Guide 1: Information Inquiry

Introduction

What's the purpose of a library or a school? Most have mission statements that refer to addressing diverse needs and providing a rich environment for exploration and learning. Rather than starting with libraries, schools, teachers, and student standards, we're going to start with information, inquiry, critical and thinking, and a thirst for knowledge. These are the foundations of life-long learning. Students and teachers who possess these tools for learning are likely to succeed regardless of their barriers.

Life-long learning is all about helping our students see that personal inquiry isn’t just an activity in school. It’s part of our everyday life. From choosing a doctor to buying a home, solving problems, addressing issues, and making decisions all depend on the skills of information inquiry.

What are your interests? Do you see yourself as a Civil War re-enactor, National Park volunteer, or mystery writer? Maybe you're interested in current events such as the West Nile virus, conflicts in Africa, or space exploration. Whether it's a hobby like scrapbooking or a personal interest like botany, everyone can think of areas in their life that generate enthusiasm.

Be a Trail Blazer

Like a Trail Blazer, your job is to explore and experience new worlds of understanding. In this section, you'll be examining topics related to life-long learning, inquiry, and literacy. Each reading will provide the tools you need to complete the Trail Blazer activities. Note that the specific textbook readings are listed within the webpages. I've also listed them on the course calendar for quick reference.

Let's get started. ANYWHERE you see the world READ, be sure to READ that web page or book page.

Read Life-long Learning, Life-long Learning and Schools, and Informal Learning.
Read Inquiry - Overview, Aspects of Inquiry, Information Inquiry, Inquiry-based Learning, and Levels of Inquiry.
Read Exploratorium (Explore all 12 examples)
Read Information Power: Chapter 1
Read BLUE BOOK: p. 1-35, 395-400
Read Curriculum Connections through the Library (CC): Chapter 1
Optional Reading - Kuhlthau, Maniotes & Caspari Guided Inquiry: Learning in the 21st Century

Trail Blazer 1: Inquiry (3 Points)
[Complete ONE of the following options]

1.1: Levels of Inquiry - Select an online lesson from one of the resources at Thinkfinity that involves some aspect of inquiry. Provide a web link to the lesson. Summarize the lesson and describe the role of inquiry in the lesson. Based on Callison's descriptions of levels of inquiry in learning, would you consider this experience controlled, guided, modeled, or free inquiry? Why? What's the purpose of these inquiry levels in understanding inquiry and students? How would this activity be different at a different inquiry level? Provide specific examples of how the lesson could be adapted for a different inquiry level. How would this change the student's learning experience? Also, cite at least THREE professional resources from your readings that discuss the role of inquiry in learning.

1.2: Transformed Assignment - Read Students As Authentic Researchers: A New Prescription for the High School Research Assignment by C. Gordon, (School Library and Media Research, 1999). Describe a specific reluctant teacher or type of teacher (real or imaginary). Discuss how you would go about convincing this reluctant teacher to transform their traditional assignment into an authentic, inquiry-based assignment. Provide a specific example of a traditional approach to a specific assignment and the revised approach. Also, cite ideas from the Gordon article as well as at least THREE other professional resources from your readings.

Read Models.
Read Information Search and Use Models: 5As, Big 6 & Super 3, DIALOGUE, FLIP IT, Information Search Process, InfoZone, Irving's Study of Information Skills, Noodle Tools: Building Blocks of Research, Pre-Search Process, REACTS, Research Assistant, Research Process Helper, and WebQuest.
Read Information Inquiry Models: 8Ws, I-Search, Pathways to Knowledge, and Research Cycle.
Read Discipline-Specific Models: Composition, and Scientific Method.
Read Ws: Watching, Wondering, Webbing, Wiggling, Weaving, Wrapping, Waving, Wishing
Read BLUE BOOK: p. 36-68, 584-596, 574-578
Read CC: Chapter 7

Trail Blazer 2: Models (3 Points)
[Complete ONE of the following options]

2.1: The Models - Select a model. Who developed this model? Compare it to another model from the list. Does the model place more emphasis on "information search and use" or "information inquiry"? What's the difference? Describe why your selection is the best choice for a particular learning style, curricular project, or instructional situation. Illustrate each step in the model with a subject-area example. Be specific. You might even link to a lesson or example you find online to illustrate your point. What makes this model different or uniquely appropriate?

2.2: Steps and Stages - Choose one of Lamb's Ws to explore in-depth. Compare this single step with corresponding steps in other models. What do you consider to be the most critical components of this step? Discuss how technology could be used to assist students working in this step. Provide a screen capture or detailed description. For example, you could use the online tools (Think Tank, NoteStar, RubiStar, WebWizard, QuizStar) at 4teachers. Consider a Web 2.0 tool such as a graphic organizer (bubbl.us, gliffy) or timeline tool like Timerime. Describe an activity that would introduce or reinforce a specific skill necessary to be successful in this phase of the information process. How would you assess student performance? Cite professional literature or web resource(s) that supports or expands your idea.

