A New Model for Inquiry in the School Library Program<br />
Inquiry is Magic<br />AQUARIUS:Find a guide who will ask you questions you never expected. Take the road that winds with s...
The American Heritage® Dictionary of the English Language: Fourth Edition.  2000. research NOUN:1. Scholarly or scientific...
The American Heritage® Dictionary of the English Language: Fourth Edition.  2000. inquiry NOUN:Inflected forms: pl. in·qui...
Research<br />Inquiry<br />methodology with conventions<br />builds on literature of research area<br />public intention (...
more oriented on process
more individuated in intention</li></ul>both require similar attitudes (e.g., openness, curiosity, critical and creative t...
Every job includes research<br />
Key Factors in Research<br />Type<br />Purpose<br />Audience<br />Process<br />Report<br />Describe<br />Self<br />Prepare...
People research for many reasons<br />Learn<br />Learn<br />Test<br />Test<br />RESEARCH<br />RESEARCH<br />Solve<br />Sol...
What words would you use to describe “inquiry”?<br />
What is Guided Inquiry?<br />preparation for life long learning<br />integrated into the content of the curriculum<br />co...
What are the benefits for students?<br />develop social, language and reading skills<br />construct their own meaning<br /...
Five kinds of learning in the inquiry process<br />1.curriculum content<br />2. information literacy<br />3. learning how ...
Librarian’s role in ‘guiding’ inquiry<br />Resource Specialist<br />Information Literacy Teacher<br />Collaboration gateke...
Interventions<br />are critical to student achievement<br />must be tailored to each stage of the inquiry process<br />mus...
Strategies for teacher-librarians<br />Communication<br />modelling<br />encouraging<br />listening<br />teaching (explici...
Vygotsky’sGradual release of responsibility<br />Familiarizing – providing quality resources<br />Analysing – deconstructi...
Balanced Literacy through Guided Inquiry<br />Oral <br />Language<br />Modelled<br />Writing<br />Read<br />Aloud<br />Sha...
Working Groups<br />Put each of the following principles into practice with a particular teaching strategy for a particula...
6 Principles of Guided Inquiry<br />1. Children learn by being actively engaged in and reflecting on an experience.<br />
6 principles of Guided inquiry<br />Children learn by building on what they already know.<br />
6 principles of Guided inquiry<br />3.Children develop higher-order thinking through guidance at critical point in the lea...
6 principles of Guided inquiry<br />4. Children have different ways and modes of learning.<br />
6 principles of Guided inquiry<br />5. Children learn through social interaction with others.<br />
6 principles of Guided inquiry<br />6. Children learn through instruction and experience in accord with their cognitive de...
Carol Kulthau.Information Search Process<br />http://www.scils.rutgers.edu/~kuhlthau/information_search_process.htm<br />
Carol Kulthau.Information Search Process<br />http://www.scils.rutgers.edu/~kuhlthau/information_search_process.htm<br />
Puzzle - Conundrum<br />
Journey - Quest<br />
Map - Navigation<br />
Destination - Meandering<br />
Steps - Ascent<br />
Matrix - Organization<br />
Web - Connectedness<br />
Race - Time<br />
Extending & <br />Extending & <br />transferring <br />transferring <br />learning<br />learning<br />Choosing  <br />Choo...
Knowledge & <br />Understanding<br />Thinking<br />Thinking<br />INQUIRY<br />INQUIRY<br />Communication<br />Communicatio...
Knowledge & <br />Knowledge & <br />Knowledge & <br />Understanding<br />Understanding<br />Understanding<br />Thinking<br...
Knowledge & <br />Knowledge & <br />Knowledge & <br />Knowledge & <br />Understanding<br />Understanding<br />Understandin...
Knowledge & <br />Knowledge & <br />Knowledge & <br />Knowledge & <br />Understanding<br />Understanding<br />Understandin...
