Course Announcements & Email Archives

Welcome to e-class! This course is your opportunity to learn about information age inquiry. The student information scientist is at the center of the inquiry environment. They are supported by a cadre of caring, supportive, instructional specialists that have an important role in nurturing the young information scientist within an engaging learning laboratory filled with information tools and resources.

Carefully read the Course Syllabus, Calendar, Requirements, and Checklist. When you're ready to begin the course, read the Course Guide. This guide is divided into four parts (Guide 1, Guide 2, Guide 3, Guide 4) and will take you step-by-step through the course materials and assignments.

The course materials are divided into four sections: Information Age Inquiry, Student Information Scientists, Instructional Media Specialist, and The Learning Laboratory. If you're seeking additional information, be sure to explore the Snapshots, Key Words, and Resources.

Check the email archives (BELOW) regularly to be sure you haven't missed important class communications.
Questions? Contact Annette Lamb.

Class Email Archives

I've created a separate page for the master list of blog addresses. Go to Class Blog Addresses.

Update: September 6

Howdy Folks!

DUE
Your Trailblazer 2 assignment should be posted by Monday September 8. For more information about this assignment, go to http://virtualinquiry.com/course/guide1.html#tb2

Remember, you have one week to post a reply for Trailblazer 2.

Trailblazer 3 is due Monday September 15.

Remember that the blog is an ONGOING project. You should be making postings every few days. It's time to move into the middle stages of your inquiry. Also keep in mind that you should be providing feedback to your peers using the COMMENTS in peer blogs. Find classmate blogs at http://virtualinquiry.com/course/archivesblogs.html

In some of the blog software, you'll need to change the comments setting to allow comments if you want classmates to be able to provide you with feedback on your blog.

GRADEBOOK
I've graded Trailblazer 1 postings and replies. Your grades and comments are in the Oncourse Gradebook. I tend to provide comments that focus on both strengths and weaknesses in your assignment early in the semester to give you an idea about my expectations. Overall, everyone did a great job!

READING
There's lots of reading this week. These readings provide the foundation for the rest of the course.
Information fluency involves applying a wide range of literacy skills across the curriculum to solve problems, draw conclusions, and make decisions inside and outside of formal education settings. Without these literacy skills and information fluency, people have difficulty successfully completing inquiry activities.

This week you'll also be focusing on Standards. If you don't have a teaching background, these may be new to you. You need to know the Information Literacy Standards presented in Information Power by heart when you complete this course. These are also the standards used by the state of Indiana. Keep in mind the indicators under each standard are just as important because they provide more specificity related to each standard.

As you read through Information Power keep it mind that it was written almost 10 years ago. A lot has changed since then. The new AASL standards were published in Fall 2007 but Indiana is still following the old standards. For this course, you can use either the OLD or NEW standards. However I'd suggest becoming familiar with the new standards.

Read the Standards for the 21st Century Learner (PDF)
http://www.ala.org/ala/aasl/aaslproftools/learningstandards/AASL_Learning_Standards_2007.pdf

Also, read the ISTE's National Educational Technology Standards.
http://www.iste.org/NETS/

You should also be familiar with how to access all the content area standards, but you aren't expected to "know them". Instead, you should be able to access them online and begin learning how you might match content area standards with information standards at various grade levels of your interest.

Standards - http://virtualinquiry.com/inquiry/standards.htm
Information Literacy Standards - http://virtualinquiry.com/inquiry/standardsinfo.htm
Inquiry-based Learning and Content Area Standards - http://virtualinquiry.com/inquiry/standardscontent.htm
Information Standards Across the Curriculum - http://virtualinquiry.com/inquiry/standardsintegrated.htm
Information Literacy Curriculum - http://virtualinquiry.com/inquiry/infolitcurriculum.htm
Student Info Scientist & Specialist in Learning Lab - http://virtualinquiry.com/inquiry/inquiry4.htm
Read BLUE BOOK: 85-117
Read CC: Chapter 2
Read Information Power: Preface, Chapter 2

I recently participated in a national panel comparing the AASL and NETS standards. If you want to get my perspective on this important issue as well as some technology-enhanced examples, read Strong Nests, Successful Students: Skills & Strategies for 21st Century Learning at http://www.eduscapes.com/sessions/nests

KEY PEOPLE
In addition to knowing the models, it's important that you start identifying the key people who brought information inquiry to the attention of educators such as Jacqueline Mancall, Carol Kuhlthau, Virginia Rankin, and Michael Eisenberg.

Many people credit a 1986 article in SLMQ in 1986 by Mancall, Aaron, and Walker with getting the "information inquiry movement" started.
Educating Students to Think: The Role of the School Library Media Program

Carol Kuhlthau has spent over 20 years on refining her ideas, conducting research on her model, and publishing results. What I think makes her model unique is the way it gets "inside the heads" of students and their thinking as they go through the process. I'm not sure that it's the best model to use with kids, instead I think it's the best model to help teachers understand the process/thinking that students go through as they conduct inquiry.

Carol's model was part of a surge of interest in inquiry in the late 80s and the basis for the models we see today. Personally, I can remember attending a Treasure Mountain retreat in Georgia around 1990 where this synergy really got going at the national level... it's the reason that professional development and leadership conferences are so important. It's the place that I refined my Ws that I've been using in my classes since the late 1980s.

While some have focused on the theoretical aspects, other have focused on developing resources for students and teachers. For example, Michael Eisenberg's Big6 has become the most popular model for teachers to use with students in the classroom because he has really "advertised" it through mainstream education.

PROJECT 1: THIS WEEK
You should be working your way through the stages of inquiry. Remember that this process is RECURSIVE. You may go from searching for information to evaluating information, and back to brainstorming questions. You might decide to write an email to an expert, interview a local official, or explore old photographs, then make choices and categorize what you've found.

