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 three parts (Guide 1, Guide 2, Guide 3) 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

You should have received the following message through email. If you didn't get this email, please email me with your current email address so I can add you to the class list.

I've created a separate page for the master list of blog addresses for Project 1. Go to Class Blog Addresses. The blog addresses have been updated.

Class Update: March 17

It's Spring Break!
Nothing New... Nothing Due
Larry and I are going to spend a few days in Death Valley enjoying the spring wildflowers. We will be away from our computers from Sunday March 14 through Thursday March 18. Don't expect a response until Friday March 19.

DUE
Work on your Trailblazers and Project.
Trailblazer 6 Reply is due Monday March 22.
Trailblazer 7 is due Monday March 22.

WIKISPACES

I'll be away from my computer Sunday through Thursday. If you plan to work on Project 2, I'd recommend joining wikispaces before I leave Saturday. Go to http://virtualinquiry.wikispaces.com/ and click JOIN THIS SPACE. Or, you can create your own space and link to mine.

TRAILBLAZER 5 DEBRIEFING
This trailblazer was about critical and creative thinking, motivation, and visualizing information inquiry. For some people, a concept map, comic, or other visual helps provide the big picture of a process.

It's always fun to read the activities you come up with for the critical and creative thinking assignment. Creativity is directly related to motivation and the joy of learning. Many of the assignments we remember best are those that involved flexibility, independent thought, and creativity. As you incorporate creative elements, focus on innovative experiences and opportunities for young people to create unique content. In other words, simply asking students to do a presentation instead of a report isn't very creative. Instead, think about the "content" and "context" of the report or presentation. How can you make these elements creative? For instance, inventing a character based on a historical photography, then combining historical facts with imagination to write a historical fiction story brings this time period alive.

Motivation is closely tied to creativity. Unfortunately, young people have gotten so accustomed to ignoring their creative side that they're often reluctant to jump into activities that could be fun. In other words, they're rather just write down an answer and move on. Many of you had great ideas for "waking up" young people to the joy of learning.

The key is differentiation... understanding that each individual has a unique way of thinking and understanding. The more we can model the process and help young people as well as peer teachers see the "big picture" of inquiry, the more likely they are to become engaged in the learning experience.

Many of you seemed to enjoy using Comic Life. This a great tool for many different kinds of projects. It's also an inexpensive software package to buy for your school or library.

Also be sure to check the great Linkages example. This type of thinking and visual presentation is a great metacognitive activity.

Class Update: March 6

Hey everyone -

I'll keep this short.

DUE
Trailblazer 6 is due Monday March 8.

Project 2 is due Monday March 29.

READINGS
It's important that teacher librarians are involved with all aspects of the teaching and learning process. While most grades are given by classroom teachers, media specialists can still play an important role in assessment.

Read Assessment http://virtualinquiry.com/specialist/assessment.htm
Reading the subsections: Checklist, Conferencing, Student Journals, Portfolios, Rubrics, Professional Assessment.
Read BLUE BOOK: p. 476-482, 489-495, 516-522, 536-538
Read Information Power: Appendix E
Read CC: Chapter 8

Class Update: February 27

Howdy everyone -

I'm heading to a conference in Seattle next (March 2-6) Tuesday through Saturday. I should have Internet access, however if it takes a while to reply to messages you'll know why.

READINGS
This week we'll focus on assignments. The key to learning is engaging young people in motivating activities that ask students to acquire and practice new skills through authentic experiences and share their understandings in meaningful ways.

Read Assignment: http://virtualinquiry.com/specialist/assignment.htm

Reading the subsections: Audience Analysis, Bias, Concept Map, Evidence, Figurative Language, Idea Strategies, Information Search Strategies, Interview, Note-Taking, Nonfiction Reading, Oral History,Organizers, Plagiarism, Primary Sources, Questioning, Story, Student Products, Student-Talk, Synthesis, Technology, Textbook, Time on Task.

Read BLUE BOOK: p. 275-291, 303-306, 328-333, 369-394, 401-410, 442-460, 470-475, 480-488, 502-509, 531-535, 539-573

DUE
Remember to post your reply for Trailblazer 5 by Monday March 1.

Project 2 is also due Monday March 29. Then, you'll have one week to make your additions.

Keep in mind that the most important aspect of the project is demonstrating that you understand how students mature as information inquirers and thinkers from one grade level or age to another. You show this change through your two lessons.

It looks like many of you have gotten into Wikispaces and begun posting. Everything looks great so far. Be sure to let me know if you run into trouble.

Please get your free wikispaces account and JOIN OUR SPACE (or try to EDIT THIS PAGE of our class space and add your topic and name) in the next couple days. DO NOT WAIT until when it's due because I need to accept your membership for you to make the link on the entry page.

Also, remember that after posting your Project, you're NOT done!
You need to use the wiki DISCUSSION tab to provide feedback to a classmate. You also need to add a SUBSTANTIAL ADDITION to a peer's page. These are due by Monday April 5.

TRAILBLAZER 4 DEBRIEFING
I've finished grading Trailblazer 4.

Trailblazer 4 was about two things: standards and collaboration. The key was not just stating the standards, but convincing teachers that information skills are an essential part of the entire school curriculum. To do this, you needed to do much more than simply stress the importance of the standards. Teachers are well-aware of their importance and most have spent the past few years revising curriculum to address them for state testing. The key is to find other ways to motivate and convince teachers. Some of you had great ideas. I recommend that you go back and skim these powerful ideas.