Read Information Fluency, Information Fluency and the Literacies, Literacy, Information Literacy, Content Literacy, Critical Literacy, Media Literacy, Technology Literacy, Visual Literacy, and Interdisciplinary Approaches.
Read BLUE BOOK: 69-84, 340-343, 354-362

Trail Blazer 3: Literacy (3 Points)
[Complete ONE of the following options]

3.1: New Literacies - How do you view the relationship among all of these literacies? The PTA president has asked you to write a short article for the parent newsletter on the new literacies and the role of the school library media center in addressing today's literacies. Do these new literacies belong to the media specialist, content areas, or everyone? What is the role of parents and the new literacies? What will you say in this article? Provide very specific examples. Also, be sure to cite at least three professional resources from your readings. You only have 500 words.

3.2: Visual Literacy - How can you promote visual literacy in content areas? Explain the importance of visual literacy to a high school teacher (you choose the content area) who only uses lectures and words on the chalkboard. Provide at least five, specific examples to help this teacher see the need for visuals in their content area. Also, provide convincing arguments for this reluctant teacher. Also, be sure to cite at least three professional resources from your readings.

3.3: Literacy Wars - The technology coordinators and library media specialists in a school district often have "turf wars" over resources and responsibilities. Pretend that these two departments have been combined and you are the new Director. How would you explain the relationship between information and technology literacy? How do the other "new literacies" related to inquiry fit into the picture? Would you divide responsibilities or collaborate? Why? Provide specific examples. Also, be sure to cite at least three professional resources from your readings in addition to the article Learning and Teaching Information Technology Computer Skills in Context by Eisenberg & Johnson.

Read Standards, Information Literacy Standards, Inquiry-based Learning and Content Area Standards, Information Standards Across the Curriculum, and Information Literacy Curriculum.
Read Student Information Scientist & Instructional Specialist in the Learning Laboratory
Read BLUE BOOK: 85-117
Read CC: Chapter 2
Read Information Power: Preface, Chapter 2

Read Standards for the 21st Century Learner (PDF)
Read ISTE NETS Standards

Trail Blazer 4: Standards (3 Points)
[Complete ONE of the following options]

4.1: Standards - Select a content area standard (from the Indiana Academic Standards or the state of your choice) AND a complementary library information literacy standard (either the new standards (PDF) or the older standards (PDF)). For ideas, go to the Correlation of the Library Information Literacy Standards and the Indiana Academic Standards. State the grade level, 1 content area and 1 information standard, and describe two to three classroom activities that address these standards. Discuss STRATEGIES you would use to convince a subject area teacher to collaborate on one of these activities. You MUST provide an effective argument that you think will convince the teacher that the information standard supports their content area standard.

4.2: Standards Comparison - Compare the new ISTE NETS standards and new AASL 21st Century Learner Standards. What are the similiarities and differences? Be specific. Do you have a preference or do you think both should be used? Explain. How would you introduce these new standards to a group of reluctant teachers? What STRATEGIES would you use to convince teachers that these standards are important across the curriculum? Cite at least THREE professionals who have commented on the new standards such as Doug Johnson or Joyce Valenza in your discussion.

Project 1: Personal Inquiry

Conduct a personal inquiry on the topic of your choice. Use a BLOG to share your experience. Create a final product of your choice.

Go to the Blog Archives to explore projects from previous semesters.

Project Task

Your topic should be something that you are truly interested in exploring. Don't pick "Revolutionary War" because your class is studying it this semester. Pick it because you're interested in tracing your ancestors or want to take a vacation to New England someday. Don't pick genetic engineering because it sounds cool, select it because you're concerned about the food you eat. Pick mystery writing because you want to become a writer when you retire. Or, pick fertility drugs because you're trying to get pregnant. Choose your topic because it's meaningful and you'll have a great time with this assignment.

The subjects are unlimited, however your project should contain the following characteristics. Your project should:

be of true interest to you
be a real challenge to you
be based on a reasonable need to know more about the topic
hold potential for rich inquiry - lots of questions and accessible resources
lend itself to the information process methods reflected in class
be relevant to one or more of the K12 learning standards in any of the subject area(s), any grade level(s), and have relevance to one or more of the AASL information literacy learning standards (By the way, EVERYTHING ties to standards, you just need to open your eyes to the possibilities.)

Information becomes meaningful when it serves as evidence to help describe an event, explain a phenomenon, substantiate or counter a claim or argument, suggest support or rejection for a hypothesis, or define and justify an action.

Meaningful information application comes from analysis of information need, analysis of information gained, and synthesis of information to address the need in the most efficient and effective manner possible. You will be questioning and exploring; assimilating and inferring; and reflecting.

