When I used Bruce’s seven faces of informed learning to reflect on the information learning activity that I have undertaken, it raised my awareness of the non-linear, non-cyclic nature of inquiry processes.
Bruce (2008) states that informed learning is reflective about information practices.
Certainly, throughout this unit we have been encouraged both by our lecturer and by necessity to be reflective in our information seeking practices and our teaching and learning practices.
The approximations of Bruce’s (2008) diagrams provided below demonstrate how limited inquiry models are for accurately depicting inquiry processes, particularly the reflective nature of inquiry processes.
Bruce (2008, p. 80 & 81) used these diagrams to demonstrate how the action research framework of plan, act, record, reflect can:
1. be combined with ways of thinking and learning about the Internet to create reflective a reflective model for learning to searching the Internet.
REFERENCES
Bruce, Christine S. (2008) Informed learning. Association of College and Research Libraries / American Library Association, Chicago.
Bruce (2008) states that informed learning is reflective about information practices.
Certainly, throughout this unit we have been encouraged both by our lecturer and by necessity to be reflective in our information seeking practices and our teaching and learning practices.
The approximations of Bruce’s (2008) diagrams provided below demonstrate how limited inquiry models are for accurately depicting inquiry processes, particularly the reflective nature of inquiry processes.
Bruce (2008, p. 80 & 81) used these diagrams to demonstrate how the action research framework of plan, act, record, reflect can:
1. be combined with ways of thinking and learning about the Internet to create reflective a reflective model for learning to searching the Internet.
2. be combined with the seven faces of informed learning to create a reflective model for online information use.
Bruce (2008, p.157) also incorporates the action research framework into a diagram to depict the reflective model for reviewing literature. All of these diagrams are depicted as cyclic processes. Although no starting point is advocated, Plan is placed at the central top position in the diagrams for learning to search the Internet and reviewing literature, while Reflect takes top left position in the reflective model for information use.
Reflecting, planning, acting and recording are generic processes that are present throughout the project. They are not used in any particular order.
Reflect & Plan & Record: Identify what I need to know.
Reflect & Record: Review the unit outline and identifying what I didn’t know.
Act & Record: Seek definitions of inquiry-based learning and information literacy.
Reflect & Record: Compare models for inquiry-based learning and information literacy learning.
Plan: Identify a topic and age group.
Act: Seek permission to work with the Prep class.
Reflect & Record: Complete questionnaire 1 to identify what I already knew and what I needed to know about inquiry-based learning and information literacy for Prep.
Plan & Record: Identify sources of information for the project.
Act & Reflect & Record: Research the Qld Prep curriculum; inquiry-based learning and information literacy practices in Prep.
Reflect & Record: Identify elements of inquiry-based learning and information literacy in Qld and national curriculum documents.
Plan & Record: List possible activities.
Reflect & Record: Discuss options with the Prep teacher.
Plan & Record: Revise activities.
Reflect, Plan & Record: Revise questionnaire 1 to make it age-appropriate for use with the Prep students.
Act, Reflect, Act & Record: Complete part one of questionnaire 1 with the Prep students to identify how they access information, adapting prompts to the needs and abilities of the students.
Act, Reflect, Act & Record: Complete parts two and three of questionnaire 1 with the Prep students to identify their levels of interest and what they already know.
Reflect, Plan and Record: Write a draft context statement.
Reflect, Plan and Record: Develop learning activities.
Act & Record: Conduct learning activities.
Reflect & Record: Evaluate learning activities.
Reflect & Record: Evaluate learning activities.
Reflect, Plan & Record: Revise draft context.
Act, Reflect, Act & Record: Complete part one of questionnaire 2 with the Prep students to identify how they access information, adapting prompts to the needs and abilities of the students.
Act, Reflect, Act & Record: Complete parts two and three of questionnaire 2 with the Prep students to identify their levels of interest and what they already know.
Act & Reflect & Record: Conduct additional research the Qld Prep curriculum; inquiry-based learning and information literacy practices in Prep.
Reflect, Plan and Record: Develop additional learning activities.
Act & Record: Conduct additional learning activities.
Attempting to use the action research framework processes to categorise this is list of project-related activities raises a number of questions.
· Is the intended purpose of the recording in the action research framework to document or to communicate?
· At what point do we begin to internalise the reflection and planning?
· How early can we ‘teach’ reflection and planning?
· What forms of reflection are appropriate to early childhood education?
REFERENCES
Bruce, Christine S. (2008) Informed learning. Association of College and Research Libraries / American Library Association, Chicago.
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