After using the questionnaire to reflect on my thoughts and feelings about the nature of inquiry-based learning and information literacy in the preparatory year, I felt that not a lot had changed. Perhaps I needed to reflect on my learning processes.
So far I have struggled to find a balance between my preferred learning style (open inquiry) and the model used for this unit (guided inquiry).
Dynamic tensions
(I first used this term in an assignment a couple of years ago. It seems to sound right for what I am trying to describe, but where did it come from and what does it really mean? A Google search revealed that ‘dynamic tension’ is a term used in the fields of music, theatre and in fact educational and business research to describe competing priorities. Wikipedia says that “Dynamic Tension is a self-resistance exercise method which pits muscle against muscle.” Perhaps this definition implies that opposing forces can still be productive. OK, back to work!)
The dynamic tensions that I have experienced this semester include:
Perhaps these dynamic tensions can best be summed up as the need to ‘explore’ Vs the need to ‘produce’ or ‘achieve’; or even as the requirement to ‘publish’ before consolidating or affirming my ideas.
I began my learning process by brainstorming a set of questions. There were two sets. What I needed to know to meet the learning outcomes of the unit and what I wanted to know about my chosen topic.
This seemed an overwhelming list. It seems interesting that my initial brainstorming didn’t include any information-seeking skills related to producing the blog. Adding the organisational complexity of the project and the blog requirements to the list made it seem even more overwhelming. It was difficult to pinpoint a starting point. So I made preparation for weekly tutorials and working with the Prep class my top priorities. This meant that I sacrificed the opportuntity to immerse myself in the topic before beginning work with the children.
My intention to be systematic in meeting my learning needs was abandonned in my haste to keep up with the prescribed readings, tutorial exercises, questionnaires, blog requirements and preparing lessons and resources for my project (and still have a life outside unit studies). I regret not recording the definitions that I found along the way, because I can’t for the life of me remember what they were or where I found them. Sadly, I’m still left with the vague impressions of each learning theory that don’t translate readily to age-appropriate teaching and learning practices for the preparatory year.
So, to consolidate my understandings, I decided to revisit the definitions.
So far I have struggled to find a balance between my preferred learning style (open inquiry) and the model used for this unit (guided inquiry).
Dynamic tensions
(I first used this term in an assignment a couple of years ago. It seems to sound right for what I am trying to describe, but where did it come from and what does it really mean? A Google search revealed that ‘dynamic tension’ is a term used in the fields of music, theatre and in fact educational and business research to describe competing priorities. Wikipedia says that “Dynamic Tension is a self-resistance exercise method which pits muscle against muscle.” Perhaps this definition implies that opposing forces can still be productive. OK, back to work!)
The dynamic tensions that I have experienced this semester include:
· the need to answer my own questions and the need to keep to a unit timeframe and prepare for tutorials
· the requirement to have a public blog and the belief that a private learning journal would be more useful
· time required to immerse myself in the topic and the time constraints of fitting in with school timeframes
· competing priorities, e.g. tutorial readings and activities Vs independent research; project implementation Vs blogging.
Perhaps these dynamic tensions can best be summed up as the need to ‘explore’ Vs the need to ‘produce’ or ‘achieve’; or even as the requirement to ‘publish’ before consolidating or affirming my ideas.
This seemed an overwhelming list. It seems interesting that my initial brainstorming didn’t include any information-seeking skills related to producing the blog. Adding the organisational complexity of the project and the blog requirements to the list made it seem even more overwhelming. It was difficult to pinpoint a starting point. So I made preparation for weekly tutorials and working with the Prep class my top priorities. This meant that I sacrificed the opportuntity to immerse myself in the topic before beginning work with the children.
So, to consolidate my understandings, I decided to revisit the definitions.
Useful Defintions/Explanations
· information
- in a narrow sense, information is facts
- in a specific senses: “Data that (1) has been verified to be accurate and timely, (2) is specific and organized for a purpose, (3) is presented within a context that gives it meaning and relevance, and (4) that can lead to an increase in understanding and decrease in uncertainty.
The value of information lies solely in its ability to affect a behavior, decision, or outcome. A piece of information is considered valueless if, after receiving it, things remain unchanged. For a technical definition of information see information” (Luthra, 2007–2011) (theory.http://www.businessdictionary.com/definition/information.html
The value of information lies solely in its ability to affect a behavior, decision, or outcome. A piece of information is considered valueless if, after receiving it, things remain unchanged. For a technical definition of information see information” (Luthra, 2007–2011) (theory.http://www.businessdictionary.com/definition/information.html
- in a broad sense, information is “anything we experience as informing” (Bruce, 2008, p.5)
- in an experiential sense, information can be experienced as process, knowledge or thing (Buckland, 1991, p. 351)
· information literacy
- is “experiencing different ways of using information to learn” (Bruce, 2008, p.5);
- involves knowing when information is needed and being able to identify, locate and effectively use information for learning and problem solving (Kinder, 2004).
