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Informed learning in a secondary school         Action Research Case Study Informed Learning practice and experience in as...
Informed learning in a secondary schoolBACKGROUNDRESEARCH – Research Design and how theaction research project was carried...
Informed learning in a secondary schoolBACKGROUNDWhat are teacher librarians doing?Is Information Literacy a valid concept...
Informed learning in a secondary school         Teacher                               Information                   Teache...
Informed learning in a secondary schoolBACKGROUNDIs Information Literacy a valid concept?If it is, why isn’t it incorporat...
Informed learning in a secondary schoolBACKGROUND      How can information literacy be       incorporated into curriculum...
Informed learning in a secondary schoolBACKGROUNDInformed Learning: How do teachers use information for learning in their ...
Informed learning in a secondary schoolBACKGROUNDInformed Learning:   Visible Thinking about discipline    information us...
Informed learning in a secondary schoolBACKGROUNDInformed Learning research proposal: Is it applicable in a secondary scho...
Informed learning in a secondary schoolBACKGROUNDInformed Learning research proposal: What tools in a learning management ...
Informed learning in a secondary schoolRESEARCH Design, Proposal, Ethics Approval – 2008 -  2010 Data Collection: Action...
Informed learning in a secondary schoolRESEARCH DESIGNResearch question:How might Informed Learning concepts provide a bri...
Informed learning in a secondary schoolThe key research questions are: how might teachers examine their practice of  info...
Informed learning in a secondary school                      Informed                      Learning                       ...
Informed learning in a secondary schoolWhat is information literacy?‘The ability to access, evaluate, organise and use   i...
Informed learning in a secondary schoolThe journey from information skills to information  literacy to informed learning ...
Informed learning in a secondary school‘If you want the same result, keep doing the same thing’Library practice marginalis...
Informed learning in a secondary school‘If you want the same result, keep doing the same thing’The same thing is telling t...
Informed learning in a secondary school‘The learning experience that prepares today’s  students for tomorrow’s professiona...
Informed learning in a secondary school‘What should we teach and how, so that our  students will use information  successf...
Informed learning in a secondary schoolWhat are the principles of informed learning? Informed learning takes into account...
Informed learning in a secondary schoolInformed learning is using information to learnInformation literacy is the experien...
Informed learning in a secondary schoolWhat is information literacy education?Just as there is a difference between scienc...
Informed learning in a secondary schoolInformed learning• uses information to learn• draws on the different ways in which ...
Informed learning in a secondary school    Informed learning   is about how we interact with information while    learnin...
Six Frames for Informed Learning. The discipline expert        looks through different ‘frames’ to ask:               • wh...
3. Learn to learn:       Knowledge Constructionwhat should students know abouthow experts in their subject areaconstruct k...
4. Personal Relevance:engagement in the subjecthow do we enablestudents to find thepersonal relevanceof this subjectinform...
5. Social Impact:       context, ethics, audiencehow will students explore thesocial impact of informationuse practices?
6. Critical Awareness:know how to use, view and reflect about informationhow do they gain an overall view of useof informa...
Six Frames for Informed Learning. The discipline expert        looks through different ‘frames’ to ask:               • wh...
Seven Faces of Informed Learning. The discipline  expert asks: what experiences (faces) will the students have as they use...
Informed learning in a secondary school                             Information Use                               Informat...
Informed learning in a secondary school                      Information Use                        Information           ...
Informed learning in a secondary school                   Information Use                     Information                 ...
Informed learning in a secondary school                    Information Use                     Information                ...
Informed learning in a secondary school                      Information                      Technology                  ...
Informed learning in a secondary school                      Information                      Technology                  ...
Informed learning in a secondary school                    Information                    Technology                  Know...
SIX FRAMES             SEVEN FACES                   Informed learning my studentsWhat do I want my students to What willk...
Informed learning in a secondary schoolInformed Learning research : Affordances of alearning management system The concep...
Informed learning in a secondary schoolDesign of information architecture for affordance  utility/usefulness and usability...