The past decade many schools have focused on creating curriculum maps to visualize the curriculum, activities, resources, and scope/sequence. It's essential that teacher librarians be involved in the evolution of these documents. Some schools are sharing these documents using tools such as Google Docs so they can easily be updated and expanded. Look for ways to work with teachers to enhance and expand their infusion of information skills and inquiry across the curriculum.

PERSONAL RANT AND COMMENTARY
A couple years ago a student asked me about NCLB and standards... where did they come from and where are we going? The following rant is simplistic and cynical, but I thought some of you would enjoy it... Here's my reply:

The standards movement and No Child Left Behind is just the latest cycle in education. We've always had some degree of testing. When I was young in the early 1960s, I took the Iowa Test of Basic Skills in Iowa. I also took the ACT and SAT. They were just a few of the many tools that schools and parents could use as a self-check. In the 1960s and early 1970s we went through an interesting time of discovery learning with a lot of focus on individual learners and interdisciplinary approaches... then in the 70s, we moved to competency-based learning focusing on teaching specific skills. "Programmed instruction" and many new companies came along with step-by-step learning products and early computer drills and practice that were based on specific learning outcomes (standards). This was fine for some kids, but really stomped creativity in others. In the early 80s a report called NATION AT RISK came out around the same time the book Why Johnny Can't Read came out, so we were "Back to the Basics" again. The late 80s brought the focus on Information Inquiry and Information Skills and the 1990s, brought whole language learning, WebQuest and constructivism foci. It was a wonderful time filled with differentiated instruction, exploration, and a passion for learning. The big education companies REALLY didn't like this approach because it emphasized trade books, free inquiry, and free Web-based resources... so they started supporting legislation that would mandate rigid standards... and books they could sell that would "teach to those standards"... Both aisles of Congress thought education was a good rallying cry so they supported NCLB. Unfortunately, in most cases it means that schools are focusing on low-level re-mediation for low-level skills, stifles creativity, and promotes stress in teachers.... oh, and companies "on the list" make lots of money. The good thing that came out of the recent movement was a "wake up call" for a few poor schools and teachers... we could have handled that in a couple years and gone back to learning... but it's hung on for much longer than expected. If you stay around education long enough you'll see many more cycles. The easiest way to anticipate the next cycle is to look at the publications of ASCD (Association for Supervision and Curriculum Development - http://ascd.org/ Local and state administrators like to use these publications and approaches for the "next round" of professional development activities.

The good news is that most schools have done all they can to "increase test scores" and School Improvement Plans are starting to emphasize a shift from low-level to higher-level thinking. In other words, the standards aren't the problem, it's the focus on a "test" as the sole indicator of success or failure. Many schools are revisiting inquiry-based learning, problem solving, and higher order thinking within the context of going beyond the basic standards provided by each state. I'm also seeing more of an emphasis on focusing on changes where they're needed. For instance, urban schools have very different needs than rural schools.

The shift from mindless "test taking" to nurturing a generation of artists, thinkers, and scientists is coming... just hold on. You're entering the profession at a great time. We need forwarding thinking media specialists to lead this new movement. Although the job situation might not look great right now, we're simply in downside of a cycle that is bound to turn around.

Special Update: February 25

American Library Association has changed their website AGAIN. I'm trying to keep links up-to-date, but it's become difficult to catch up.

I've updated the links for the Trailblazer 6.3: Changing Roles option. If you're still getting broken links for this assignment, try clicking RELOAD or REFRESH in your browser.

Please let me know when you find broken links. Particularly in required readings and assignments.

Thanks!

Class Update: February 20

I'm ready for Spring, but unfortunately it's still wintery here in southern Utah!

DUE

Trailblazer 5 is due Monday February 22.
Also, remember to post your reply for Trailblazer 4. It's also due Monday February 22.

You should be working on Project 2. PLAN AHEAD. You need to JOIN THE WIKISPACE before you can add your page. I need to approval your membership in a group and it can take a few hours.

Project 2 should be posted ON THE WIKISPACE rather than in the OnCourse forum. It should be posted by Monday March 29.
You have one week to make the required wiki edits and discussion tab additions. These must be posted by Monday April 5.

If you've never used Wikispaces, be sure to read the directions in the Project 2 guideline.

READINGS
We've spent the past three weeks focusing on students. Now, it's time to move into a new section of the course: Instructional Specialists. Although the library media specialist is often specifically trained in the area of facilitating inquiry, all instructional specialists including teachers, parents, and support staff should feel confident in supporting student inquiry.

This is a heavy reading week.

Read BLUE BOOK: 131-169, 322-327, 378-380, 461-469
Read Information Power: Chapter 3 (optional)
Read CC: Chapter 5, 6, 9, 10, 11

Over the past thirty years there's been a lot of talk about learning styles. However the research doesn't always keep up with the theories. Read http://www.eschoolnews.com/2010/01/08/study-stop-funding-learning-styles/

PROJECT 1 DEBRIEFING
I really enjoyed reading your blogs and exploring your products. I found myself spending much more time than I had anticipated. It is like reading exciting, page-turning adventure novels.. okay maybe not that exciting, but very interesting! I kept getting sidetracked exploring your links, resources, and interesting topics. Everyone should have received a personal email with their comments. The numeric grade can be found in the Oncourse gradebook.

