Faces, Frames and Feelings

Learning is a process fraught with emotions. For Dewey (1933, in Kuhlthau, et al., 2007), the construction of meaning begins with a suggestion — though I am not sure that ‘suggestion’ is a strong enough term to describe the state of doubt where the learner is perplexed and confused by their incomplete understanding. Through intellectualisation — anticipating possible solutions, the learner begins build enthusiasm for the topic as they define the problem or question and envisage possible solutions. Formulation of a guiding idea provides a focus and driving passion for data gathering to clarify the problem. Excitement builds as learners then use reasoning to make the guiding idea more precise in light of their newly constructed knowledge base. In the final stage, learners resolve their initial doubt and use their new understandings to adopt a point of view and take action. (Dewey, 1933 in Kuhlthau, et al., 2007)

My learning journey certainly began with overwhelming doubt. Throughout the intellectualisation phase, my doubt and confusion grew as I realised how much more there was to know and how little time there was in which to assimilate diverse opinions into a workable project. During the guiding idea phase, my enthusiasm grew as the ideas gleaned from both research and questionnaire data contributed to the activities that I tried with the Prep children. Some of the information that I found affirmed or clarified earlier beliefs. Some gave me new directions to explore, such as metacognition, metalanguage and philosophy for children. Others, like finding out more about ‘information fluency’ proved to be dead ends for this particular project as it is very unlikely that Prep students would achieve Callison’s definition of information fluency.

I found that this project fitted well with Christine Bruce’s description of informed learning as it provided opportunities for students to experience information in different ways and to learn by using information skills and practices in real-life or life-like contexts. (Bruce, 2008)

Informed learning is essentially a wholistic and reflective model where students use information creatively and ethically as they reflect, plan, act and record. (Bruce, 2008) Bruce describes informed learning in terms of six ‘frames’ or views of information information literacy, curriculum focus content, learning and teaching, and assessment; and ‘seven’ faces that embody the different ways people experience information as we learn. The frames and faces of informed learning can be used by educators to design learning.

This diagram illustrates the inclusive nature of the faces of informed learning. Each of the first 4 faces is an underlay for the next. I see the 2^nd and 3^rd faces as being interdependent. The 5^th, 6^th and 7^th faces are different levels of use of the information from the knowledge base. The purpose of the seven faces is to depict the various ways in which we experience information as we learn.  

With respect to this project, I began the information awareness by thinking about what I already knew and scanning information for definitions to clarify or affirm my understandings. I then sought various sources of research and professional practice. Through this process I enhanced my knowledge of information sources be exploring a range of academic databases. By doing so I acquired new skills in advanced searches. As I recorded my findings, my knowledge base for the project grew. The knowledge base informed and was informed by my professional practice in working with the group of Prep students. The 5^th, 6^th and 7^th faces will be enacted as I finalise my data collection, analyse the data and make recommendations for professional practice. Undertaking this project has demonstrated inquiry processes are not linear. Throughout the project I have needed to reflect, plan, act and record, and not necessarily in that order.

REFERENCES

Bruce, Christine S. (2008) Informed learning. Association of College and Research Libraries / American Library Association, Chicago.

Kuhlthau, C.C., Maniotes, L.K. & Caspari, A.K. (2007). Chapter 2: The Theory and Research Basis for Guided Inquiry in Kuhlthau, C.C., Maniotes, L.K. & Caspari, A.K. (2007). Guided Inquiry: Learning in the 21^st Century, Westport, Conn: Libraries Unlimited, pp.13-28.