily spun, but there exists no loom
  • To weave it into fabric.
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