We had a huge variety of topics. Although some of you had lots of prior experience locating, evaluating, and using information, many of our patrons and students lack these experiences. As you reflect on the process, consider those areas where students would have difficulties. Also, think about what kinds of activities and lessons would help students deal with these frustrations. Consider incorporating some of these feeling and ideas into meaningful student activities for your projects ;-)

Thanks to everyone for sharing your insights and ideas with others through the blog comments. They were interesting to read and very helpful for your classmates! Recording all the comments took a long time. I need to wait until I get through all the blogs and check that everyone has made postings, before I can send out grades.

I was also happy to see how many of you saw value in conducting an inquiry over time. Rarely do young people get the opportunity for reflection, fresh perspectives, and looking at the process over a period of time. The advantage of journaling or blogging is that you can go back and see the process.

Many of you expressed the recursive nature of the inquiry process with statements like "quick rewind to my wondering phase" or "I thought I was done weaving, but I'm back at the loom." I was happy to see how many of you discussed the importance of viewing information inquiry as a recursive process where you often go back and revisit earlier steps along the way. I bet many of you could now develop your own personal model of information inquiry to help guide your students through inquiry.

It was great to see so many of you connecting your experiences to those of young people and really thinking about how to facilitate inquiry processes of children.

I could tell that many of you didn't read my updated about the importance of incorporating the professional citations. Although many of you missed points in this areas, there were a few outstanding examples of infusing the writing of Callison, Kuhlthau, and others into your blog.

It was good to hear that so many of you enjoyed being able to select and explore your own topics. A number of you commented about how much you learned about the Information Inquiry process by going through the process yourself. Remember....

Fun, Meaningful Topic + Process Approach = Learning

I hope everyone remembers their experiences the next time you hear that a teacher is "assigning a term paper". Are students really learning to be "thinkers" or will students just "copy stuff" the night before it's due? Whether it's a self-selected topic or a teacher-assigned topic, how will you help students at each stage of the inquiry process?

I know it was awkward to think about standards at the end of this project. I know that a few people had a hard time with the standards connection. However, I feel it's important. We need to be able to convince students that EVERYTHING is connected to standards. In other words, school and life shouldn't be separate. The things we teach in school are much more meaningful if they can be connected to the outside world. I noticed that many of you were surprised at how well "fun" topics can connect to "school" topics.

BLOGGING FOR STUDENTS
Now that you've had a blog experience, consider how they could be used with students.

If you really got into the blog idea, consider integrating this type of activity into your classroom. For more information, check out my blog workshop at http://escrapbooking.com/blogging/

Consider having your K12 students create blogs. The key to blogging is looking at levels of control. In other words, you can install software on your school web server such as the open source Word Press (http://wordpress.com/) and have total control. You could set it up so that it's on your intranet and only people inside the network could see it. You can even set it up so that only the person keeping the log has access.

Another option is to use the password restrictions on most blogging software. This allows the blogger to indicate who can post comments. You can set it up so that certain users can post comments or everyone.

PROJECT 2
It's more than a month until Project 2 is due, but you need to start now. This project will take some thinking, planning, and creating.

Here are a few ideas as you work on Project 2.

Project 2 is something that a prospective employer would expect to find in your portfolio. It should be your BEST work in terms of your vision of a rich, learning experience for students related to information inquiry. It will also be the most difficult for those of you with no teaching experience. The toughest part may be identifying the needs of children and young adults at different grade levels.

I WILL NOT be strict when evaluating the appropriateness for the particular grade level, since many of you don't have experiences teaching.

I WILL be strict when looking at your comparison of the two lessons. Do the levels show an expectation that students are maturing between the two assignments? How? Are you asking for a more complex or higher level information skill of the higher level students? If show, provide examples.

Keys to an effective project:

1 - Keep in mind that you are creating lessons for 2 different grade levels and then comparing the lessons in terms of student needs and development. Be sure to review the ideas provided on the Student Maturation pages at http://virtualinquiry.com/scientist/scientist3.htm

2 - Be sure to focus on the combination of content area standard(s) and information standard(s). In other words, DO NOT develop a lesson that teaches "library skills" in isolation. Instead consider how information inquiry can be integrated into the traditional curriculum areas (i.e., social studies, science, health, language arts, math, etc.) and if possible the "real world". It's helpful for comparison if your "information standard" is similar for both grade levels so you can show how you're expecting a higher level or "website evaluation," "use of citation," "complexity of questioning", etc. at the higher level.

PROJECT 2 HELP FOR NON-TEACHERS
You can download the PDFs for each subject area and it will provide standards for each subject for each grade level.
http://dc.doe.in.gov/Standards/AcademicStandards/PrintLibrary/ILS_Correlations.shtml

We'll be dealing more with lesson planning later, but for those who would like some ideas, go to http://thinkfinity.org/

Have a great week!

Class Update: February 13

Happy Valentine's Day Weekend!

This email is chuck-full of important information, please don't skim it. Read it. Thanks!

DUE
Trailblazer 4 is due Monday February 15. We're half way done with Trailblazers!

Grades for Trailblazers 1-3 have also been posted in the Oncourse Gradebook.

I'm still in the process of grading Project 1. Those grades should be posted early next week. I'll send you an email and let you know.

TRAILBLAZERS
Thanks for all your hard work on the project and your Trailblazer assignments. I know this is a time-consuming course, but I can tell you're learning a lot through your readings and discussions. As you can tell, I stay out of the discussions because I don't want to sidetrack or inhibit your postings. However if there are any issues you'd like to discuss with me personally, feel free to contact me and we can email about your concerns.