2<br />1<br />3<br />4<br />12<br />5<br />11<br />6<br />10<br />9<br />7<br />8<br />
Initiating Inquiry<br />
Choosing the Topic<br />
Developing Questions<br />
Choosing the Topic<br />Initiating Inquiry<br />Developing Questions<br />
Choosing the Topic<br />Initiating Inquiry<br />Developing Questions<br />
Designing the Plan<br />
Selecting Information<br />
Formulating the Focus<br />
Selecting Information<br />Designing the Plan<br />Formulating the Focus<br />
Designing the Plan<br />Selecting Information<br />Formulating the Focus<br />
Processing<br />Analyzing Information<br />
Processing<br />Evaluating Ideas<br />
Processing<br />Organizing & Synthesizing Ideas<br />
Processing<br />Evaluating Ideas<br />Analyzing Information<br />Organizing & Synthesizing Ideas<br />
Organizing & Synthesizing Ideas<br />Analyzing Information<br />Evaluating Ideas<br />
Making & Presenting Product<br />
Assessing Product & Process<br />
Extending & Transferring Learning<br />
Assessing Product & Process<br />Extending & Transferring Learning<br />Making & Presenting Product<br />
Extending         & Transferring Learning<br />Assessing Product & Process<br />Making & Presenting Product<br />
Choosing the Topic<br />Initiating Inquiry<br />Developing Questions<br />Extending         & Transferring Learning<br />D...
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Inquiry2010

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A new model for inquiry in schools. Combines Together for Learning (OSLA) and Guided Inquiry (Carol C. Kuhlthau). 60 slides with notes on direction required in our school classrooms and libraries.

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  • Zone of proximal development is helpful when thinking about how and when to intervene – the distance between actual development level and potential development.
  • Inquiry2010

    1. 1. A New Model for Inquiry in the School Library Program<br />
    2. 2. Inquiry is Magic<br />AQUARIUS:Find a guide who will ask you questions you never expected. Take the road that winds with surprise. Travel with an inquiring mind and cheerful friends to sustain you. Browse broadly, search deeply, and share with joy whatever you find. Value the random with the intended. <br />
    3. 3. The American Heritage® Dictionary of the English Language: Fourth Edition.  2000. research NOUN:1. Scholarly or scientific investigation or inquiry. See synonyms at inquiry. 2. Close, careful study. INTRANSITIVE VERB:To engage in or perform research. TRANSITIVE VERB:1. To study (something) thoroughly so as to present in a detailed, accurate manner: researching the effects of acid rain.2. To do research for: research a magazine article.ETYMOLOGY:Obsolete French recerche, from recercher, to search closely, from Old French : re-, re- + cerchier, to search; see search. <br />
    4. 4. The American Heritage® Dictionary of the English Language: Fourth Edition.  2000. inquiry NOUN:Inflected forms: pl. in·quir·ies1. The act of inquiring. 2. A question; a query. 3. A close examination of a matter in a search for information or truth. SYNONYMS:inquiry, inquest, inquisition, investigation, probe, research These nouns denote a quest for knowledge, data, or truth: filed an inquiry about the lost shipment; holding an inquest to determine the cause of his death; an inquisition into her political activities; a criminal investigation; a probe into alleged police corruption; scientific research.<br />
    5. 5. Research<br />Inquiry<br />methodology with conventions<br />builds on literature of research area<br />public intention (peer review)<br /><ul><li>more a habit of mind
    6. 6. more oriented on process
    7. 7. more individuated in intention</li></ul>both require similar attitudes (e.g., openness, curiosity, critical and creative thinking)<br />both seek knowledge and evidence to construct knowledge<br />both benefit from specialized knowledge <br />
    8. 8. Every job includes research<br />
    9. 9. Key Factors in Research<br />Type<br />Purpose<br />Audience<br />Process<br />Report<br />Describe<br />Self<br />Prepare<br />Essay<br />Explain<br />Peers<br />Access<br />Media<br />Persuade<br />Teacher<br />Process<br />Presenta<br />-<br />Argue<br />Community<br />Transfer<br />tion<br />
    10. 10. People research for many reasons<br />Learn<br />Learn<br />Test<br />Test<br />RESEARCH<br />RESEARCH<br />Solve<br />Solve<br />Build<br />Build<br />Decide<br />Decide<br />
    11. 11.