WEBBING ----- Spend some time thinking about and planning your search strategy. Open your mind to ALL the resources available in the world: live, print-based, digital, or multiple formats.

Explore online resource. For example, INSPIRE has great electronic databases. Keep in mind that you can explore many electronic resources through the IUPUI online library. Google, Vivisimo, and other search tools will help you explore the web. Also, think about making a phone call, interviewing a friend, or visiting your local public library or school library media center. Visit a zoo, museum, or park... remember, ideas and information can be found in many places!

WIGGLING ---- How will you make sense of all this information you've collected? What tools do teachers give students to help them organize ideas? What will you use to help organize your thinking? How do all your ideas related to your original problems and questions?

Once you've got lots of information, begin thinking about how it all fits together. Like a giant puzzle, choose pieces to keep and others to toss. Create your own personal evaluation criteria... how will you determine what's quality information and what's junk?

What resources would help you clarify your thinking? Who can you bounce ideas around with? Are there people you could talk to? Try emailing a webmaster or using http://expertcentral.com to find an expert online. A friend, paster, and local retailer might be a source of information.

PROJECT 1: SUGGESTIONS
As you move into your blogging entries, be sure to reflect on the "process"...
At what point in your thinking did the connection between "this" and "that" occur to you?
How does this connection impact your thinking about the project?
Can you make a personal connection will help the topic come alive for you or facilitate the development of essential questions?
What do some of the models say about this stage in thinking?
These are just a few of the things to consider as you're developing the next stages in your blog.

Remember that "walking a mile in their shoes" as the quote goes is one of the best ways to have empathy with our students. That's what project 1 is all about.

If you follow the guidelines and address everything in the checklist as you move through the process, you WILL get the points. Everyone will do fine. I won't let anyone fail. If you're unsure about your direction, then email me and I'm happy to look at your blog to be sure you're on the right track.

As I've been exploring people's blogs. Here are 3 most common concerns AND the most likely difference I see between an A and an A- on Project 1.

1) Your blog should be more than a log of activities. You MUST "reflect" on the process. For example, include your initial brainstorms of questions, then a revised list of questions, then a sequenced list of question, the refine the verbs of the question.... Then, reflect on this evolution of ideas and how/why it changed. Step away from yourself and look at how you're moving through through the step in the process. Compare this with the experience of a novice or students AND how you would help students through this process.

2) Provide LOTS of examples. For example when you get into the search process, I want MUCH MORE than "I used Google" or "I used INSPIRE's databases" or "I interviewed a travel agent" .... I want SPECIFIC examples of the WORDS you used in your search and how you REFINED your search. What were the specific results? How did this impact your thinking and your searches?

3) I'm looking for LOTS of professional connections to your course readings, models, and key people. If Carol Kuhlthau or Virginia Rankin were reading your blog, what would they be saying about your thoughts?

4) You might want to explore blogs from previous semesters. Although I think that many students could have incorporated MORE reflection and references to course readings, they're a place to start if you're unsure of direction. Keep in mind that this is the second semester where you're required to comment on classmate blogs, so you won't see comments on most of these blogs.

PROJECT 1: THE STANDARDS
A couple people have asked about the "students" and "standards" requirements. What I really want you to do in the blog is to write about how students would approach your topic. Also, what information standards did you address as you moved through your project... why do you see these standards reflected? What does this say about you as an information fluent people?

Also, even though your topic is of personal interest, are there K12 content standards that would apply? In other words, you're doing a "real world topic" ... but it's possible it may apply to something students learn... even if it's a slightly different topic or approach. Or... if not? Why don't you think it applies?

BLOG COMMENTS
Consider going back and reflecting on areas where you think maybe you didn't include very much professional literature related to inquiry. You can add your own COMMENT.

Also... a few people have had some strange anonymous postings on their blogs. There are some automated "bots" that sometimes invade and will leave comments. If you want to delete these, just open your comments and click the trash can.

CHALLENGE
Remember that the blogs of your peers are listed at http://www.virtualinquiry.com/course/archivesblogs.html
There are three fun ways to keep track of all the class blogs:
Option 1: Try creating bookmarks on your blogs to the blogs you're reading.

Option 2: Download the free Firefox web browser. I like it much better than Internet Explorer. You can add Live Bookmarks. For directions go to http://www.mozilla.com/en-US/firefox/livebookmarks

Option 3: You might also try using an RSS reader such as Google Reader to keep track of the blogs you've read and the current postings.
Go to http://reader.google.com/ to set up your own Google Reader. You can use your email address or set up a google account. If you have a Blogger blog then you already have a Google account.

THE KEY TO INFORMATION INQUIRY
As you're going through the stages of inquiry, you should be reflecting on your course readings. How do these steps relate to the things you know about inquiry models and student learning? Think about how you're moving forward, backward, and around the model. Are you doing more than one step at once? How? Why? Tell me about your thinking.

ONCOURSE WEB HOSTING
OncourseCL has a web hosting feature. When you first open Oncourse, choose My Workspace. Choose Resources from the left sidebar. Click ADD. You can upload FILES of any kind including web pages.

If you want the world to see them, you'll need to make sure you check "Display to nonmembers". The URL will look something like https://oncourse.iu.edu/access/content/user/anlamb/annette.html
For more help, use the Help option on the sidebar in Oncourse.

FREE WEB HOSTING
I'll be talking more later about sharing the products you create for Project 1. They will be posted online anywhere you wish. If you don't know HTML, don't worry just do your writing in Microsoft Word and upload the file to your blog, your Oncourse Space, or another location.

Many people are choosing the free Google Page Creator. You can find this at http://pages.google.com/
This tool is currently in transition. If you don't already have a Google account, you'll want to use Google Sites at http://sites.google.com
This new tool allows you to create web pages as well as adding social technology features such as discussion areas.

