The document by June Wall emphasizes the integration of digital literacy and inquiry learning in education, outlining essential skills, attitudes, and knowledge expected from graduates. It discusses the importance of collaboration, critical thinking, and student engagement through effective use of digital tools in the learning process. Additionally, it provides a framework for designing inquiry units that facilitate deep learning experiences through various phases of exploration, identification, creation, and evaluation.

1. June Wall
june@junewall.com.au
@junewall
www.facebook.com/june
wallconsultancy
INTEGRATING DIGITAL
LITERACY AND INQUIRY
LEARNING
Presented at
Eduwebinar Live, Brisbane,
6th March, 2015

2. © June Wall Consultancy
WHAT
SKILLS,
KNOWLEDGE
AND
ATTITUDES
DO YOU
EXPECT
GRADUATES
TO HAVE?

3. FROM KNOWLEDGEABLE
TO KNOWLEDGE - ABLE

4. What excites you
about teaching?
What challenges
you?
What do you do
when you teach
well?
What are the
opportunities for you
as a digital teacher?
How is digital
learning changing
your teaching
practice?
How do you use
technology to
enhance learning?
WHAT KIND OF DIGITAL TEACHER
ARE YOU?

5. 21ST CENTURY LEARNING
Ways of thinking. Creativity, critical thinking,
problem-solving, decision-making and
learning
Ways of working. Communication and
collaboration
Tools for working. Information and
communications technology (ICT) and
information literacy
Skills for living in the world. Citizenship, life
and career, and personal and social
responsibility
http://atc21s.org/index.php/about/what-are-21st-century-skills/

6.  Inquiry:
 requires critical and creative thinking.
 should guide learners into thinking about their prior knowledge related
to the topic of interest.
 is an active process.
 should go beyond simply finding an answer to engage learners in
questioning, reflection, thinking about how and what they learned, and
ultimately, the next step in the investigative process.
 should relate to the real world and have applications to the life
experiences of learners.
 is a social experience and should engage learners in collaborative
learning. (Pappas 2009)
 engages learners in constructing their own new understandings.
INQUIRY AND 21ST CENTURY SKILLS

7. “To be digitally literate is to have access to a
broad range of practices and cultural resources
that you are able to apply to digital tools. It
is the ability to make and share meaning
in different modes and formats; to create,
collaborate and communicate effectively and to
understand how and when digital technologies
can best be used to support these processes.”
(Hague & Payton, 2010) Digital Literacy across the Curriculum Available at
http://apo.org.au/research/digital-literacy-across-curriculum
DIGITAL LITERACY

8. © June Wall Consultancy

9. GENERAL CAPABILITIES ...
 Literacy
 Numeracy
 ICT 
 Critical & Creative 
 Personal & Social 
 Ethical behaviour 
 Intercultural Understanding

10. © June Wall Consultancy
Reasoning
and decision
making
Digital
citizenship

11. © June Wall Consultancy
Project
management
Digital
citizenship
Reflective
learners

12. © June Wall Consultancy
Information
literate
learners
Inquiry
learning
Reflective
learners
Critical
thinking

13. © June Wall Consultancy
ICT
literacy
Digital citizenship
Information
literacy
Critical
thinking21c

14. “ENGAGEMENT COMES FROM
"INTERACTIVITY" AND "EMBEDDEDNESS,"
AND THAT THE ELEMENTS THAT CONSTITUTE
THESE TWO COMPONENTS MATCH WITH
GOOD LEARNING DESIGN“
Quinn, Clark (1997?)Engaged learning Retrieved from
http://it.coe.uga.edu/itforum/paper18/paper18.html 1st Oct
2011

16. © June Wall Consultancy
The question is:
What additional
21c skills do you
want to include
in your unit of
work?
LEARNING
FIRST …
TECHNOLOGY
SUPPORTS
LEARNING

17. © June Wall Consultancy
Digital learning
Technology
tools and
apps
Student
outcomes +
other skills,
aptitudes
Teaching &
learning
strategies