    12. 12. What words would you use to describe “inquiry”?<br />
    13. 13. What is Guided Inquiry?<br />preparation for life long learning<br />integrated into the content of the curriculum<br />connected to the student’s world <br />incorporates transferable information literacy concepts<br />incorporates reflection throughout the process<br />
    14. 14. What are the benefits for students?<br />develop social, language and reading skills<br />construct their own meaning<br />gain independence in research and learning<br />experience a high level of motivation and engagement<br />learn transferable strategies and skills<br />
    15. 15. Five kinds of learning in the inquiry process<br />1.curriculum content<br />2. information literacy<br />3. learning how to learn (metacognition)<br />4. literacy competence<br />5. social skills<br />
    16. 16. Librarian’s role in ‘guiding’ inquiry<br />Resource Specialist<br />Information Literacy Teacher<br />Collaboration gatekeeper<br />
    17. 17. Interventions<br />are critical to student achievement<br />must be tailored to each stage of the inquiry process<br />must be introduced at key points, in various formats, and assorted groupings<br />
    18. 18. Strategies for teacher-librarians<br />Communication<br />modelling<br />encouraging<br />listening<br />teaching (explicit)<br />Inquiry Management<br />individual<br />inquiry circles<br />creating community links (experts)<br />
    19. 19. Vygotsky’sGradual release of responsibility<br />Familiarizing – providing quality resources<br />Analysing – deconstruction, synthesis<br />Modelling – read alouds, exit cards<br />Sharing – peer collaboration and editing<br />Guiding – assessment for inquiry<br />Applying – creating opportunities<br />
    20. 20. Balanced Literacy through Guided Inquiry<br />Oral <br />Language<br />Modelled<br />Writing<br />Read<br />Aloud<br />Shared<br />Reading<br />Shared /<br />Interactive<br />Writing<br />Balanced<br />Literacy<br />Guided<br />Reading<br />Guided<br />Writing<br />Independent<br />Reading<br />Independent<br />Writing<br />Information <br />Literature<br />Circles<br />Media <br />Literacy<br />ICT <br />Skills<br />
    21. 21. Working Groups<br />Put each of the following principles into practice with a particular teaching strategy for a particular grade.<br />
    22. 22. 6 Principles of Guided Inquiry<br />1. Children learn by being actively engaged in and reflecting on an experience.<br />
    23. 23. 6 principles of Guided inquiry<br />Children learn by building on what they already know.<br />
    24. 24. 6 principles of Guided inquiry<br />3.Children develop higher-order thinking through guidance at critical point in the learning process.<br />
    25. 25. 6 principles of Guided inquiry<br />4. Children have different ways and modes of learning.<br />
    26. 26. 6 principles of Guided inquiry<br />5. Children learn through social interaction with others.<br />
    27. 27. 6 principles of Guided inquiry<br />6. Children learn through instruction and experience in accord with their cognitive development.<br />
    28. 28. Carol Kulthau.Information Search Process<br />http://www.scils.rutgers.edu/~kuhlthau/information_search_process.htm<br />
    29. 29. Carol Kulthau.Information Search Process<br />http://www.scils.rutgers.edu/~kuhlthau/information_search_process.htm<br />
    30. 30. Puzzle - Conundrum<br />
    31. 31. Journey - Quest<br />
    32. 32. Map - Navigation<br />
    33. 33. Destination - Meandering<br />
    34. 34. Steps - Ascent<br />
    35. 35. Matrix - Organization<br />
    36. 36. Web - Connectedness<br />
    37. 37. Race - Time<br />
    38. 38.
    39. 39.
    40. 40. Extending & <br />Extending & <br />transferring <br />transferring <br />learning<br />learning<br />Choosing <br />Choosing <br />the topic<br />the topic<br />Initiating <br />Developing <br />Initiating <br />Developing <br />inquiry<br />questions<br />inquiry<br />questions<br />Designing <br />Designing <br />the plan<br />the plan<br />Knowledge & <br />Knowledge & <br />Knowledge & <br />Knowledge & <br />Understanding<br />Understanding<br />Understanding<br />Understanding<br />Thinking<br />Thinking<br />Thinking<br />Thinking<br />Selecting <br />Assessing <br />Selecting <br />Assessing <br />INQUIRY<br />INQUIRY<br />information<br />product & <br />information<br />product & <br />Communication<br />Communication<br />process<br />process<br />Application<br />Application<br />Communication<br />Communication<br />Application<br />Application<br />Making & <br />Making & <br />Formulating <br />Formulating <br />presenting <br />presenting <br />the focus<br />the focus<br />product<br />product<br />Organizing & <br />Analyzing <br />Organizing & <br />Analyzing <br />synthesizing <br />information<br />synthesizing <br />information<br />findings<br />findings<br />Evaluating <br />Evaluating <br />ideas<br />ideas<br />
    41. 41. Knowledge & <br />Understanding<br />Thinking<br />Thinking<br />INQUIRY<br />INQUIRY<br />Communication<br />Communication<br />Application<br />
    42. 42. Knowledge & <br />Knowledge & <br />Knowledge & <br />Understanding<br />Understanding<br />Understanding<br />Thinking<br />Thinking<br />Thinking<br />INQUIRY<br />INQUIRY<br />Communication<br />Communication<br />Application<br />Application<br />Communication<br />Application<br />
    43. 43. Knowledge & <br />Knowledge & <br />Knowledge & <br />Knowledge & <br />Understanding<br />Understanding<br />Understanding<br />Understanding<br />Thinking<br />Thinking<br />Thinking<br />Thinking<br />INQUIRY<br />INQUIRY<br />Communication<br />Communication<br />Application<br />Application<br />Communication<br />Communication<br />Application<br />Application<br />
    44. 44. Knowledge & <br />Knowledge & <br />Knowledge & <br />Knowledge & <br />Understanding<br />Understanding<br />Understanding<br />Understanding<br />Thinking<br />Thinking<br />Thinking<br />Thinking<br />INQUIRY<br />INQUIRY<br />Communication<br />Communication<br />Application<br />Application<br />Communication<br />Communication<br />Application<br />Application<br />
    45. 45.