TRAILBLAZER 3 DEBRIEFING
Many of you did an excellent job with the "letter" assignment. I particularly liked the articles that really reflected the needs of their audience. There were some interesting conversations about the importance of striking the right tone with parents. There must be a balance between the need for authoritative information and practical approaches.

Ask yourself: What do parents really need to understand? I felt that the postings that avoided "buzzwords" and provided specific, topical examples were the most effective. Writing for school and parent newsletters is a wonderful way to promote the mission of the school library media program.

Also, as you think about the teaching and learning environment remember that the focus should be on "facilitating" inquiry not "teaching" inquiry. The information process and models aren't effective without a meaningful context. Learners need to be engaged and guided through the process. Teaching isolated "information skills" isn't effective. Young people need to develop the skills and be able to apply them inside and outside of formal school situations.

Many of you chose to explore visual literacy and provided many great ideas for integrating graphic resources such as maps, photos, drawings, and diagrams into the classroom. However keep in mind that developing literacy in young people involves more than just using these resources in teaching. Connect these resources to high level thinking and the development of graphic skills. For instance, young people need to be able to explain how data can be misrepresented in charts and graphs, identify elements of a historical photo that reflect the time when the photo was taken, or create a diagram showing how gears work. In other words, convincing a teacher to focus on visual literacy is much more than using pictures to motivate teens. It's a change in philosophy about what's important in terms of content and skills development.

It was interesting to read the discussion about "turf wars." Although some of the issues have changed, many of these issues have been around since computers were introduced to schools nearly 30 years ago.

FUTURE TRAILBLAZERS
Be sure to address ALL of the requirements discussed in the Trailblazers to get full points. For example, be sure to provide a specific example for your discussions. I know some of you don't have teaching experience, but please do your best. You might even extend the example into the school, public library, museum, or nature setting.

Read the guidelines for these carefully, they have a number of questions and elements that you need to cover.

Although the Trailblazers ask you to focus on specific topics, models, or subject areas, be sure you explore all the readings. They will be helpful in providing a "big picture" of information inquiry.

Here are a couple suggestions for future assignments:
1. Be sure to read the Trailblazer assignments carefully. You must address all aspects of the assignment to get the 2 posting points.
2. Please proof-read your Trailblazer before posting it to Oncourse. This is particularly important when creating a letter to parents or newsletter for the community. You may wish to create your posting in Word and run a spell-check, then copy it into Oncourse. Don't think of this as "picky"... think of it as "professional."

STUDENT INFORMATION SCIENTISTS and INSTRUCTIONAL SPECIALISTS
Now that you're done with Project 1, it's time to jump into the readings and assignments related to second phase of the course and Project 2 - Inquiry-based Learning.

Read CourseQuest - Guide 2: The Student Information Scientist and Instructional Specialist
http://virtualinquiry.com/course/guide2.html

READINGS
As you read about the grade level standards for subject areas a few weeks ago, you may have noticed that many topics are covered over and over again. Is this really necessary? The key to helping students mature as information scientists is viewing each learning experience as a way to help students mature as thinkers and inquirers. In other words, although we may visit the same content at different points in a child's academic career, it's our job to help them view each experience with new eyes. On other words, very young children may only see an issue from two sides, while older children will begin to recognize multiple perspectives. While elementary children may see all adults as equal sources of information, teens begin to understand the authority of experts and need to carefully select data sources. As you explore the readings this week, think about how young people mature as information scientists. Also, consider how you can work with teachers to ensure that young people are becoming increasingly information fluent as they move through school.

There's also an optional reading... read the book Inquiry Learning through Librarian -Teacher Partnerships by Harada & Yoshina. It's a great, practical book and a quick read!

PROJECT 2
Although you'll have another month before it's due, it's time to start thinking about Project 2. Keep in mind that this assignment is worth 30 points. It will take time to complete, so start early. Remember, I grade based on the EVALUATION CRITERIA only. Be sure to read it carefully.

Review the requirements for Project 2: Inquiry-based Learning - http://virtualinquiry.com/course/guide2.html#pr2

Design inquiry-based learning experiences for TWO DIFFERENT grade levels of children or young adults. A learning experience is much more than simply a lecture and worksheet. You should provide a real-world connection that students will find interesting and meaningful.

This project will involve adding to a class wiki. Directions are provided on the project requirements page.
This wiki is available at http://virtualinquiry.wikispaces.com/

This assignment will be completed in three parts:

First, your project will contain the following elements: inquiry skill, overview, collaboration, teaching materials, student materials and more. It will also contain a lesson comparison. This will all be posted on a wiki page(s).

Second, you will have a week to provide feedback to a peer in the wiki using the DISCUSSION TAB.

Third, you will be making a substantial contribution to the wiki page of a classmate.

Don't worry, you don't need to be an expert in making lesson plans. Every school uses a slightly different format, so I encourage you to get to know lots of different ways to planning. In addition, different subject areas sometimes like different formats. If you'd like to work ahead a little on the readings, you'll find more resources related to planning in the Instructional Specialist section of the course
http://www.virtualinquiry.com/specialist/index.htm

Keep in mind that many of the students in the class don't have teaching experience, so I don't expect perfection in terms of planning. Instead, I'm more interested in your thinking about the role of information inquiry in the lives of young people and how the assignments you design reach that goal and reflect the needs of children at 2 different ages.

Also keep in mind, in most cases a media specialist will be collaborating on the creation of lesson plans. It's an important skill to be able to collaborate and ask questions. Generally, you'll need to be flexible enough to work with a teacher and integrate your ideas into a format that makes them most comfortable.