Your task is to learn more about something that matters to you.

Project Guidelines

Your personal inquiry should contain two elements: process (in the form of a blog) and product (any electronic format).

The Process. The process element will take the form of a blog. A BLOG is a web log that you can use to journal your experiences. Think of it as an electronic journal detailing your personal journey of exploration.

You can use any blog service you wish. I'd recommend one of the following services:

Edublogs or Uniblogs. For directions use the (Word version) or (PDF version).
Blogspot at Blogger. For directions, use the BLOG directions (PDF file).
Or, use the service of your choice such as Word Press.

Be sure to set up your blog so it allows comments by registered blog users. If you don't want to open it to everyone, then you may wish to register those class members that wish to become your "blogmates". You can also set it up so you can see comments before they are posted to the blog.

Use the SCOUT area in Oncourse to post your blog address. In addition to sharing your own blog, you will be commenting on THE BLOGS posted by others. These comments may help your blogmates focus, provide suggestions, add professional literature, or simply provide encouragement. THREE points are awarded for this ONGOING participation so be sure to find some blogmates and share ideas.

The course calendar reminds you to blog throughout the length of the project. DO NOT wait until the assignment is due. The idea of the blog is to journal your experiences as they are happening and reflect on the process. It is not intended to be a paper that you complete at the end of the process.

Although you're encouraged to write in a conversational manner, you MUST follow the Ws model presented in class. You MUST also cite professional sources to support your movement through each phase of the process. You MUST also provide specific examples and detailed descriptions of your activities so the reader will be able to follow your exploration. Be sure to include your fun, frustrations, discoveries, and adventures. Remember, this is a personal inquiry, so it should be meaningful and reflect your personality.

You should describe your experience in detail from topic exploration to reflection.

Select a topic and matching standards
Identify research questions
Identify a focus for the investigation
Gather information
Analyze and synthesize findings
Present findings
Reflect on project

The Product. The product element should provide a creative or interesting way to communicate the findings or results of your inquiry. The product can be created in any form. However, it must be shared in an electronic format unless you have a creative idea that can only be accomplished in a non-electronic format. In most cases, you should still be able to create an electronic version by taking digital photos or digital video. For example, if your final product is a genealogy quilt or a zero-maintenance backyard landscape you could take photographs and place them in Word or PowerPoint. Electronic format includes anything that can be saved electronically and uploaded or sent as an email attachment.

Keep in mind that the product is only a SMALL part (10%) of the project.

Personal Inquiry Project Requirements

Your BLOG should describe your inquiry experiences AND include information inquiry professional references and supporting literature throughout the process. For example, you might discuss the steps from various models as your proceed through the process. You should use specific names, approaches, and strategies identified by well-known authors such as Callison, Preddy, Kuhlthau, Rankin, McKenzie, and Stripling.

You're free to follow any model you wish. However, be sure to cover the following areas in your inquiry:

Watching. Brainstorm your favorite activities, read the online news, or explore the standards in search of a topic. How did you identify your topic? What topics did you consider? How did you choose?

Wondering. What do you wonder about related to your topic? Brainstorm ideas, identify problems, and develop questions. Develop reasonable, interesting, and meaningful questions. Describe how the questions were derived. Are they in a particular order? Identify a focus for the project.

Webbing. How did you locate, search for, and connect ideas and information? What search tools did you use (i.e., search engines, yellow pages, friends, databases, online catalog)? Why? What search strategies did you use? Did you need to narrow or expand your focus? Were your questions perfect or did they need to be modified? What different formats (i.e., books, websites, visuals, audio, video, real people, phone conversations, field trips, interviews) of information did you explore? What about other sources such as online experts, live interviews, or other methods of accessing information? Describe and apply logical methods for identifying and gathering primary and secondary information.

Are you frustrated yet? Be sure to describe your thoughts as you go through the process. Do you feel lost? frustrated? confident?

Wiggling. What did you do with the information you found? How did you evaluate the content, ideas, and perspectives? What tools did you use for evaluation (i.e., checklists, guidelines)? Judge information resources. Assimilate these ideas into your existing knowledge. Incorporate specific pieces of information into evidence to support an argument or address an issue. Be sure to describe your experience. Include evidence.

Weaving. How did you analyze and apply what you learned? Did you organize ideas, create models, and formulate plans? Did you make lists, create diagrams, build charts, or discuss ideas with peers or family? Be sure to describe and provide examples of how you connected your ideas and addressed your key questions. Select and organize information in order to determine findings of merit. Provide examples of findings.

Wrapping. What are possible ways this information could be used? What did you create to package your findings? Why is this information important to you? How will it be used? Who needs to know about this? How can you effectively convey your ideas to others? Report findings in an organized manner.