A few people have expressed an interest in free web hosting services. A list is available through the following link. - http://eduscapes.com/arch/code/posting1.htm

NEED HELP?
If you're feeling lost or frustrated, remember that I'm just an email message away. I can't read your mind, if you have questions be sure to email! I'm happy to help.

Update: August 20

This e-mail is chuck-full of information. Be sure to read the section below related to Project 1!

Just a quick note to remind you of the importance of these class updates. Be sure to read them carefully. They contain essential information about assignments, projects, and "how tos" to make completing assignments easier.

DUE
I've enjoyed skimming your Trail Blazer 1 assignments. They look great. Be sure that you make a reply to Trailblazer 1 by Tuesday September 2. AFTER all the replies are made on Tuesday, I'll be grading this assignment.

With zillion of postings, I don't always comment on each assignment. However if I have a particular idea or suggestion, I'll normally write it in the comment area. If I have a concern or if you've lost a point, I will email you directly or write a comment. If there are no comments and you get the points, you're doing great so keep up the good work! I wish I had a more effective way to send you each "warm fuzzies," but the impersonal gradebook seems to be the most efficient way to communicate progress.

Work on Trailblazer 2. It's due Monday September 8. Again, you'll have 1 week to post a high-quality reply.

READ
Last week you read about the wide range of information search and inquiry models available to guide the inquiry experiences of young people. As I've watched young people going through this process, I was frustrated that the models weren't written in the language of kids. As a result, I invented the NEW 8Ws to complement the Ws kids already know (Who What When Where Why How). This model isn't intended as a step-by-step process. Instead, I see it as an ongoing recursive cycle with young people spending more or less time at each stage depending on their needs. As they proceed they may revisit steps before moving on.

TRAILBLAZER 1 DEBRIEFING and CHALLENGE
I think the discussions are going great this semester. Keep up the good work.

I like to keep the forums as a place where you can discuss topics without the "intrusion" of the teacher. However after the discussion I like to spend a couple minutes, debriefing and challenging your thinking...

As you could tell reading through the Trailblazer 1 discussions, our class has people with a wide range of experiences. Thanks to everyone for sharing their observations and examples. As you think about conducting inquiries with students, consider what you wish to accomplish. What do you want students to learn in terms of "inquiry" as well as the standards you are addressing? Consider the obstacles students will face such as learning styles, socio-economic background, resources, and provide the types of assistance, guidance, and scaffolding needed. Also, think about how student projects will be evaluated. Although the guidelines and grading criteria are more difficult to establish for free inquiry, for some assignments the end product may be worth the time and energy. There's a place for all levels of inquiry and all aspects of literacy. The key is to match the learning environment to the needs of students.

I enjoyed reading your thoughts on the levels of inquiry. In these "test driven" times, I think it's sometimes difficult to convince teachers that it's worth the time to move from worksheet and textbook centered activities to hands-on, opportunities for primary resources, independent reading, and deep thinking.

A couple of you noted that your "high level kids" would be able to do free inquiry, but not your "low level kids". It may be tougher to do it with "low level" kids, but it's even more important. Since computers were first introduced to schools, the research has shown that the poor, low academic schools tend to emphasize using technology for "drill and practice," while the high achieving schools used these tools for "inquiry," "simulations" and "thinking tools" in the classroom. It's a chicken and egg problem. Are the assumptions we make about the abilities of some children undermining the activities we choose for these kids?

The same question about what kids can and can't done can be posed about young children and inquiry. Some of the most fascinating questioning I've heard come from first graders. All the levels of inquiry can be done at all the academic levels from PreK to College. The key is making sure the activities are matched to the maturation level of the children.

I can tell that a few of you aren't convinced that moving from controlled to free inquiry is worth the extra time and effort. From my experience to develop independent, life long learners, it's essential to devote the time to these types of activities. If we're only interested in tests, we can stick to the teacher-directed controlled inquiries, however in the long run I think the kids suffer.

Although I love getting students involved with free inquiry, there are times that all four levels of inquiry make sense for a particular activity or learning experience. The key is building an engaging learning environment where all children will flourish. As you collaborate with other teachers, examine lessons carefully and think about ways to adapt the lesson to the level of inquiry that makes sense for the particular situation.

Just a note for the future... When possible, cite course materials and provide examples. Also, be sure to read the Trailblazer directions VERY carefully. For example, if it says "convince" then your job is to come with a convincing argument that will persuade a teacher to transform their assignment. If the Trailblazer talks about developing a collaborative partnership, be sure to speak directly to how you would go about working with a teacher. Many beginning librarians assume that teachers want to work with them... however this is often not the case. You'll have to be creative and proactive to persuade teachers that collaboration is worth their time and energy. Those that chose the Trailblazer relating to working with a teacher did a great job with the "convincing" part.

PROJECT 1: THE ASSIGNMENT
It's time to get moving with Project 1. Your Project 1 is due September 22, so it's only a few weeks away. Remember that the blogs are dated, so I'll know if you're procrastinating. If you've been working on your blog all along, you should have worked your way through the steps in inquiry by the due date and that's it.... you don't have to do anything else for Project 1.

I'll read your entire blog along with any product you've developed and use the Project 1 evaluation criteria to grade your blog/product.

In addition to your blog, you'll be creating a product of some kind. However, your product can be ANYTHING. In the "olden days" your final product may have been a "typed paper". Today, it can still be a written product (in Microsoft Word), but it might also include other aspects such as digital photographs, a PowerPoint presentation, or something entirely different. You could write a letter to the editor, photograph your spring garden, create a PowerPoint presentation, create a list of reasons for making a life altering decision, build a web page, or create a painting in watercolors. Whatever best reflects your learning from your personal inquiry. There's a good chance you may not know what this product will be until you get through the Wrapping phase. The easiest way to upload a document or other materials to the web is to use the MY WORKSPACE part of Oncourse. You can then provide a link at your blog.