If you want to see examples of excellent lessons, do some searches in Thinkfinity/Marcopolo at http://www.thinkfinitysearch.org/MPSearch/Basic_Search.asp

PROJECT TOPICS
Our class contains students with a wide variety of professional interests. As you think ahead to your other class projects, let me know if you have concerns about developing a project that's meaningful to you in your professional area of interest. I'm happy to work with you in order to adapt the project to fit your needs.

Special Update: Project 1 Extension

I'll be out of town the next several days and won't begin grading Project 1 until Thursday. I've granted a number of extensions already, so I might as well give everyone the same break.

I'm extending the deadline for Project 1 until Midnight Wednesday evening. This will give everyone a little breathing room. Keep in mind that if you'd like to add more depth to any of your postings, consider adding a comment to your own posting with additional examples, references to the literature, etc.

Be sure to go back over the project guidelines to be sure you've covered the requirements.

Class Update: February 6

The semester is rolling along, it's time to spend a few hours finishing up Project 1!

DUE
Remember that PROJECT 1: PERSONAL INQUIRY is due Monday February 8.
Please post in the Oncourse Scouts: Cohort Group Discussions: Project 1 discussion area when it's ready to grade.
Also, remember that you need to be posting comments on the blogs of your peers. These are due on Monday February 8 also.

Be sure to post a Trailblazer 3 reply by Monday February 8.
Trailblazer 4 is due Monday February 15.

READINGS
This week the focus is on understanding your learners. From being aware of the interests of young people to addressing the individual needs of children with different learning styles, it's essential that educators are able to differentiate the learning environment to help each child reach their potential. Although the government has connected the phrase "No Child Left Behind" to basic standards, I believe the true meaning of this phrase relates to looking at each child as an individual and challenging his or her thinking at the very highest levels. Far BEYOND the standards, our job is to stimulate the critical and creative thinking of our future artists, scientists, historians, carpenters, doctors, diplomats, and prepare them to be active, intelligent global citizens.

Read BLUE BOOK: p. 334-339, 349-353, 363-368, 381-386, 431-436

TRAILBLAZER 2 DEBRIEFING
I've graded the Trailblazer 2 postings. You can find your grade in the Oncourse Gradebook.

Now that you've spent a couple weeks exploring the inquiry models, what do you think?

It was interesting to read your comparisons of the models and the steps. I found it particularly fascinating that some of you came up with different ideas on whether the model was information search and use or information inquiry. In some cases, the differences relate to applications of the model rather than the model itself. Keep in mind that you can adapt components of different models to come up with something that will meet the needs of a particular group.

Also, remember that the models weren't developed with "information search" vs "inquiry" in mind. The categories are simply a way to categorize for analysis. There's not a "right" answer and people disagree on where some of the models should be placed.

Here's my view. The inquiry models can be used for information search and use. However the inquiry models go BEYOND search and use. They encourage the self-directed investigation that happens in everyday life beyond focused problem solving. For instance the idea of "watching and wondering" isn't integral to the information search and use models. Watching and Wondering promote self-reflection, curiosity, and the creative side of information inquiry.

So.. rather than thinking about two categories, consider a spectrum that goes from traditional report writing, Q&A, and problem solving (very teacher directed) TO flexible, recursive, free-thinking inquiry (very child-centered).

Personally, I don't think there's a single "best" model. Instead, there are many different perspectives on the most effective, efficient, or appealing way to present the idea to teachers and students. I tend to agree with Callison that there are a few "basic components" of information inquiry that can be found in nearly all the models. I also think that it's important to focus on both the "process" and the "product." In some cases, students and teachers may place more emphasis on process or product, but they both are important in developing life-long learners.

Finally, I think the dynamic aspect of information inquiry is critical. Rather than thinking of it as a linear process, I prefer words like recursive process, cycle, reflective, ongoing, and interactive. In the "real world," the process is depends on many factors including motivation, assignments, time, resources, and grades. When the end product is a decision about a major purchase, having a baby, or elective surgery, the time you spend evaluating resources, synthesizing information, and going back to ask additional questions and gather more information is likely to be very different from choosing a weekend vacation or writing a term paper.

I was happy that so many of you associated the "levels of inquiry" with the models. The usefulness of any model depends on how it is implemented. For instance, a WebQuest can be designed for free inquiry, but it can also be very controlled. It depends on the needs of the person designing the project and the media specialist or classroom teacher adapting the project.

I was impressed by how many of you talked about the value of reflection and recursion in a model. As you're finding with your personal inquiries, in the "real world" you don't follow a strict step-by-step model for inquiry... you revisit steps like exploration, questioning, assimilation, inference, and reflection over and over again.

Many of you also pointed out the importance of scaffolding... providing resources to assist young people in their inquiry. From anticipation guides and website resources to charts and diagrams, young people often need support whether doing free inquiry or controlled activities.

Keep in mind that the goal is to ultimately let young people fly on their own. Models are designed to help young inquirers keep on track. Without some guidance, many students will become frustrated and flounder. As media specialists we need to find ways to provide the most effective help at the best time to facilitate learning. The balance between freedom and control is very delicate.

When students are outside the school setting, they may not think about the Big6 or the 8Ws, but their experiences with inquiry will hopefully transfer so they are independent explorers, thinkers, and decision makers using whatever process works best for them.

FINAL CHECK OF PROJECT 1
It will take a while to grade all of the projects. I will provide specific feedback based on the grading checklist.

