Kuhlthau, Carol Workshop on 090902
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Kuhlthau, Carol Workshop on 090902

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Workshop on 31. auguat on IASL 2009 in Abano Terme in Italy

Workshop on 31. auguat on IASL 2009 in Abano Terme in Italy

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Kuhlthau, Carol Workshop on 090902 Kuhlthau, Carol Workshop on 090902 Presentation Transcript

  • Guided Inquiry: Strategies for Teaching in the 21 st Century Carol Collier Kuhlthau Center for International Scholarship in School Libraries (CISSL) Rutgers University, USA
  • Workshop Objectives  To learn the principles, objectives and components of Guided Inquiry.  To plan for implementing Guided Inquiry in my school based on what is already in place.  To understand strategies for getting started and sustaining change.
  • Guided Inquiry  What is it?  Why now?  What’s new?
  • Preparing Students for a Changing World Mission of education: To prepare students for learning and creating in the dynamic, cluttered, chaotic information environment of the first decades of the 21st century
  • Challenge for 21st Century Education Transforming schools to meet challenges of 21st Century Learner New Model: Learning from a variety of sources Inquiry process for deep understanding  Collaborative learning environment led by instructional team  Education for innovation
  • Information Literacy  The ability to:  Locate,  Evaluate,  Use information wisely for learning, thinking and creating
  • Research about Learning from Information  Factfinding, right answer, analysis and synthesis (Limberg)  Toget clear picture, to verify picture, gain a position (Todd)  Novice/expert - right answer vs. angle or strategy (Kuhlthau)
  • Inquiry Learning 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
  • Model of the Information Search Process 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
  • Uncertainty Uncertainty is the beginning of learning. “The mind doesn’t take everything and put it into order automatically…Understanding that is the biggest help.”
  • Intervention for Learning in ISP  Initiation and Selection  Exploration – “in the dip”  Formulation – turning point  Collection and Preparing for presentation
  • Zone of Intervention That area in which an information user can do with advice and assistance what he or she cannot do alone or can do only with great difficulty.
  • Zones of Intervention in the Inquiry Process – getting started  Initiation  Selection – ideas and questions  Exploration – confusing, uncertain  Formulation – focus, turning point  Collection – focused gathering  Presentation - sharing
  • Guided Inquiry across the ISP INFORMATION INQUIRY PROCESS SEARCH PROCESS Opening & Immersing Initiation & Selection Exploring Exploration Identifying Formulation Gathering & Documenting Collection Producing & Sharing Presentation Reflecting Assessment
  • Six Principles of Inquiry Approach Children learn  By building on what they know.  Being actively engaged and reflecting on that experience.  Developing higher-order thinking through guidance at critical points.  In different ways and modes.  Though social interaction.  Through instruction in accord with their cognitive development
  • 5 kinds of learning in Guided Inquiry  Curriculum content –  fact finding, interpreting, & synthesizing  Information literacy –  concepts for locating, evaluating & using  Learning how to learn –  selecting, exploring, focusing, collecting & presenting  Literacy competence –  reading, writing, speaking & listening  Social skills –  interacting, cooperating & collaborating
  • Guided Inquiry  Guided Inquiry is planned, supervised and targeted intervention.  Guided Inquiry is a dynamic way of developing information literacy and enhancing the curriculum through the school library.
  • Work Session I Where are we?  Groups – prek-2; 3-5; 6-8; 9-12  Select a recorder.  Briefly tell what’s going on in your school.  Select 2 typical scenarios with something to build on in work session II.
  • Reflection  Briefly report on 2 typical scenarios that your group will build on in work session II.
  • Implementing Guided Inquiry  Building the team  Developing strategies for learning  Concepts approach to information literacy  5 kinds of learning
  • Guided Inquiry Team  Three member instructional teams  Varied expertise  Developed according to students’ needs  Core team and extended team  Flexible team approach
  • Building the Team  Three scenarios:  Prek-2  Upper elementary/middle  High school
  • Librarian’s Role in Guided Inquiry  Resource Specialist  Information Literacy Teacher  Collaboration Gatekeeper
  • Intervention Strategies for Inquiry Approach  Converse – Talk about ideas and questions  Continue – Develop understanding over time  Choose – Select what is interesting and pertinent  Chart – Visualize ideas  Compose – Write all the way along
  • A Concepts Approach to Information Literacy  Locating: Finding trails and pathways  Evaluating: Judging usefulness by quality, expertise, accuracy, currency and perspective  Using: Determining importance; forming focus; deciding what is enough; managing inquiry; interpreting facts and ideas; sharing with others.
  • 5 kinds of learning in Guided Inquiry  Curriculum content –  fact finding, interpreting, & synthesizing  Information literacy –  concepts for locating, evaluating & using  Learning how to learn –  selecting, exploring, focusing, collecting & presenting  Literacy competence –  reading, writing, speaking & listening  Social skills –  interacting, cooperating & collaborating
  • Work Session II Where are we going?  Form the same groups as work session I.  Plan for Guided Inquiry by building on one of the 2 scenarios.  Develop an implementation plan with a timeline.
  • Reflection  Reporton timeline and plan to implement Guided Inquiry building on one of the scenarios.
  • Guided Inquiry Getting Started  Identify curriculum standards and information literacy standards.  Form core team  Invite extended team  Plan and implement inquiry, resources, strategies, outcome and assessment
  • Pair to Share  Get together with one person in your group  Discuss one Guided Inquiry project to work on in each of your schools.  Give each other advice and encouragement
  • Guided Inquiry Sustaining Change  Three ways  Gain support  Develop an implementation plan  Create a network to share success and problems
  •  Guided Inquiry: Learning in the 21st Century, Kuhlthau, Maniotes, and Caspari, Libraries Unlimited, 2007.  Seeking Meaning: A process approach to Library and Information Services. 2nd ed. Kuhlthau, Libraries Unlimited, 2004.