Informed learning in a secondary schoolLearning Management System affordance utilities for Informed Learning   Class Tool...
Informed learning in a secondary schoolA Six Frames approach :For students to have a relational view about the  practice o...
Informed learning in a secondary schoolA Seven Faces approach:For students to experience  communicative, controlled, criti...
Informed learning in a secondary school          RESEARCH PROJECT DESIGNSignificance of research fill a gap in the existi...
Informed learning in a secondary school       RESEARCH METHODOLOGY OUTLINETheoretical framework Ontological: conception o...
Informed learning in a secondary school               METHODOLOGYWhat methodology will be in its enactment a transformati...
Informed learning in a secondary school                METHODOLOGYA combination of case study and action research. Action...
Informed learning in a secondary school       METHODOLOGY & DATA COLLECTIONThree ‘case’ groups would undertake a project i...
Informed learning in a secondary school             Data Analysis ProcessData transcriptionReading through and forming ini...
Informed learning in a secondary school               Data analysis – likely main themesHow do Year 8 teachers, Year 10 te...
ILARC: Informed Learning Action               Research - CareyPhD research and the role of   supervisorsResearch design, p...
ILARC:Informed Learning Action Research - CareySchool Approval   professional development culture   professional learning ...
ILARC:Informed Learning Action Research - CareyProject participation by teachersThree ‘case’ groups investigating the same...
ILARC:Informed Learning Action Research - CareyInterviewsStructured questions ensured a built-in basis for data analysis, ...
ILARC:Informed Learning Action Research - CareyAction Research Case Group MeetingsCatering was important: red and white wi...
ILARC:Informed Learning Action Research - CareyInterviewsEnd Interviews – initial findings:Participants overwhelming enjoy...
ILARC:Informed Learning Action Research - CareyLong term impact of ILARCIn the School:In 2011, all staff members must be i...
ILARC:Informed Learning Action Research - CareyLong term impact of ILARCinformation professional>teacher librarian<teacher...
ILARC:Informed Learning Action Research - CareyLong term impact of ILARCFor the information professional>teacher librarian...
ILARC:Informed Learning Action Research - CareyLong term impact of ILARCFor the information professional>teacher librarian...
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action research and informed learning

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Teacher Librarian and PhD student Anne Whisken conducted an action research project with 25 secondary teachers. They investigated the informed learning model (Bruce 2008) for teaching 21st century information use in a blended learning environment. How could teachers incorporate this into their practice? Is action research useful professional development?

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action research and informed learning

  1. 1. Informed learning in a secondary school Action Research Case Study Informed Learning practice and experience in asecondary school blended learning environment. Anne Whisken PhD Candidate Charles Sturt University
  2. 2. Informed learning in a secondary schoolBACKGROUNDRESEARCH – Research Design and how theaction research project was carried outINITIAL FINDINGS – Reflections on the firstphase of reading and coding transcripts
  3. 3. Informed learning in a secondary schoolBACKGROUNDWhat are teacher librarians doing?Is Information Literacy a valid concept?If it is, why isn’t it incorporated into curriculum design anddiscipline practice as an important learning?Informed Learning:How do teachers use information for learning in their disciplineareas?Action Research Project:Is Informed Learning applicable in a secondary school blendedlearning environment? And is action research useful forprofessional development in a school?
  4. 4. Informed learning in a secondary school Teacher Information Teacher Professional Librarian
  5. 5. Informed learning in a secondary schoolBACKGROUNDIs Information Literacy a valid concept?If it is, why isn’t it incorporated into curriculum designand discipline practice as an important learning?
  6. 6. Informed learning in a secondary schoolBACKGROUND  How can information literacy be incorporated into curriculum design and practice –  when so much else has to be covered?
  7. 7. Informed learning in a secondary schoolBACKGROUNDInformed Learning: How do teachers use information for learning in their discipline areas? How about looking at it from their points of view?
  8. 8. Informed learning in a secondary schoolBACKGROUNDInformed Learning: Visible Thinking about discipline information use A pedagogy for using information to learn
  9. 9. Informed learning in a secondary schoolBACKGROUNDInformed Learning research proposal: Is it applicable in a secondary school? How would we conduct research to find out?