If you run into last minute emergencies, problems, or really juicy excuses, let me know. Please don't stress out. If you need an extra day or two, just email me so I don't worry about you. However keep in mind that the class keeps rolling on, so it's important to stick to the due dates.

PROJECT 1: WRAPPING - WAVING - WISHING
Before you jump to the end of your project, slow down and take time to move through wrapping, waving, and wishing.

WRAPPING ---- Once you've collected, analyzed, and synthesized your information, it's time to think about how you'll share what you've learned. Wrapping is about making a decision, reaching a conclusion, bringing ideas together, and often involves creating a final product that reflects what you've learned. This product can be personal in nature such as a list of strategies for handling a personal problem. Your product doesn't need to be high tech... it could be a birdwatching field guide you create in Word. Or, it could be a public product such as a PowerPoint presentation for students or parents, web page, scrapbook, or poster. You need some way to share your product electronically, so if you do something tangible (like refinishing a table) you can send digital pictures.

Be sure to write about the wrapping process, rather than simply posting your product. How did you go about making the decision about a product? What steps were involved in creating a final product?

WAVING ---- Think about who needs to know about your inquiry. How will you share it with the world? It may be a personal project that you'd like to share with your family. Or, maybe it's something that should be shared with the world through social activism or an email to someone far away. For young people in a traditional classroom setting, waving can be very motivating. It may involve sharing with peers or reaching outside the classroom to help with a local service project or present at a 4H fair. Consider ways that you can facilitate waving with young people.

WISHING ---- So... what did you think? How did it go? Be sure to address the specific questions in the course guidelines. Also, use this opportunity to think about the role of inquiry in your life. Is it time to rethink how you're spending your personal and professional time so you have more opportunities for life long learner?

PROJECT 1: FINAL THOUGHTS
Some people are concentrating very hard on the "final product" aspect of the Personal Inquiry and skimming over what I consider to be the most important part, the specific steps in the process. It's not too late to go back through your blog. You can even add comments to your own entries if you find areas where you'd like to add a reflection or personal connection. For example, be sure that you've connected Professional Literature (i.e., Callison and other readings) to each step in your inquiry.

When you look at the evaluation checklist (http://virtualinquiry.com/course/guide1.html#pr1), you'll notice that most of the points are related the "narrative" in your blog where you discuss your experiences completing the personal inquiry. This blog is critical for this class because it describes the process of how you, personally, moved through the information process (i.e., selected your topic, developed questions, used resources, synthesized information, came up with a product idea).

To officially turn in your project, you MUST post a message in Oncourse. Be sure to provide the weblink/URL of your blog and your product. Many of you will be posting your product right in your blog, but some of you will be attaching a product such as Word file or PowerPoint presentation in your OnCourse Workspace, GoogleSites, or another space. It's up to you. BE SURE to check your final product on another computer to be sure that was uploaded properly and can be viewed by others.

COMMENTING ON PEER BLOGS
Check the master list of class blogs at http://virtualinquiry.com/course/archivesblogs.html
One of the requirements for Project 1 is to make some comments on the blogs of your peers. These comments should be made on their blog rather than in Oncourse. These comments can be to their topic or the inquiry process.

Remember to ALLOW comments in your blog. If you wish to comment on a blog that doesn't have the comments open, it's okay to place a comment in the Scouts: Cohort Groups: PROJECT 1 area of Oncourse. If you prefer to send more personal feedback, it's okay to email the person through Oncourse email. Just CC me so I can be sure to give you credit.

PERSONAL

I'm headed to Louisiana to work with a school district Monday and Tuesday. I should be online, but it may take a few extra hours to reply.

Class Update: January 30

Howdy Folks!

DUE
Remember, you have one week to post a reply for Trailblazer 2. It's due Monday February 1.

Trailblazer 3 is due Monday February 1.

Project 1 is due Monday February 8, but you MUST be working on it now.

Keep in mind that you should comment directly on the blogs of your peers. You may need to get a free google/blogger or edublog account to comment to your peers. Don't wait until the last minute.

STUDENT INFORMATION SCIENTISTS
It's time to move into the second section of the class website: Student Information Scientists.

To work effectively with young people, it's important to understand them as novice inquirers. We often talk about putting our students at the center of learning.
What can we do to help facilitate student inquiry?
How do we help each child grow as an information scientist?
How are these young thinkers like and unlike an expert information scientist?
What are their interests and needs?

The next few weeks we'll be focusing on how young people mature as information scientists.

Read
Student Inquirers - http://virtualinquiry.com/scientist/scientist0.htm
Professional Information Scientists - http://virtualinquiry.com/scientist/scientist1.htm
Expert vs Novice Information Scientists - http://virtualinquiry.com/scientist/scientist1a.htm
Student Information Scientists - http://virtualinquiry.com/scientist/scientist2.htm

Read BLUE BOOK: p. 170-183 and CC Chapters 3 & 4

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!

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.

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: WEBBING - WIGGLING - WEAVING
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.

Don't just throw these three phases together. They're distinct activities within your inquiry.

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.

WEAVING ---- Students of all ages seem to have the most trouble with synthesis. Rather than really thinking and weaving ideas together, students often create a patchwork of copied quotes, while adult often choose a quick answer. Consider ways to transform all these ideas into meaningful knowledge. This is the stage where we move from random pieces of data and information to ideas that become knowledge and maybe even wisdom.

Consider ways to effectively organize your ideas in a concept map, chart, table on paper or using computer software such as Inspiration, Word, or other method.