    46. 46.
    47. 47. 2<br />1<br />3<br />4<br />12<br />5<br />11<br />6<br />10<br />9<br />7<br />8<br />
    48. 48. Initiating Inquiry<br />
    49. 49. Choosing the Topic<br />
    50. 50. Developing Questions<br />
    51. 51. Choosing the Topic<br />Initiating Inquiry<br />Developing Questions<br />
    52. 52. Choosing the Topic<br />Initiating Inquiry<br />Developing Questions<br />
    53. 53. Designing the Plan<br />
    54. 54. Selecting Information<br />
    55. 55. Formulating the Focus<br />
    56. 56. Selecting Information<br />Designing the Plan<br />Formulating the Focus<br />
    57. 57. Designing the Plan<br />Selecting Information<br />Formulating the Focus<br />
    58. 58. Processing<br />Analyzing Information<br />
    59. 59. Processing<br />Evaluating Ideas<br />
    60. 60. Processing<br />Organizing & Synthesizing Ideas<br />
    61. 61. Processing<br />Evaluating Ideas<br />Analyzing Information<br />Organizing & Synthesizing Ideas<br />
    62. 62. Organizing & Synthesizing Ideas<br />Analyzing Information<br />Evaluating Ideas<br />
    63. 63. Making & Presenting Product<br />
    64. 64. Assessing Product & Process<br />
    65. 65. Extending & Transferring Learning<br />
    66. 66. Assessing Product & Process<br />Extending & Transferring Learning<br />Making & Presenting Product<br />
    67. 67. Extending & Transferring Learning<br />Assessing Product & Process<br />Making & Presenting Product<br />
    68. 68. Choosing the Topic<br />Initiating Inquiry<br />Developing Questions<br />Extending & Transferring Learning<br />Designing the Plan<br />Assessing Product & Process<br />Selecting Information<br />Making & Presenting Product<br />Formulating the Focus<br />Organizing & Synthesizing Ideas<br />Analyzing Information<br />Evaluating Ideas<br />
    69. 69. Knowledge & <br />Knowledge & <br />Knowledge & <br />Knowledge & <br />Understanding<br />Understanding<br />Understanding<br />Understanding<br />Thinking<br />Thinking<br />Thinking<br />Thinking<br />INQUIRY<br />INQUIRY<br />Communication<br />Communication<br />Application<br />Application<br />Communication<br />Communication<br />Application<br />Application<br />Choosing the Topic<br />Initiating Inquiry<br />Developing Questions<br />Extending & Transferring Learning<br />Designing the Plan<br />Assessing Product & Process<br />Selecting Information<br />Making & Presenting Product<br />Formulating the Focus<br />Organizing & Synthesizing Ideas<br />Analyzing Information<br />Evaluating Ideas<br />
    70. 70. Knowledge & <br />Knowledge & <br />Knowledge & <br />Knowledge & <br />Understanding<br />Understanding<br />Understanding<br />Understanding<br />Thinking<br />Thinking<br />Thinking<br />Thinking<br />INQUIRY<br />INQUIRY<br />Communication<br />Communication<br />Application<br />Application<br />Communication<br />Communication<br />Application<br />Application<br />Choosing the Topic<br />Initiating Inquiry<br />Developing Questions<br />Extending & Transferring Learning<br />Designing the Plan<br />Assessing Product & Process<br />Selecting Information<br />Making & Presenting Product<br />Formulating the Focus<br />Organizing & Synthesizing Ideas<br />Analyzing Information<br />Evaluating Ideas<br />

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