Exploring team blogging and the possibilities for learning and teaching of English in New Zealand schools
I think this video clip confuses information literacy with inquiry-based learning. Information literacy skills are an essential part of inquiry-based learning approaches but they are not synonymous. The example given was research with a low level question, arising from the teacher not the students, as the starting point. On Herron's model of inquiry levels (http://edweb.sdsu.edu/wip/four_levels.htm)this would rate as a 0. Students could easily have just regurgitated information to answer the question, they were not required to synthesise,evaluate, make judgements etc from their findings. They did not create new knowledge, merely put existing knowledge in a different format.One would have to question the purpose of this activity. If, as it appears, it was solely to develop students information literacy skills, then this was not inquiry. For a great rubric for evaluating inquiry projects check out the Galileo site: www.galileo.org/research/publications/rubric.pdfJan-Marie Kellowwww.inquiringmind.co.nz
Thanks for sharing these resources Jan-Marie.I trust they will make Inquiry Learning less confusing to me. I must admit I can't really see the difference between Information Literacy and Inquiry Learning.You are right, from this video it looks like IL with a new make-up.
I attended a presentation by Sharon Friesen from the Gallileo Project at the uLearn 07 Confernece in October. I second Jan-Marie's recommendation of their work which has also been included on the ICT PD wiki for the NZC Workshops..recommended read. Inquiry and Effective Teaching
I agree. Our school has been working through inquiry this year and many people still confuse it with information literacy. While the skills of information literacy are important for inquiry, inquiry still requires children to go much deeper in their analysis of their findings. Galileo is a great site, we have been using it to help us.
Hi there! I work in a secondary school. After extensive consultation at HOD level and sampling the requirements of various subjects, we have adopted a whole school information processing model and are developing scaffolding of skills, for each year level. The idea is for students to be able to apply these skills and transfer them across the various subject areas, as there is no doubt that handling information is a minefield. We chose a simple six step model, represented as an interplaying cycle and in banner form as well, based on the three main examples already existing - Big six, Gwen Gawith's action learning and one other. Thanks for raising a key issue
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