Think about information you can COMPARE, ORGANIZE, ANALYZE, and SYNTHESIZE. How are these four words alike and different? What do these words mean to you? How do they help you make sense of the information you've collected?

Is it time to go back and revise your original questions and seeking more information? Or, are you ready to think about a product of your inquiry? Remember, inquiry is a recursive process. You may revisit the steps over and over before heading for the last couple phases.

Don't just tell me what you're thinking... SHOW ME examples, charts, lists of ideas... Remember, you can create a "screen shot" graphic from any program or website. This is a great way to share your experiences with exploring the web or trying a software package.

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?

PROJECT 1: 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 edit details and check "Display to PUBLIC". 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.

COOL TOOL
Google Docs has added a presentation tool! Along with word processing and spreadsheets, you can now create presentations similar to PowerPoint! One advantage of Google Docs is the ability to collaborate on a project online! This might be a fun tool to try for your final project. ;-)
http://docs.google.com

We went to the orchards last fall and I took some photos. I created an example called Orchards of Capitol Reef NP. You can view it at http://docs.google.com/Present?docid=ddzhd9fc_2dhwnp9&fs=true

Unfortunately, it doesn't have an option for audio and video next, but I bet it will eventually!

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 Sites. You can find this 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.

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.

PERSONAL NOTE

I'm snowing here in southern Utah, so I'll be sitting at my computer all-week working. At least my Internet connection is working well!

Special Update

Just a quick note to let you know that grades for the first assignment (postings and replies) have been posted in the Oncourse Gradebook. Let me know if you have questions.

Class Update: January 23

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 Monday January 25. AFTER all the replies are made Monday, 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 of the gradebook. 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 January 25. For more information about this assignment, go to http://virtualinquiry.com/course/guide1.html#tb2
Again, you'll have 1 week to post a high-quality reply.

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 in the Project 1 forum or on my master list 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.

READ
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.

If you get a chance to read through Information Power, keep it mind that it was written more than 10 years ago. A lot has changed since then. The new AASL standards were published in Fall 2007, but Indiana is still in transition to the new standards.

Read the Standards for the 21st Century Learner (PDF)
http://www.ala.org/ala/mgrps/divs/aasl/guidelinesandstandards/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 Standards... In Action (Skim the entire book during the next couple weeks)

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

PROJECT 1: THE ASSIGNMENT
It's time to get moving with Project 1. Your Project 1 is due Monday February 8, 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.

PROJECT 1: WATCHING AND WONDERING
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: PROFESSIONAL CITATIONS
A few people have asked about the "professional citations" requirement for Project 1. You don't need FORMAL citations... just references to the people, models, approaches... For example, you might write "I'm beginning to understand what Carol Kuhlthau was saying when she talks about the frustrations students feel when..." or I can see how the webbing phase is much like the BLANK stage of the BLANK model. If you haven't been doing this, you can go back and comment to yourself. These citations are worth 3 points in your project grade!

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

Class Update: January 16

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.

From now on, I'll normally send out a class email on Friday or Saturday since many of you work on course materials over the weekend. Hopefully, this email will be particularly helpful for those of you who are feeling a little overwhelmed.

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. The directions for this project are at the bottom of Guide 1 in the Course Materials Section.
http://www.virtualinquiry.com/course/guide1.html#pr1

Over the next several weeks, you'll be creating a blog as part of this assignment.
You need to post your blog address in the Project 1 SCOUT area in Oncourse by Tuesday January 19.

Trailblazer 1 posting is DUE also Tuesday January 19. The reply for Trailblazer 1 is due one week later BY Monday January 25.

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.

Your replies should be SUBSTANTIAL. When possible, include a quote from a reading or a specific example from your readings or your experiences.

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

Once you've 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.

DETAILS ON 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. Google's Blogger and Wordpress are the most popular choices. However if you currently work as a K-12 building, I'd suggest using edublogs.org because it's not blocked in most schools.

If you have NO CLUE what a blog is about. Check out the Blogger tutorial at http://www.blogger.com/tour_start.g

There is a blog element built into Oncourse, but it's NOT great. I'd use it as a LAST rather than first option if the others I discuss below don't work well for you.

Here's the information to set it up:
Personal Inquiry Guidelines - http://virtualinquiry.com/course/guide1.html#pr1

Wordpress - http://www.wordpress.com/

Wordpress Directions at http://support.wordpress.com/

Google's Blogger - http://www.blogger.com/
Blogger Directions at http://www.google.com/support/blogger/

edublogs - http://edublogs.org
edublogs Support at http://help.edublogs.org/
edublogs Directions (PDF file) - http://www.eduscapes.com/hightech/spaces/blogs/edublogdirections.pdf

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. I'll create a master list that I'll share in the email archives.
If you want to see some ideas from previous semesters, go to http://virtualinquiry.com/course/archivesblogs.html

FIRST BLOG POSTINGS
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/

YOUTH MEDIA AWARDS AT ALA
For many school librarians, the Youth Media Awards announcements are the highlight of the ALA Midwinter Meeting. This is the event where this year’s Newbery, Caldecott and Printz winners and honor books are designated, and other awards given. http://www.ala.org/ala/newspresscenter/news/pressreleases2009/december2009/ymacalendar_pio.cfm
There are a number of ways to get the news, which will be announced in Boston on Monday, January 18 at 7:45 a.m. EST. You can watch the action LIVE via the web, but there are a limited number of spots available for the webcast, filled on a first-come, first-seated basis. The awards webcast will be archived afterwards. To learn about the webcast go to http://alawebcast.unikron.com/

There a number of social media mechanisms that will be spreading the Youth Media Award winners, too. There’s a Twitter feed ( http://twitter.com/ALAyma ) dedicated to the awards. Remember you can read tweets from an open feed like this one even if you aren’t a Twitter user. If you are a Twitter user, you might want to enable SMS messaging for that account to have the winner delivered in real-time to your cell phone.