  10. 10. Informed learning in a secondary schoolBACKGROUNDInformed Learning research proposal: What tools in a learning management system are useful for expert discipline information practice?
  11. 11. Informed learning in a secondary schoolRESEARCH Design, Proposal, Ethics Approval – 2008 - 2010 Data Collection: Action Research Project 2010 Data Analysis: 2011 Writing: 2012 Presentation: 2013 (?!)
  12. 12. Informed learning in a secondary schoolRESEARCH DESIGNResearch question:How might Informed Learning concepts provide a bridge between information literacy theory and practice in a blended learning environment?
  13. 13. Informed learning in a secondary schoolThe key research questions are: how might teachers examine their practice of information literacy using the conceptual model of Informed Learning? how might teacher practice provide students with discipline-based views and experiences of information literacy? what affordances do teachers see in a learning management system to support teacher practice and student experiences of information literacy?
  14. 14. Informed learning in a secondary school Informed Learning Learning Teacher Management Practice System Affordances Action Research Project by Multiple Case Studies ACTION RESEARCH CASE STUDY
  15. 15. Informed learning in a secondary schoolWhat is information literacy?‘The ability to access, evaluate, organise and use information in order to learn, problem-solve, make decisions -in formal and informal learning contexts, at work, at home and in educational settings. It is a key characteristic of the lifelong learner,- strongly connected with critical and reflective thinking’ (Bruce, 2003)
  16. 16. Informed learning in a secondary schoolThe journey from information skills to information literacy to informed learning Key 21st Century competencies and information literacy Collaboration between information professionals and discipline experts/ subject teachers Informed Learning
  17. 17. Informed learning in a secondary school‘If you want the same result, keep doing the same thing’Library practice marginalised from the business of classroom education practice: Information skills, research skills, referencing and bibliography skills, Internet skills seen as domain of libraryTeacher librarians striving for collaboration and engagement: Requests to include teacher librarians in planning Extrinsic ‘Study skills’ and ‘research skills’ classes Responding ‘just-in-time’ with pathfinders, notetaking and bibliography sheets, hurried research introductions Listing of library resources Teacher librarians as part of skilled teams to be called into ‘zones of intervention’ in the research process
  18. 18. Informed learning in a secondary school‘If you want the same result, keep doing the same thing’The same thing is telling teachers about the need to include information literacy from the point of view of library focus (ie, research assignment skills) and the same result is they keep seeing it as a library responsibilityWhat is the different thing that can be done to get a different result? What if it is possible to talk to teachers from the point of their focus and have them see the possibility for including information literacy education in their practice?
  19. 19. Informed learning in a secondary school‘The learning experience that prepares today’s students for tomorrow’s professional practice brings such practices into the curriculum and encourages reflection upon them.’(Bruce, 2008, p.3)
  20. 20. Informed learning in a secondary school‘What should we teach and how, so that our students will use information successfully, creatively and responsibly in their journey as lifelong learners?’( Bruce, 2008, vii – viii)Can Informed Learning principles be applied in a secondary school? How?