This week you should be working your way through the Watching and Wondering phases of your project. Remember that information inquiry is recursive! In other words, you'll probably go back and revisit earlier stages before moving on.

As you blog about your experiences, try to distinguish among the different phases and how they contribute to information inquiry.
How is each important?
Which is the most difficult? Why?
Can you "sense" the steps of various models that you've learned about in your readings?
Can you understand why students get frustrated when they begin to realize that inquiry IS NOT LINEAR.

Although you might identify separate steps, you move both forward and backward through the various models.

Reflect on what you did in your Trailblazers and what you learned from your classmates.
How would you introduce these ideas to students?
How would you provide students with practice?
What examples would you use?
What resources and tools would you provide to help students?
How would you determine whether students have successfully completed a phase?

PROJECT 1: THE BLOG
Remember that the Project 1 blog is an ONGOING project. You should be making postings every few days. It's time to move into the beginning stages of your inquiry. Also keep in mind that you should be providing feedback to your peers using the COMMENTS in peer blogs.

I'm not going to provide specific dates for you to post to your blog. It's up to you when you want to work on this project. HOWEVER please don't wait until the last minute. The idea is to give your thoughts a chance to gel rather than trying to do all your processing at once. I suggest that you do a couple postings a week. Also, check out the blogs of your classmates. Comment to their blogs and give them ideas.

Find classmate blogs at http://virtualinquiry.com/course/archivesblogs.html
You might also want to scan through the blogs done in previous semesters for ideas.

It looks like most of you are beginning to blog. Be sure to post the URL in the Project 1 discussion area and I'll add it to the class list. Many of your are doing a good job so far journaling your inquiry experiences. However, as you add new entries begin focusing meta-cognitively. In other words, reflect on your thinking. This is much higher level thinking that simply writing in a journal.
Why do you think these topics occurred to you?
How do the questions you create reflect your personality and interests?
How do the inquiries you select relate to your interests in terms of subject areas?

If you're not familiar with metacognition, read about this word in Callison's book.

SCREEN READING TIP
I know some of you have difficulty reading off the screen, here are a few tips:
1 - Enlarge the size of the font. All web browsers provide an option to increase the VIEW size.
2 - Reduce the width of the screen so it's not so wide to read across the lines.
3 - Use your mouse to drag down the text line by line as you read. The text will be highlighted making it easier to read. It may seem like something young readers would do with a bookmark, reading line by line. However I find that it's easier to keep track of your place on the page.

TROUBLE WITH ARTICLES AT IUPUI LIBRARY?
I'm finding the links to online article through the IUPUI databases sometimes are a problem.

Use the following as a backup to search for class articles. It will allow you to enter the title of a journal, then you can find the particular issue. It will still require your username and password, but it should be easier:
http://ulib.iupui.edu/findit/openurl

PERSONAL NOTE
We're continuing to make progress on our house. We've recently added a few updates. Check them out at http://eduscapes.com/lamb

Enjoy your Labor Day Weekend!

Update: August 23

We made it through the first few days of class! Sorry about the length of this email, but there's a lot to cover this week.

INTRODUCTIONS
It was fun to read about everyone's lives!

As I read your introductions, I noted that almost everyone identified themselves as an information seeker and lifelong learner. As you conduct your personal inquiries for class, keep in mind that the people who choose this professional tend to love information, creating questions, and seeking alternative ideas and approaches. Remember that this is not true of all the teachers and students you'll encounter.

Some of you with classroom experience have noted the frustrations of teaching students to use Internet and other resources and trying to convince students and teachers to make effective use of all resources... keep this in mind over the next few weeks as you learn more about information inquiry models... it's an important part of your job to convince teachers and students that information inquiry is about the process of making effective use of information, not just "writing a paper.".. how will you motivate them and get them excited about inquiry?

VIDEO
Some people are experiencing problems with the videos. This usually has to do with the speed of your Internet Service Provider. If you have a DSL or cable modem connection, they should work fine. If they are slow, you might try viewing the videos in the morning or late evening when fewer people are online. If you have a traditional dial-up modem they can be VERY slow and jaggy. They are intended as enhancements and are not essential to the content.

Remember, the password to view the videos is the word - video.

If you're still having trouble, be sure to "allow" pop-ups. Also, you might try Firefox rather than the Explorer web browser.

If you have trouble, email me and I'll see if I can help.

APPROACH TO COURSE READINGS
Be sure to focus on the linked articles with the "EYE" graphic that say READ. They are the most important links. The other linked readings (that say SKIM or under LEARN MORE) may be useful as you complete assignments and projects, but ARE NOT required.

I know some of you are feeling a little overwhelmed by the readings. Put simply... the readings are intended to help you complete the activities and the projects for class. People come to this class with very diverse skills. Some people have no background and need much more support than others. Since there are no tests, it's only really important that you read the materials until you feel like you have the concept. In some cases, just reading my web pages without reading any of the articles may be enough background for you.

So... here's the strategy I'd use. Read my class page at virtualinquiry.com. Then go back and select articles you think look the most interesting and relevant. Skim those first. Then, if you feel like you need more help, go back and skim some of the other articles.

DUE
Read about Project 1. You'll be creating a blog for this assignment. You need to post your blog address in the Project 1 SCOUT area by Monday August 25.

Trailblazer 1 posting is DUE also Monday August 25. The reply for Trailblazer 1 is due one week later BY Tuesday September 2.

When you're ready to post your Trailblazer Assignment, go to the FORUM area of Oncourse. Select 1.1 Levels of Inquiry or 1.2 Transforming Assignment.