The winners will also be announced via Facebook ( http://www.facebook.com/alayma ), and ALA Island in Second Life will host the Youth Media Awards for in-world viewing later in the day on the ALA Island at the Main Stage ( http://slurl.com/secondlife/ALA%20Island/128/107/29/ )

Class Update: Let's Go!

It's the first day of class Monday January 11. Let's go!

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

DUE
Go to Oncourse and find the FORUM marked Introduce Yourself. Then, share a little about yourself with the class. Read the requirements at http://www.virtualinquiry.com/course/require.html#introduce
This is due today... Monday January 11... 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.

The password is simply the word video

If you have trouble viewing the videos, let me know. I have some other techie ideas that might help.

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.

Read my class email updates for a review of what's happening. If you think you may have missed one, just check the class archives which is also the entry page for our Oncourse materials at http://www.virtualinquiry.com/course/archives.html

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.

Class Update: Get Set!

Classes start Monday, so you 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.

TEXTBOOK
I hear that the bookstore is having a hard time getting copies of Curriculum Connections edited by Barbara Stripling. This is a great book, so I think it's important for everyone to get a copy. It's available immediately online through the following sources:

Amazon - http://www.amazon.com/Curriculum-Connections-through-Principles-Practice/dp/1563089734/

Barnes and Noble Online - http://search.barnesandnoble.com/Curriculum-Connections-Through-The-Library/Barbara-K-Stripling/e/9781563089732/

COURSEGUIDE
Use the Course Guide to guide you through the course. The course centers around three guides. Each Guide contains an introduction, readings and Trailblazer assignments, and a project. When you've worked your way through all three 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.

Keep in mind that the course reading assignments can be found in two places: the course calendar and the Guide pages.

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, Standards in Action and the 21st Century Standards PDF file. There's also optional readings that you'll find useful.

Here are your first set of readings. You should read them sometime between now and the middle of next week. The readings will be useful in addressing your first assignments.

Also BE SURE TO explore a dozen inquiries at the Exploratorium http://www.virtualinquiry.com/exploratorium/

Print Readings
Information Power: Chapter 1 (Optional)
BLUE BOOK: p. 1-35, 395-400
CC (Curriculum Connections by Stripling: Chapter 1

If you purchased the Kuhlthau, Maniotes & Caspari book. This is a good time to dive in. It's a quick, practical book.

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. A complete description of this assignment can be found on the Course Requirement page at http://virtualinquiry.com/course/require.html#introduce

You should introduce yourself by Monday January 11.

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 Tuesday January 19 (Monday is a holiday). If you wish, you can take up to an additional week to make your REPLY. So, your reply is due by Monday January 25.
Trailblazer 1 - http://virtualinquiry.com/course/guide1.html#tb1

Next, you will be working on:
Work on Trailblazer 2 (due Monday January 25) - 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 use my personal email for class activities and my Oncourse mail is forward to this email. 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 email me or become my Facebook friend and we can use Facebook chat.

You can also catch me at Oncourse Chat, although there's not a formal schedule for Chat use. I found that when I set up a schedule, I spent most of my time talking to myself.

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!

Class Update: Get Ready!

I think we're going to have an exciting semester! Since classes start in another week, 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 OnCourse, 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. This is also the class entry page for Oncourse.
http://virtualinquiry.com/course/archives.html

Course Guide. The course is divided into three 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 my GGGGGGreat Grandfather who fought under Benedict Arnold in The Battle of Quebec in the American Revolution. I've been building a house and trying to 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. Or, if you read blogs, try Google Reader for organizing RSS feeds.

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/). Okay, so this won't be much fun. ;-)

4 - Read the Standards for 21st Century Learner at http://www.ala.org/ala/mgrps/divs/aasl/guidelinesandstandards/learningstandards/AASL_Learning_Standards_2007.pdf

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 just finished 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.

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.

Class Update: Preliminary Message

Welcome to S574 Information Inquiry for Teachers!

Some of you are on a winter 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 few 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 Monday January 11. :-)

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 email 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 four REQUIRED textbooks for class. There are also three 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.

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 or http://lu.com/
3) Go to Amazon

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 or http://lu.com/
3) Go to Amazon

Standards for the 21st-Century Learner In Action (2009). Chicago: American Association of School Librarians. 978-0-8389-8507-6
A draft of this book is available at the ALA website. http://www.ala.org/ala/mgrps/divs/aasl/aaslproftools/standardsinaction/standardsinaction.cfm
Order Information
There are three ways to get the book:
1) Go to the IUPUI bookstore.
2) You can order directly from ALA online. http://www.alastore.ala.org/detail.aspx?ID=2601
3) Go to Amazon.

Standards for the 21st Century Learner (2007). Chicago: American Library Association.
Download this high resolution PDF or low resolution PDF document from the AASL website.
http://www.ala.org/ala/mgrps/divs/aasl/guidelinesandstandards/learningstandards/AASL_Learning_Standards_2007.pdf

OPTIONAL TEXTBOOKS
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)

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)

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.