  21. 21. Informed learning in a secondary schoolWhat are the principles of informed learning? Informed learning takes into account learners’ experiences Informed learning promotes the simultaneous development of discipline and process learning Informed learning is about changes in experience
  22. 22. Informed learning in a secondary schoolInformed learning is using information to learnInformation literacy is the experience of using information to learnInformation skills are the capabilities that make information literacy possible in the same way that the ability to read and write makes literate practice possibleInformation technology refers to the systems or infrastructure that enable different forms of information use
  23. 23. Informed learning in a secondary schoolWhat is information literacy education?Just as there is a difference between science and science education, history and history education, there is a difference between information literacy and information literacy education. (Bruce, 2008)Information literacy education is ‘enabling students to work with different ways of using information to learn; the educational framework that makes it possible for students to experience information literacy in new ways’ (Bruce, 2008, p. 184)
  24. 24. Informed learning in a secondary schoolInformed learning• uses information to learn• draws on the different ways in which we use information• draws on understanding of our varied experiences of using information to learn• is informed by academic and professional information practices• is informed by an understanding of how such practices are experienced
  25. 25. Informed learning in a secondary school Informed learning is about how we interact with information while learning is about how we use information to learn is about the information and knowledge construction practices that are relevant to discipline-centred curriculum is about the creative, reflective, and ethical use of information for learning (Bruce, 2008. p.3)
  26. 26. Six Frames for Informed Learning. The discipline expert looks through different ‘frames’ to ask: • what should students 4. • how do we enable them 1. know about their Personal to find the personal Content subject and about the Relevance relevance of this world of information? information use? • what do we want them • how will they explore 5. the social impact of 2. to be able to do and atCompetency what level of Social information use competence? Impact practices? • how do they gain an • what should they know overall view of use of about how experts in information, how do 3. they bring critical their subject areaLearning to construct knowledge 6. Relational awareness and Learn and about how they reflection to different construct knowledge? ways of seeing and experiencing?
  27. 27. 3. Learn to learn: Knowledge Constructionwhat should students know abouthow experts in their subject areaconstruct knowledge and abouthow they can construct knowledge?
  28. 28. 4. Personal Relevance:engagement in the subjecthow do we enablestudents to find thepersonal relevanceof this subjectinformation use?
  29. 29. 5. Social Impact: context, ethics, audiencehow will students explore thesocial impact of informationuse practices?
  30. 30. 6. Critical Awareness:know how to use, view and reflect about informationhow do they gain an overall view of useof information, how do they bringcritical awareness and reflection todifferent ways of seeing andexperiencing?
  31. 31. Six Frames for Informed Learning. The discipline expert looks through different ‘frames’ to ask: • what should students 4. • how do we enable them 1. know about their Personal to find the personal Content subject and about the Relevance relevance of this world of information? information use? • what do we want them • how will they explore 5. the social impact of 2. to be able to do and atCompetency what level of Social information use competence? Impact practices? • how do they gain an • what should they know overall view of use of about how experts in information, how do 3. they bring critical their subject areaLearning to construct knowledge 6. Relational awareness and Learn and about how they reflection to different construct knowledge? ways of seeing and experiencing?
  32. 32. Seven Faces of Informed Learning. The discipline expert asks: what experiences (faces) will the students have as they use information to learn? Seven Faces of Informed Learning6. EXTENSION 7. WISDOM EXPERIENCE 5. KNOWLEDGE CONSTRUCTION 3. PROCESS 4. CONTROL 2. SOURCES 1. INFORMATION AWARENESS
  33. 33. Informed learning in a secondary school Information Use Information Scanning Information TechnologyThe First Face: The Information Awareness and Communications Experience
  34. 34. Informed learning in a secondary school Information Use Information Technology Information SourcesThe Second Face: The Sourcing Information Experience
  35. 35. Informed learning in a secondary school Information Use Information Technology Information Process The Third Face: The Information Process Experience
  36. 36. Informed learning in a secondary school Information Use Information Technology Information Control The Fourth Face: The Information Control Experience
  37. 37. Informed learning in a secondary school Information Technology Knowledge Base Information Use (critical analysis) The Fifth Face: The Knowledge Construction Experience
  38. 38. Informed learning in a secondary school Information Technology Knowledge Base Information Use (intuition) The Sixth Face: The Knowledge Extension Experience
  39. 39. Informed learning in a secondary school Information Technology Knowledge Base Information Use (values) The Seventh Face: The Wisdom Experience
  40. 40. SIX FRAMES SEVEN FACES Informed learning my studentsWhat do I want my students to What willknow about using information experience when they useto learn in my discipline area? information to learn in my discipline area? 1. Content 4. Relevance 6. Extension 7. Wisdom2. Competency 5. Social 5. Knowledge Construction Impact 3. Learn to 6. Critical 3. Process 4. Control learn Awareness 1. Information Awareness
  41. 41. Informed learning in a secondary schoolInformed Learning research : Affordances of alearning management system The concept of affordances was used to ask: what tools in a learning management system are useful for expert discipline information practice?Affordances are properties of the environment taken relative to an observer. (J. J. Gibson, 1966, 1977, 1979/1986).Norman (1988) developed this view to include the capacity of individuals to perceive the usefulness of the properties.