You have UP TO a week after a posting is due to make your reply. Read through the work of your peers, then reply to AT LEAST one of their messages with a quality reply. See guidelines for quality replies on the REQUIREMENTS page of the Course Materials section of the website. (http://virtualinquiry.com/course/require.html#8). You can reply in any of the options under Trailblazer 1.

In most cases I like to grade all the Trailblazer posting and replies at once. It's difficult to go back later and grade the replies out of context, so I'll generally grade after all the replies are in. If I have questions, comments, or concerns, I'll write you a note in the GRADEBOOK comments area. Otherwise when you go to the GRADEBOOK you should see a 2 for the Posting and a 1 for the Reply for your Trailblazer assignment.

Oncourse can occasionally get very slow. This is a particular problem the first couple weeks of the semester. Sometimes, you're best off just shutting everything down and try again later in the day or evening.

ONCOURSE POSTING ISSUES
It's a good idea to write in a word processor then paste into the message area. You may have to play with the formatting a little because Word uses a little different editing tools than OnCourse. If you have trouble with formatting, use NOTEPAD in Windows or TEXT EDIT on the Mac instead of Windows.

It's fine to attach a Microsoft Word document posting.

REPLIES
Although you may enjoy reading all the postings, keep in mind that you only have to choose ONE of the options under each Trailblazer such as 1.1 or 1.2 or 1.3... you don't have to do all three. Then, you only have to post a reply in ONE of the three areas, not all three for each Trailblazer.

You can have a week after the postings are due to post your replies.

A few people have asked about criteria for the Trailblazer Replies. There's no specific criteria other than contributing to the discussion in some way that goes beyond "way to go" or "I agree." The key is ADDING to the discussion. These are all possibilities:
* act on a suggestion given by another classmate. For example, after reading a posting or comment from a peer, you might decide to add an example, suggest a website address or other resource, answer a question, or clarify an idea.
* provide feedback to others such as a specific comment or idea along with an example, expansion, or suggestion. In other words, "way to go Susie" is a good start, but won't get you a point. You could even start with "that's crap Susie", however the key is providing positive, constructive criticism or helpful and encouraging advice. Healthy debate is fine, but let's discourage mean-spirited comments.
* state an opinion and provide supportive evidence or arguments. This can be fun because it can really get a discussion going.
* add an insight. If you've had an encounter with the topic being discussed, it would be valuable to hear your thoughts and "real world" experiences.

ASSIGNMENTS
Now that you have a little background in life long learning and inquiry, it's time to dive into the process of inquiry. Lots of people have tried to identify the process that people go through as they search for information, complete investigations, or conduct experiments. Keep in mind that this recursive cycle of information inquiry is unique for each person. To better understand the process, you'll be examining many different models. As you work your way through the readings be thinking about the process that you use for inquiry. What about students? How do they answer questions, solve problems, or conduct research?

Read Models: http://virtualinquiry.com/inquiry/models.htm
Be sure to read all of the following pages within the Models section:
5As, Big 6 & Super 3, DIALOGUE, FLIP IT, Information Search Process, InfoZone, Irving's Study of Information Skills, Noodle Tools, Pre-Search Process, REACTS, Research Assistant, Research Process Helper, WebQuest, 8Ws, I-Search, Pathways to Knowledge, Research Cycle, Composition, Scientific Method

Read BLUE BOOK: p. 36-68, 584-596, 574-578

Read CC: Chapter 7

PROJECT 1
After completing the first set of activities, you'll be completing an information inquiry project on a topic of your choice. Read through the project guidelines and start thinking about your topic now. I'm happy to have an e-conversation about your topic idea. Or, use your sharing area in Oncourse to brainstorm ideas with your peers.

This project is like a "play within a play" your mission is to conduct a personal inquiry on the topic of your choosing... however at the same time, I'm MOST interested in your reflections related to the information inquiry process as you move through each stage in the process. You'll be using a BLOG (online journal or web log) to write about your experiences, connect your experience to literature in the information inquiry field, and think about implications for teaching and learning in the K12 environment.

People last semester suggested that I tell people not to procrastinate with the first project... so here's their suggestion to you. At the beginning of the semester when things are quiet, get started on this project. In addition, I've made notes in the "Assignments Due" area of the calendar to be sure that you're making progress. I won't be grading them until the due date for the project, but I want to be sure that you're making progress and not waiting until the last minute.

BLOG PREVIEW
Your first project involves following the information inquiry process through a personal inquiry topic of your choice. Rather than a boring, old fashioned term paper, your project will be a BLOG recording your experiences moving through the process.

You don't need to know anything about technology to create a Blog. You simply follow the directions at a free website. I'd suggest using edublogs.org because it's not blocked in most schools, however Google's Blogger and Wordpress are also very popular too.

Here's the information to set it up:
Personal Inquiry Guidelines - http://virtualinquiry.com/course/guide1.html#pr1
Blog Website - http://edublogs.org
Blog Directions (PDF file) - http://eduscapes.com/hightech/course/edublogdirections.pdf
Wordpress - http://www.wordpress.com/
Blogger - http://www.blogger.com/
You can use any blogging service you wish.

When you've created your blog, be sure to share the address in the Project 1 SCOUT area.

Begin with a posting about all the possible topics you might explore. Keep your eyes open. We want to hear about all the possibilities, not just what you decided.

ONCOURSE SPEED

Oncourse is VERY SLOOOW right now. This is typical at the beginning of the semester. With many more courses using Oncourse, it is particularly slow this year.

Here are some suggestions.

First -
I find that some students have more success using Mozilla Firefox rather than Internet Explorer.
You can download it at http://www.mozilla.com/en-US/firefox/

Second -
Consider off-peak times such as early morning or late evening.