18.  Curriculum Skills:
 Using a digital learning framework, what specific skills are required
for this unit?
 Are there any specific application skills needed? Eg Photoshop?
 Core Inquiry Skills:
 What is the inquiry focus for this unit? Can the required digital skills
be used / taught within this focus area?
 Learning management:
 Whole class?
 Project teams?
 Individuals?
DESIGNING A DIGITAL INQUIRY UNIT

19.  Attention-Focusing
& Probing
 Measuring and
Counting
 Comparison
 Action
 Problem-Posing
 Reasoning
 Metacognitive
QUESTIONS THAT PROMOTE INQUIRY…

20.  7 Ws and H
 Why, where, which, what, when, who, what if and how
 KWL
 What do I know?
 What do I want to find out?
 What have I learned?
 KWHLAQ
 What do I know?
 What do I want to know?
 How do I find out?
 What have I learned?
 What action will I take?
 What new questions do I have?
FRAMEWORKS FOR GUIDING QUESTIONS

22. Digital
literacy
21c
capabilities
Learner
management
Teaching
style
How do you prefer
to operate in the
classroom?
Individualised
Ways of thinking
Ways of working
Group
Tools for working
A PROCESS FOR THINKING …
What critical
thinking do you need
to focus on?
What level of
collaboration and
communication?
Are there any
specific tools/info
skills you want the
students to use?
What aspects of
digital citizenship or
social responsibility
are needed?
Skills for living
in the world

23. Digital Literacy
 What critical thinking do
you need to focus on?
 What level of
collaboration and
communication?
 Are there any specific
tools/info skills you want
the students to use?
 What aspects of digital
citizenship or social
responsibility are needed?
Example
 Blooms evaluate level
 Relevance of information to
inquiry need
 Group collaboration
 Project groups for an inquiry
task
 Evernote and prezi with a
focus on organisation of
information
 Acceptance of the group
deliverables / digital
footprint

24. Phase: Open - Create a
powerful open that invites
the students to engage in
the inquiry topic.
Phase: Immerse -
Students build their
background knowledge by
immersion in the content.
Students reflect on the
content and select a topic
for further investigation.
 Present the inquiry or issue
as a digital story or video
 Ensure more than
superficial info is
considered by asking
students to collect
summaries and then
analyse using a tool such as
a concept map
GUIDED INQUIRY DESIGN

25. Phase: Explore -
Students browse and scan
through a wide range and
variety of resources to
explore interesting ideas
around their topic.
Phase: Identify -
Students develop an inquiry
question or questions and
form a focus for their
research. The question or
questions will frame the
rest of the inquiry.
 Research process using
tools such as Zotero or
Evernote. E.g. tutorial on
annotated biblography
 Use socratic questioning
processes in a collaborative
environment for students to
develop their inquiry
question. e.g. Google drive.
CONT.

26. Phase: Gather -
Students collect detailed
information from a
variety of information
sources – “go broad, go
deep”
Phase: Create -
Students organise their
gathered information to
create their product – “tell
the story”
 Ensure depth in research
through learning scaffolds
and high expectations. E.g.
intro deep web or hidden
web
 All students to select their
own product to tell their
story – encourage a
makerspace attitude to this
process
CONT.

27. Phase: Share -
Students present their
product to others to show
what they have learned
Phase: Evaluate -
Students reflect on their
content learning and the
progress through the
inquiry process.
 Use collaborative space
such as Voice Thread or
video or game development
to share
 Encourage peer and self
evaluation by using a social
or collaborative space for
discussion against the
criteria from the rubric. E.g.
Edmodo forum
CONT.

28. Open /
Immersive
• Development of a digital story to present the line of inquiry or issue
• Scaffold a range of digital resources that students start their background
information search.
Explore /
Identify
• Building on from the background information, provide 2 or 3 scaffolds for students
to use in an information search process
Gather /
Create
• Using a range of search engines and developing skills in creating search strings,
locate and develop an annotated bibliography within Evernote
Share /
Evaluate
• Students use a presentation tool such as Slideshare or Voicethread and all
students in the class use the comments area in the tools to critically discuss the
issue or topic.
INQUIRY LEARNING DESIGN 2
A template for this is available at:
https://www.facebook.com/junewallconsultancy

29. MY CONTACT DETAILS
june@junewall.com.au
Twitter @junewall
http://www.slideshare.net/junewall/