  42. 42. Informed learning in a secondary schoolDesign of information architecture for affordance utility/usefulness and usability of objects:Design for usefulness by creating affordances (the possibilities for action in the design) that match the goals of the user (the relativity of the affordance vis-à-vis the user)Improve the usability by designing the information that specifies the affordances (perceptual information as shadows on buttons to afford clickability etc.).("Affordances," 2008)
  43. 43. Informed learning in a secondary schoolLearning Management System affordance utilities for Informed Learning Class Tools Evaluation  Announcements Early Warning System  Blackboard Scholar® Grade Center  Blogs Performance Dashboard  Class Calendar Tracking Reports Customization  Collaboration Enrollment Options  Contacts Guest and Parent Access  Discussion Board Properties  Glossary Style  Journals Tool Availability  Messages Packages and Utilities  SafeAssign Check Collection Links  Self and Peer Assessment Class Copy  Send Email Copy Files to Collection Export/Archive Class  Tasks Import Class Cartridge  Tests, Surveys, and Pools Import Package / View Logs Recycle
  44. 44. Informed learning in a secondary schoolA Six Frames approach :For students to have a relational view about the practice of using information for learning in their discipline – its access and location, competent selection and constructive use, personally relevant and socially responsible applicationWhich capacities of the learning management system will support that?How will teachers design their courses to use those capacities?
  45. 45. Informed learning in a secondary schoolA Seven Faces approach:For students to experience communicative, controlled, critical, intuitive and transformative use of information for learningWhich affordances of the learning management system will support that?How will teachers design their courses to use those capacities?
  46. 46. Informed learning in a secondary school RESEARCH PROJECT DESIGNSignificance of research fill a gap in the existing literature of Informed Learning action research in secondary schools fill a gap in the existing literature of views of the tools in learning management systems which support Informed Learning will inform practice which seeks to bridge the gap between the theory and practice of information literacy
  47. 47. Informed learning in a secondary school RESEARCH METHODOLOGY OUTLINETheoretical framework Ontological: conception of the social world in which social realities are constructed by the participants Epistemological: assumption that knowledge is personal, subjective and unique and created as individuals interact with their environments (Cohen, Manion, & Morrison, 2007, pp. 7-8) Qualitative approach: looks at the experience of participants and involves an interpretive, naturalistic approach to its subject matter (Cohen et al., 2007, pp. 7-48; Bryman, 2008, pp. 15-16). ).
  48. 48. Informed learning in a secondary school METHODOLOGYWhat methodology will be in its enactment a transformative experience for those involved? provides for participants to reflect on their practice and bring about change? enables several groups to work on investigation of a similar phenomenon, and the researcher to gather data about their individual cases as well as the project as a whole?
  49. 49. Informed learning in a secondary school METHODOLOGYA combination of case study and action research. Action research to provide for cycles of reflective practice which self manage and which have their own contemporaneous data collection and analysis processes Multiple case study to provide for a formalised data collection and analysis within and across a number of groups
  50. 50. Informed learning in a secondary school METHODOLOGY & DATA COLLECTIONThree ‘case’ groups would undertake a project in which they investigated the concepts of Informed learning using action research.Four action cycles would be conducted by each groupThe researcher was both a participant and facilitator in each group, organising meetings providing readings setting up online communication using the learning management system (data collection) recording group meetings and start and end interviews with each participant (data collection) making reflective research notes (data collection)Action Research Case Study: Structure and Roles
  51. 51. Informed learning in a secondary school Data Analysis ProcessData transcriptionReading through and forming initial impressions of text dataCoding of the transcriptDevelopment of a detailed qualitative descriptionGeneration of qualitative themes,Creation of visual image/s to represent the dataInterpretation and checks of accuracy of findings and interpretation (Creswell, 2008, pp. 243-270)
  52. 52. Informed learning in a secondary school Data analysis – likely main themesHow do Year 8 teachers, Year 10 teacher, IB teachers view Use of Informed Learning concepts for development of information literacy education in discipline practice at a secondary school? Specifically:  Use of Six Frames for Informed Learning to provide relational views of information literacy?  Use of Seven Faces of Informed Learning to provide variation in experiences of information literacy for students? Use of Action Research for professional development? Usefulness (affordances) of Learning Management System tools to support information literacy practice and education?