Third -
You can do ALL your readings without entering Oncourse. Go directly to the course website.
http://virtualinquiry.com/
http://virtualinquiry.com/course/

PERSONAL NOTE
Want to have some fun? I'm running for President. Check out my video... you can run for President too... just wait until the end of the video and it will give you the URL to make your own.
http://www.thelopezfamilyonline.com/play.php?first=Annette&last=Lamb

S574 Information Inquiry Update: Let's Go!

It's the first day of class tomorrow (Wed August 20). Let's go!

Many of you have already jumped into Oncourse and added your introductions. Way to go!

DUE
Be sure your Oncourse Profile is up to date.
Go to Oncourse and find the FORUM marked Introduce Yourself. Then, share a little about yourself with the class. This is due Wednesday August 20... but it's okay if you need a couple extra days. We still have a few people joining our class.

VIDEO PASSWORD
When you're doing your readings, you'll see some videos. They will appear in a separate window, so you may need to enable your pop-ups to see them. Let me know if you need help.

The password is simply the word video

BOOKS
A few people have indicated that their books are going to take another week to arrive by mail. Fear not, you can get by without the books for the first Trailblazer. When they come, you can catch up on readings.

YOUR JOB IN THIS COURSE
You have three tasks:
1 - Follow the course calendar and complete your assignments on time. As a matter of fact, getting things in early is a good idea. For example, you'll often have multiple assignments due on the same day. Rather than waiting until the last minute, start a couple weeks early. For example, you might set your own schedule and complete one assignment per week.

2 - Let me know if you run into trouble. Don't fret and worry about your problem. Instead, email me and let's discuss it. If you're not sure about a topic for an assignment or have trouble with a due date, just let me know. I'm flexible and happy to help.

3 - Have fun. Learning is about opening a new world of information, skills, and understandings. Many assignments encourage you to explore resources and brainstorm ideas. Don't think of the class discussions as painful homework. Think of them as a chance to interact with your colleagues about issues and ideas important to our profession.

MY JOB
My job is to help you successfully complete this course and expand your skills in information inquiry. I "live" on the Internet, so I'm happy to hold personal email discussions whenever you feel the need to talk. Feel free to email any time. I'll get back to you ASAP.

You'll hear from me again next weekend with another class update.

S574 Information Inquiry Update: Get Set...

Classes start Wednesday, so we can really get started any time. From now on, my emails will generally provide an overview of the required readings and assignments as well as suggestions and tips. Although I know these emails can get long, please read them. They will really help direct your activities for the week.

COURSEGUIDE
We'll use a Course Guide to guide you through the course. The course centers around four guides. Each Guide contains an introduction, readings and Trailblazer assignments, and a project. When you've worked your way through all four Guides you're done! We'll spend the first month of the course concentrating on Guide 1 focusing on personal information inquiry and the information process.

Go to Guide 1 - http://virtualinquiry.com/course/guide1.html
Begin working your way through the readings, exercises, and assignments (Trailblazers).

The Guide links to the course readings and provides the guidelines for all the requirements.

READINGS
At first, people are overwhelmed by all of the readings and links. You don't need to read everything... it's not possible. Instead use the icons and directions for guidance. Notice that it will tell you to explore, skim, or read the pages. The LEARN MORE links at the end of web pages are designed for reference as needed.

An EYE icon is used to identify essential readings. For more information on this idea of what to read versus what to skim, go to the bottom of the Requirements page - http://virtualinquiry.com/course/require.html#7

Remember, there are four course books in addition to the website, I'll refer to them as Callison, CC, Information Power, and Harada.

Keep in mind that the course reading assignments can be found in two places: the course calendar and the Guide pages. Here are your first set of readings that will be useful in addressing your first assignments:

Explore a dozen inquiries at the Exploratorium http://www.virtualinquiry.com/exploratorium/

Print Readings
Information Power: Chapter 1
BLUE BOOK: p. 1-35, 395-400
CC: Chapter 1

You can find an overview of the assignments in the Course Requirement page at http://virtualinquiry.com/course/require.html

DISCUSSION AREA - INTRODUCE YOURSELF ASSIGNMENT
Your first assignment is to enter Oncourse. Update your Oncourse Profile. Consider adding a photograph of yourself.

Also, go to the FORUM section and find the Introduce Yourself discussion. You should do this by Monday January 7. A complete description of this assignment can be found on the Course Requirement page at http://virtualinquiry.com/course/require.html#introduce

TRAILBLAZER ASSIGNMENTS
As you move through the Course Guide, you'll notice the Trailblazer activities. You're free to post these activities in Oncourse whenever you wish. It's a good idea to get ahead in case you get busy in other courses or at work! Generally you have 2-5 choices for posting your activity. You ONLY need to complete ONE of these assignments for EACH Trailblazer. Look for the matching Trailblazer activity in the FORUM area of Oncourse such as Trailblazer 1.1. You'll also need to respond to another student's posting for each activity. You do not need to reply in the same Trailblazer in which you posted. For example, you might post your assignment in Trailblazer 1.1: Transforming Assignments, but you might reply in Trailblazer 1.2: Levels of Inquiry.

Don't worry if you don't have experience as a teacher or librarian. Do your best making use of the readings and your life experiences to address the Trailblazers.

Your POSTING for the Trailblazer 1 assignment is due on Monday August 25. If you wish, you can take up to an additional week to make your REPLY.
Trailblazer 1 - http://virtualinquiry.com/course/guide1.html#tb1

Next, you will be working on:
Work on Trailblazer 2 (due September 8) - http://virtualinquiry.com/course/guide1.html#tb2

FONTS
If the fonts are too small to read in the the course materials or Oncourse, remember that you can enlarge the font in your browser.
In Firefox, go to the View menu and choose Text. In Explorer, choose Page and Zoom.

