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Cairns Conference Guided Inquiry workshop

Hay, L. (2010). Is it time for an ‘Inquiry Make-Over’? …enter Guided Inquiry [Workshop]. Cairns Diocese Curriculum Conference Library Strand, Catholic Education Services, Cairns, Qld, 13 March.

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Cairns Conference Guided Inquiry workshop

  1. 1. Is it time for an ‘Inquiry Make-Over’? …enter Guided Inquiry Session 2 workshop Cairns Diocese Curriculum Conference LYN HAY Library Strand School of Information Studies 13 March 2010 Charles Sturt University
  2. 2. Educating for 21C
  3. 3. Educating for 21C  How to we educate our students to meet the high levels of literacy in the technological workplace?  How do we prepare our students to navigate and make sense of the global information environment?  How do we enable our students to draw on the knowledge and wisdom of the past while using the technology of the present to advance new discoveries for the future?  How do we prepare our students to think for themselves, make good decisions, develop expertise, and learn through life?  Many teachers are turning to inquiry learning in subjects across the curriculum to meet the challenge of educating their students for lifelong learning
  4. 4. Inquiry learning  Is an approach to learning whereby students find and use a variety of sources of information and ideas to increase their understanding of a problem, topic or issue  It requires more than simply answering questions or getting a right answer  It espouses investigation, exploration, search, quest, research, pursuit and study  Inquiry does not stand alone; it engages, interests and challenges students to connect their world within the curriculum  It is often an individual pursuit  Can be enhanced by being part of a community of learning  Without some guidance, inquiry learning can be daunting  Inquiry is not an add-on to the curriculum, it is a way of learning content, skills and values within the curriculum through inquiry
  5. 5. Learning in the school library 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. INFORMATION FOUNDATION (Todd 2008)
  6. 6. Inquiry moves beyond fact finding
  7. 7. Inquiry moves beyond fact finding Raises standard of research assignments to higher level by:  Drawing on life experiences  Learning from a wide range of sources  Forming deep understanding  Gaining sense of accomplishment  Developing competence and expertise
  8. 8. AASL Standards for 21st century learners is available for download at
  9. 9. Information process models See
  10. 10. The Big 6  a 6 step problem-solving model devised to support students when dealing with information  addresses physical and cognitive steps  very popular internationally with professional support material incl. Books, newsletter, website, conference and listserv support – see
  11. 11. And add technology to the mix… Motivation as a dimension of learner- centeredness Engagement with technology within a constructivist paradigm can motivate learners Learner-centered e-teaching & motivation
  12. 12. Enter Carol Kuhlthau Information Seeking Process (ISP) Affective Domain & Uncertainty Principle Guided Inquiry
  13. 13. The Uncertainty Principle  a cognitive state  causes anxiety and lack of confidence  these affective symptoms can be expected in the early stages of the ISP “…uncertainty, confusion and frustration are associated with vague, unclear thoughts about a topic or question”
  14. 14. From Uncertainty to Understanding... ___________________________________________ uncertainty ------------- understanding T vague clear F anxious confident A exploring documenting access ------------------- information ____________________________________________ 3 levels of experience: thinking (cognitive) feeling (affective) acting (physical)
  15. 15. Kuhlthau’s ISP Tasks 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
  16. 16. The Uncertainty Principle “As knowledge states shift to more clearly focused thoughts, a parallel shift occurs in feelings of increased confidence. Uncertainty due to a lack of understanding, a gap in meaning, or a limited construct initiates the process of information seeking.”
  17. 17. Zone of intervention Tasks 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 (Kuhlthau, 2004)
  18. 18. Implications of Kuhlthau's ISP  Learning is an individual process, even though the same information process model is used  Knowledge is constructed based on past experience  TL/teacher must develop expertise in dealing with individual student's affective concerns when completing information tasks
  19. 19. What we now know....  No matter how many times we use an information process, a certain level of uncertainty will always affect student's completion of information tasks when encountering new or 'unique' information  TL/teacher must employ range of strategies during learning process to assist students to cope with the uncertainty principle
  20. 20. Introducing Guided Inquiry.... “The information age calls for transforming schools to meet new challenges”  Guided Inquiry is a new learning and instructional model  Occurs in a collaborative learning environment led by an instructional team  Learning from a variety of sources  Inquiry process for deep understanding 'unique' information
  21. 21. Guided Inquiry... “... is carefully planned, closely supervised targeted intervention(s )of an instructional team of school librarians and teachers to guide students through curriculum based inquiry units that build deep knowledge and deep understanding of a curriculum topic, and gradually lead towards independent learning.” CISSL, Guided Inquiry (2009)