- “Visual literacy is the ability to find meaning in imagery.” (Yenawine, 1997)
· information fluency
- “is the ability to analyze information needs and to move confidently among media, information and computer literacy skills resulting in the effective application of a strategy or strategies that will best meet those needs.” (Callison, 2003)
- “is also the ability to move among several models for the information search and use processes.” (Callison, 2003)
· informed learning
- Informed learning is the process of using information to learn. It is based on the premise that information use and leanring are closely linked and that curriculum content and effective use of information need to be learned together. (Bruce, 2008)
· information skills are the building blocks of information literacy (Bruce, 2008)
· inquiry-based learning
- Inquiry-based learning involves children in formulating questions about topics that interest them, and answering them by participating in language and literacy activities (Owens, Hester & Teale, 2002).
- Inquiry learning is the process used by students to locate and use sources of information to develop their understanding of an issue, solve a problem or learn about a topic. It requires, for example, observation, experimentation, exploration, investigation, research and study. Inquiry learning should interest, engage, challenges students to connect their world with the curriculum. Inquiry learning can be enhanced by students learning from each other through social interaction. (Kuhltau et al, 2007, p.2)
- Guided Inquiry is a collaborative process used by teachers to guide students through an inquiry process, that equips them with the tools and resources for lifelong learning. Guided Inquiry is carefully planned, yet adaptable, so that curriculum content can be connected to the student’s world. Transferable information literacy concepts, such as the location, evaluation and use of information, are embedded into the inquiry process. Assessment is tailored ot the learning and situation and integrated into the learning process. (Kuhltau et al, 2007)
· evidence-based practice
- Critical dimensions of evidence-based practice are “the ability to collect, read, interpret, and integrate valid and applicable user-observed and research-derived evidence; the combining of this evidence with professional expertise, insight, experience, and leadership; and the application of this evidence and wisdom to ensure significant and optimal outcomes” (Coe, 1999; Todd, 2007 in Harada, 2007). Action research is a systematic method of inquiry that can be used by a group of practitioner-researchers to reflect and act on real-lfe practice based problems. It is a tool for developing evidence-based practice . (Harada, 2007)
References
Bruce, Christine S. (2008). Informed Learning. Association of College and Research Libraries / American Library Association, Chicago.
Buckland, M. (1991). Information as Thing. Journal of the American Society for Information Science, 42 (5), 351–360. Retrieved September 20, 2011 from ProQuest.
Callison, D. (2003). Key Words In Instruction: Information Fluency. School Library Monthly; Dec 2003; 20, 4; ProQuest pg. 38 Retrieved September 26, 2011 from ProQuest.
(2007). Facing the Reform Challenge: Teacher-librarians as Change Agents. Teacher Librarian (Vancouver) (1481-1782), 35 (2), p. 8. Retrieved September 23, 2011 from EBSCO Host.
Kinder, D. (2004). Information Literacy: A Key to Success in the 21st Century. The Greet Exchange, Spring 2004. Ryerson University. Retrieved September 3, 2011 from http://www.ryerson.ca/lt/publications/GREETSpr04V03Apr5.pdf
Kuhlthau, C.C., Maniotes, L.K. & Caspari, A.K. (2007). Guided Inquiry: Learning in the 21st century, Westport, Conn: Libraries Unlimited.
Luthra, V. (2007-2011). Information Definition. BusinessDictionary.com. WebFinance Inc. Retrieved September 26, 2011, from http://www.businessdictionary.com/definition/information.html
Owens, R.F., Hester, J.L. & Teale, W.H. (2002). Where Do You Want to Go Today? Inquiry-Based Learning and Technology Integration. The Reading Teacher. 55(7), Owning Technology (April, 2002), 616-625. Retrieved September 10, 2011, from http://www.jstor.org/pss/20205108
Yenawine, P. (1997). Thoughts on visual literacy. Flood, J., Heath. S.B. & Diane Lapp, D. (Ed.) (1997). Handbook of Research on Teaching Literacy through the Communicative and Visual Arts . Macmillan Library Reference. Retrieved September 25, 2011, from http://vtshome.org/system/resources/0000/0005/Thoughts_Visual_Literacy.pdf
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