EMAIL UPDATES
The periodic emails will keep you up-to-date on things you should be doing for class and due dates. I'll also throw in some personal stuff to keep it interesting. I lead a pretty unique, strange, and interesting life. Feel free to share your life with me too. It makes some students feel more "connected".

I've already sent out one preliminary class email. Let me know if you missed it. Or, check out the class email archives at http://virtualinquiry.com/course/archives.html

I prefer to use my personal email for class interactions rather than Oncourse. My personal email is on almost "24/7" so I'll usually get back to you immediately. I often only check Oncourse once per day. However you're free to use the Oncourse mail with classmates if you prefer.

If you need me right away, check AOL. My AOL Buddy Name is eduscapes and I'm happy to IM (Instant Message) with you if I'm already online. You can download the AOL IM software for free at http://aim.aol.com I also have a web cam, so if you want to use AOL for a live video or audio chat, we can do that too!

You can also catch me at Oncourse Chat.

NO SYNCHRONOUS MEETINGS
There are no required face-to-face or scheduled chat sessions for this course. Many students enjoy taking an online course because they don't have to be in a particular place at a particular time. HOWEVER, this means that you're responsible for making your own personal schedule in order to meet the course requirements on time. Some people find that this the most difficult part of the course. You need self-discipline to be successful in distance learning.

Have a great week!

S574 Information Inquiry Update: Get Ready...

I think we're going to have an exciting semester! Since classes start next Wednsday, I thought I'd send out another preliminary email.

For people who've never taken an online course before, this will be a new, exciting, and occasionally confusing or frustrating experience. For those who've taken a course before, I hope your experiences with online courses have been positive.

Each of you comes to the course with a unique set of experiences. As you move through the course materials, be sure to email me if you find yourself lost or confused. It's my pleasure (as well as my job) to help. :-)

Regardless of whether you're interested in libraries, teaching, or simply life-long learning, we're going to have a great time!

The following materials will provide an overview to the framework for the course.

ONCOURSE
We use the university's Oncourse system to share ideas and post assignments. Go to http://oncourse.iu.edu, choose the LOGIN and enter your network username and password to enter the system. Then, choose this course.

There are many elements to OnCourseCL, but we're only going to use a few of the features:
The SYLLABUS links to all of the course materials.
The ROSTER shows the class list. You may wish to include a personal profile and photo so we can learn a little more about you.
The GRADEBOOK is a place where you can track your progress. If you lose a point, I'll provide a comment indicating the problem.
The MESSAGE CENTER contains a place to send and receive mail messages. You might want to check the settings. You can have these messages sent to your personal email if you wish.
The FORUM area where we'll be holding our TRAILBLAZER discussions. This area will also be used for posting general information and class introductions. We'll also use this area for our SCOUT postings and discussions. This is where you'll share your projects with peers in your interest area. You can choose whether you'd like to share with the Pre-K to Middle School group or the Middle School to Adult group. I've created separate areas so the discussion areas doesn't get so full.
The CHAT area can be used by anyone who would like to share in "real time" with anyone in the class. There are no required course chats.

COURSE MATERIALS
Here's a list of some of the most important course resources and links. It's also available under the Syllabus section in Oncourse. Oncourse can be SLOW much of the time. My suggestion is to open the course readings directly from your web browser. Only go to Oncourse when you want to interact with the forums.

Use the following links to complete the course requirements.

The Course Website. This page contains many online materials for the course. The course has both onsite and offsite reading assignments. A link to the Course Materials is in the upper right hand corner of this page.
http://virtualinquiry.com/

Course Materials. This section of the website takes you to all the course materials. A list of the materials can be found in the navigation bar on the left side of the screen.
http://virtualinquiry.com/course/index.htm

Syllabus. This page provides the course syllabus including the course materials, goals, requirements, grading policy, and special needs information.
http://virtualinquiry.com/course/syllabus.html

Calendar. This page provides the course calendar including the assignments and due pages. Notice that the calendar has three columns. The first column provides dates. The second column discusses the things you should be doing such as things to work on and read. The third column states the projects that are due.
http://virtualinquiry.com/course/calendar.html

Requirements. This page highlights the course assignments and activities.
http://virtualinquiry.com/course/require.html

Course Checklist. Contains a checklist of requirements.
http://virtualinquiry.com/course/checklist.html

Email Archives. This page contains the archives of the course announcements and email updates.
http://virtualinquiry.com/course/archives.html

Course Guide. The course is divided into four sections. This guide will take you through the course readings, assignments, and projects.
http://virtualinquiry.com/course/courseguide.html

LET'S START
soo... what now? If I were you, I'd read the syllabus and requirement pages first.

The requirement page contains information about a few introductory activities you need to complete. These activities will be posted in Oncourse. Then, print out the course checklist. Next, I'd go to the main Course Guide to get a feel for how the course materials are organized.

Finally, take a deep breath and relax. Once you get a handle on the materials, you can start rolling!

Check the Calendar and you'll notice that the first assignment is to go to Oncourse and Introduce Yourself.

COURSE READINGS
This is an exciting time to take this course. I've spent the past year combining materials from various sources and integrating the Callison and Preddy book readings. The downside is that you may find a few incomplete sections along the way. Over the next couple years, I plan to continue expanding the course materials. If you have suggestions, let me know!

VIDEO PASSWORD
You'll notice that many of the readings contain a video clip. Some of you have noticed that there's a password on the course videos.

The password is simply the word video.

If you have any trouble, let me know.

JUST FOR FUN
Do you need something fun and constructive to do during the break before we get started with class on next week?

1 - Learn something new. One of the themes for this semester is the idea of life long learning. Spend some time exploring the love of learning that brought you to education and libraries! Go to Google and spend some time searching for topics you never have time to explore. For example, I've also been exploring a historical diary from the early 1900s and The Spanish Influenza Epidemic of 1918. I've been eating organic foods. I've also been learning more about earthquakes and yoga. Are you interested in fly fishing, gardening, baking, or travel? Use this as your excuse to do some learning on your own.