  22. 22. Guided inquiry  Constuctivist approach to learning: staged, guided  Develops students’ competence with learning from a variety of sources; goal is deep knowledge  Students are not ‘abandoned’ in the research process  Focus on deep learning, competence, mastery, and self empowerment  Build on strategies in Beyond Bird Units book
  23. 23. Planning a guided inquiry unit
  24. 24. PIP: Design, process, roles  students required to conduct primary and secondary research  a PIP guidelines booklet provided, incl. ‘how to’ on conducting the research process, information process model, templates to scaffold different tasks and stages of the info & research processes  students required to keep a learning log of their progress, which included 3 ‘records of reflection’ forms as per GI design (based on Kuhlthau & Todd, 2006 & Fitzgerald, 2007)  students could use a wiki, blog and to support their project  TL role principally as a Web 2.0 technology and information seeking support, and assessor of these + bibliography and learning logs  teacher role involved topic selection/approval, project design and research process support, writing up of project content, and assessor of these Hay PhD research (in press)
  25. 25. GI stages of reflection & intervention Templates for monitoring progress: Progress Report 1 Progress Report 2 (Simple) Progress Report 3 Complex Progress Report 3
  26. 26. Implications and recommendations
  27. 27. Intellectual quality  Higher order thinking: Movement from description to explanation and reflection  Evident in increased specificity of topic focus  Deep understanding: Evident in extent of recall and in the types of causal and predictive relationships portrayed  Substantive conversation: Valuing of dialogue between teacher, teacher librarian and students; fluency in written statements  Knowledge as problematic: In some cases, students identified dealing with dealing with factual conflict or conflicting viewpoints and formulating their own (choice of topic); also evident in constructing arguments that show a basis for the claims they were making  Meta-language: Use of language specific to the topic domain: not just provision of terms, but clarity of understanding these terms  Increasing complexity of the language used to describe their knowledge, and the ordering of this knowledge into conceptually coherent units (Todd, 2008)
  28. 28. The emotional rollercoaster  Very distinctive ebb and flow of emotions following the demands of the research process  Initial feelings: varied from a state confidence to slight hesitation/uncertainty  Increase in optimism and confidence as they identify a general topic and begin to investigate sources for relevant information  As in-depth investigations begin, students report a decline in confidence, and an increase in feelings of frustration and uncertainty  Some frustration with sources and deadlines and achieving focus  Increase in negative emotions—often reported here as stress, anxiety, and pressure—just as the deadlines approach  End of task / Submission: relief, confidence (because of level of research done); acknowledge that it was “hard work” but worthwhile
  29. 29. Enablers of learning  Instructional intervention: providing the intellectual scaffolds for connecting with, interacting with and utilizing information 3 kinds of scaffolds valued by students:  Reception Scaffolds: assist learners in garnering information from the diverse sources; direct the learner's attention to what is important, and to help them organise and record what they perceive. (Perceive structure in information)  Transformation Scaffolds: assist learners in transforming the information they've received into some other form. This involves imposing structure on information.  Production Scaffolds: assist learners in actually producing something observable that conveys the complexity and richness of what they have learned. Guided inquiry: is not abandonment, need to model the process and provide feedback
  30. 30. Is it time for an ‘Inquiry Make-Over’? …enter Guided Inquiry Session 2 workshop Cairns Diocese Curriculum Conference LYN HAY Library Strand School of Information Studies 13 March 2010 Charles Sturt University
  31. 31. See for great information process model posters for your library and classrooms
  32. 32. References Hay, L. (in press). Using Web 2.0 technologies to support student learning through the guided inquiry process. Unpublished PhD thesis, Faculty of Education, Charles Sturt University. Kuhlthau, C. C. (2004). Seeking meaning: A process approach to library and information services (2nd ed.). Westport, Conn.: Libraries Unlimited. Kuhlthau, C. C., Caspari, A. K., & Maniotes, L. K. (2007). Guided inquiry: Learning in the 21st century. Westport, Conn.: Libraries Unlimited. Loertscher, D. V., Koechlin, C., & Zwaan, S. (2005). Ban those bird units!: 15 models for teaching and learning in information-rich and technology-rich environments. Salt Lake City, Utah: Hi Willow Research and Publishing. NSW Department of Education and Training. (2007). Information skills in the school: engaging learners in constructing knowledge, NSW Department of Education and Training, Sydney. Retrieved from ills.pdf Todd, R. J. (2008). Meaningful learning through inquiry: The lights come on. Keynote Address presented at the SLAV 'Evidence to Action: Re-Imagining Learning' Conference, 19 June, Melbourne, Vic. retrieved from
  • mstrad

    Oct. 9, 2017
  • RobPyne2

    Jul. 12, 2015
  • blynken_nod

    Nov. 28, 2011
  • jasmont1

    Oct. 2, 2010

Hay, L. (2010). Is it time for an ‘Inquiry Make-Over’? …enter Guided Inquiry [Workshop]. Cairns Diocese Curriculum Conference Library Strand, Catholic Education Services, Cairns, Qld, 13 March.


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