  53. 53. ILARC: Informed Learning Action Research - CareyPhD research and the role of supervisorsResearch design, proposal acceptance and ethics approval: 2008-2010Action Research project 2010: structure and timeline
  54. 54. ILARC:Informed Learning Action Research - CareySchool Approval professional development culture professional learning teams action learning research School curriculum leaders
  55. 55. ILARC:Informed Learning Action Research - CareyProject participation by teachersThree ‘case’ groups investigating the same Informed Learning conceptsTime commitment: two interviews (40 mins each), five meetings (1.5 hrs each) Informed Learning pre-reading (10-15 pages each) work done in the action cycles between each meetingInvitation ILARC invitation Project Timeline
  56. 56. ILARC:Informed Learning Action Research - CareyInterviewsStructured questions ensured a built-in basis for data analysis, and points of comparison between start and end interviewsStart Interview – initial findingsParticipants passionate about teaching, and wanted: personal and professional growth to provide better learning experiences with more opportunity for thinking and reflection to learn how to deal with digital learning environment and new information formats to find out about action research to spend time talking with colleagues
  57. 57. ILARC:Informed Learning Action Research - CareyAction Research Case Group MeetingsCatering was important: red and white wine, fruit juice, fresh brewed coffee and tea, cheese and fruit platters, delicious cakesQuiet, comfortable space for meetings – one of the library ‘reading rooms’.Time was pressured, and it was difficult for everyone to reflect on the readings as well as report actions takenConversation: Each case group read the same Informed Learning material and responded to the same chapter questions – but over time these became less structured to enable a free flow of conversation around common points
  58. 58. ILARC:Informed Learning Action Research - CareyInterviewsEnd Interviews – initial findings:Participants overwhelming enjoyed the year’s project, and: Gained the personal and professional growth they sought Saw how they could incorporate different ways of using information in their discipline practice and curriculum design Tried tools for communication and collaboration in the learning management system Found particular value in action research Really enjoyed the collegiality of other teachers, as well as learning from other discipline practices
  59. 59. ILARC:Informed Learning Action Research - CareyLong term impact of ILARCIn the School:In 2011, all staff members must be involved in an Action Learning Team (ALT’s) to investigate an aspect of the School’s goalsMembers of ILARC project played a key role in the fast establishment of groups across curriculum areas of English, LOTE, Humanities, Science, Maths, LibraryAction research is seen as a very successful professional development model, and will be continued in 2012, with likelihood of more focused topic areas
  60. 60. ILARC:Informed Learning Action Research - CareyLong term impact of ILARCinformation professional>teacher librarian<teacherIn 2011, all library staff members are involved in Action Learning Team (ALT’s)Library ALT’s use action research to implement a new integrated library system, investigate eBooks, develop front-line reference response skills, expand the Wide Reading Program
  61. 61. ILARC:Informed Learning Action Research - CareyLong term impact of ILARCFor the information professional>teacher librarian<teacherAs an information professional in the school, my ‘way of being’ is to ask:what learning is taking place as this information is used and created, in this way, for this purpose?
  62. 62. ILARC:Informed Learning Action Research - CareyLong term impact of ILARCFor the information professional>teacher librarian<teacherInformed Learning brings a framework of visible thinking to my operations within the library,with teachers and eLearning leaders,and for future developments of iCentre concepts and eBooks and eResources.

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