2 - Set up an online tool for exploring the world around you. For example, go to iGoogle (http://www.google.com/ig) and set up a free account where you can set up your own favorite news and information resources. There are many of these services for news and bookmarks.

3 - Skim the Indiana’s Academic Standards for English/Language Arts, Social Studies, and Science (available online at http://www.doe.state.in.us/standards/welcome.html). Okay, so this won't be much fun. ;-)

4 - Read enGauge 21st Century Skills: Literacy in the Digital Age (2003) from NCREL (North Central Regional Educational Laboratory). (available online at http://www.ncrel.org/engauge/skills/skills.htm). This is a little more interesting than the standards. :-)

INSTRUCTOR INTRODUCTION
In the past, I've been a school library media specialist, computer teacher, and college professor in Iowa, Ohio, and Indiana. I know that we have a wide variety of students in this course. Some have teaching experience and/or library experience, while others are new to the library and/or education field. I look forward to learning more about you!

I love teaching online courses and exploring the world around us. I'm a new kind of professor. I teach full-time at IUPUI, but I don't live in Indiana. We live all over North America, traveling in our motorhome. We're currently in the process of building a "home base" in southern Utah, so we'll probably hang out here for the semester. Don't worry about trying to find me, I'm online, all-day, everyday, most days using the satellite dish on our motorhome.

In the past, I included photos in my email updates, but some people had trouble downloading them. As a result, I'll just include a link to my website with fun personal and professional updates. I try to keep it up to date. If you want to keep up with our adventures or learn more about me, check out http://www.eduscapes.com/lamb/

I look forward to having you in e-class. Be sure to email me if you have questions. I'm online all the time, so I can normally get right back to you with an answer.

S574 Information Inquiry Update: Welcome!

Welcome to S574 Information Inquiry for Teachers!

Some of you are on a summer break and others are hard at work. I thought I'd send a quick overview of the course for people who would like a little head start. In particular, you might want to order the books, so they are ready when class starts in a couple weeks.

Although I've already been in contact with many of you, I haven't gotten email from a few of you. If you haven't emailed me with the email address you'd like to use for this course, please reply to this email. Thanks! :-)

I'll be sending a few emails over the next couple weeks before classes get started with some preliminary course materials. Here's some course information that will get you started.

NO MEETINGS
There are NO required face-to-face or virtual meetings. However we'll all get started working together online as a class around Wednesday August 20. :-)

ONCOURSE DISCUSSIONS
We'll be using the Oncourse system for class discussions and posting class projects. You'll need an IU or IUPUI account to access the Oncourse materials for class discussions at http://oncourse.iu.edu/

The Oncourse materials are ready.

COURSE UPDATES
In addition to using Oncourse, I like to keep in touch by email. I'll be sending email updates regularly. If you'd prefer to receive them at a different address, please let me know.

THE COURSE TEXTBOOKS
There are lots of readings for this course. Although many of the readings are online, there are three REQUIRED textbooks for class. There are also two optional books.

I'd suggest that you order the books for class right away. I recommend purchasing the Callison and Stripling books through Libraries Unlimited online. You'll get them MUCH faster and probably cheaper than using Amazon. You can also get them through the IUPUI bookstore.

Callison, Daniel & Preddy, Leslie (2006). The Blue Book on Information Age Inquiry, Instruction, & Literacy.
Order Information
1) Go to the IUPUI bookstore.
2) You can order directly from Libraries Unlimited, 1-800-225-5800.
3) Go to Amazon (can be slow)

Curriculum Connections through the Library (2003). Barbara K. Stripling & Sandra Hughes-Hassell (Eds.). Westport, Connecticut: Libraries Unlimited ISBN 1-56308-973-4
Order Information
There are three ways to get the book:
1) Go to the IUPUI bookstore.
2) You can order directly from Libraries Unlimited, 1-800-225-5800.
3) Go to Amazon (can be slow)

Information Power: Building Partnership for Learning (1998). Chicago: American Library Association. ISBN: 0-8389-3470-6
Many of you may own this from other SLIS courses. We will be concentrating on Part One focusing on Information Literacy Standards for Student Learning.
Order Information
There are four ways to get the book
1) Go to the IUPUI bookstore.
2) Order from ALA online at http://www.alastore.ala.org/ or by phone at 1-866-746-7252
3) Order from AECT online at http://aect.org
4) Go to Amazon (can be slow)

OPTIONAL READINGS
There are no required readings in these books:

Harada, Violet H. & Yoshina, Joan M. (2004). Inquiry Learning through Librarian -Teacher Partnerships. Worthington, Ohio: Linworth Publishing. ISBN 1-58683-134-8
Order Information
There are two ways to get the book:
1) Go to the IUPUI bookstore.
2) You can order directly from Linworth (http://www.linworth.com/), 800.786.5017.
3) Go to Amazon (can be slow)

Kuhlthau, Carol, Maniotes, Leslie K., and Caspari, Ann K. Guided Inquiry: Learning in the 21st Century. Westport, Connecticut: Libraries Unlimited. 2007.

COURSE INSTRUCTOR
I love teaching online courses and exploring the world around us. If you'd like to learn more about me, go to http://eduscapes.com/lamb

THE COURSE
If you're feeling excited, frustrated, confused, anxious, enthusiastic, happy, or any other emotion about this course, you're normal. Online courses are a great alternative to traditional, face-to-face courses, but it takes a little time to get comfortable.

If you have questions, be sure to e-ask (as in email me). I'm happy to help!

I'll be sending another update next week, so I'll e-see you again soon.