Provide a content-rich product such as a poem, PowerPoint Presentation, web page, video, letter to the editor, scrapbook, quilt, or other meaningful product. It should be something you find personally satisfying. It should provide evidence that you've addressed your research questions.

Waving. How will you communicate your ideas to others? Will you share it with family or classmates? Would people be interested in reading about your experiences on the web? Or, maybe it's a personal communication that you'll keep for yourself. When you share with others, they often have ideas to share with you.

If you don't have a place to upload your final project, use the Oncourse Filemanager. Then include the URL in your blog.

Wishing. How did your project go? What were the strengths, weaknesses, and challenges of the project? Discuss what could be done differently with a similar investigation.

How are your personal inquiry experiences like and unlike those of the children and young adults who might come into your classroom, lab, or media center?

Curriculum Connection. Although you may never use these ideas in a classroom, describe how this project could be translated into a curricular experience for children with examples for two age groups. Identify specific student learning standards and/or proficiencies from the Indiana Standards and/or from the AASL Standards. You'll be surprised to find that EVERYTHING can be connected in some way.

Personal Connection. Describe your personal approach to inquiry before starting the project. Reflect on how this has or has not changed during the scope of the project.

Additional Requirements

You must include at least TWO of the following elaborations:

create a concept map in Inspiration or other diagram software somewhere in your project. It may be as part of any phase of your inquiry such as brainstorming, synthesizing, or communicating. You can attach your inspiration document to a forum discussion, export it as a JPG and put it on a website, or email it to Dr. Lamb.
incorporate a web-based planning, organizing, or assessment tool in your project such as those found at 4teachers, teach-nology (scroll down for freebies) or another of your choice.
create a list of 5-10 favorite websites you found useful in your investigation.
use an email communication, ask-an-expert, listserv, webmaster, or forum to locate information through questioning or interviewing.
use a technology tool as part of your product creation such as a digital camera, pictures/clipart in Word, Microsoft PowerPoint, or web page creator.

Be sure to add comments to the blogs of your peers!

Project Submission

Sharing is an important part of learning.

As soon as you've started your blog, share the address with your classmates within the SCOUT area of your choice. Be sure to open the comments so that classmates can post comments.

You must create a BLOG to share the process aspect of your project. Your final product will be shared with your classmates too, so it must be in a form that you can link to from your blog. In most blogs, you can use the same tool for uploading images to upload other types of files such as Word documents. If you create a video, you could use YouTube or other video services. If you need other web space, you have two options:

Upload your files (i.e., graphic files, word processing documents, PowerPoint document) to your Oncourse Workspace or personal university web space and include the URL in your blog. This project would be a great addition to an online professional portfolio. If you use Microsoft Publisher, please export as a PDF or use a PDF converter like CutePDF or PDF Creator so people without Publisher can read the file.
OR - Use your own webspace. If you don't have web space, consider creating FREE Google Pages

Be sure to double-check the evaluation checklist below to be sure you have all the required elements. When your blog is complete (including your final product), please edit the post containing the blog address or add a new message indicating that it's ready for grading.

Evaluation

Notice that 3 points are awarded for the professional literature and peer commenting aspects of this activity.

The following checklist will be used to evaluate your project. - 20 Possible Points

Described the topic exploration experience - 1 Point
Described the process of questioning - .5 Point
Stated specific inquiry questions - .5 Point
Described a focus for the investigation - .5 Point
Discussed how information was gathered (w/ examples) - .5 Point
Discussed how information was evaluated and analyzed (w/ examples) - 1 Point
Used a wide variety of information types and resources (w/ examples) - 1 Point
Described how ideas were synthesized (i.e., categories, lists, chart) (w/ examples) - 1 Point
Discussed how findings were organized (w/ examples) - 1 Point
Discussed the process of identifying an effective way to communicate ideas - .5 Point
Developed an innovative, creative, or interesting final product - 1 Point
Presented findings effectively through final product - 1 Point
Provided a detailed, final reflection on the entire process - 1 Point
Described how your experiences with personal inquiry are like and unlike those of a child or young adult - 1 Point
Provided a standards connection and examples - .5 Point
Incorporated professional literature (cite specific sources) associated with information inquiry such as course readings THROUGHOUT the blog - 3 Points
Incorporated at least two of the elaborations. - 2 Point
- Concept Map
- Web-based Tool
- Web Links
- Electronic Communication Tool
- Technology Tool for Product Creation
Provided quality comments to at least 3 of your POD blogmates THROUGHOUT the project. - 3 Points

Conclusion

Lifelong learning brings joy to life! Joining a book club, a hobby group, or an online project is one way to promote your own learning. Consider other ways to make personal inquiry can become a regular part of our life. Regardless of the demands from your personal life and work place, be sure to take time to learn and live!