Post on 29-Mar-2015
transcript
Are you “In the Zone?”A Model for Inquiry, the School Library, and the
VELS
Dr Ross J ToddDirector, Center for International Scholarship in School Libraries
Rutgers, The State University of New Jerseycissl.scils.rutgers.edu rtodd@scils.rutgers.edu
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THE CONTEXT FOR THE MODEL OF INQUIRY
EVIDENCE-BASED LIBRARIANSHIP
Evidence for Practice: identifying, critically appraising and incorporating research evidence from library science, education, and other disciplines, into daily practice. BUILDING EFFECTIVE PRACTICE
Evidence in Practice: engaging with evidence derived from within daily practice; Teacher-librarians working diagnostically as work-place researchers and reflective practitioners. Maintaining practice. MAINTAINING EFFECTIVE PRACTICE
Evidence of Practice: understanding and using professional practice – local and immediate - as a generator and source of evidence; evidence in terms of achievement of the VELS. DEMONSTRATING EFFECTIVE PRACTICE
What Victorian Schools Are About
STUDENTLearningLiteracyLiving
STUDENT ACHIEVEMENT:
LearningOutcomes
Knowledge-basedOutcomes
EFFECTIVE READERS
AND WRITERS:Literacy
PRODUCTIVE MEMBERS OF
SOCIETY:Living
VELS: the processes of physical, personal and social development and growth : Physical, Personal and Social Learning
VELS: the branches of learning reflected in the traditional disciplines: Discipline-based learning
VELS: the interdisciplinary capacities needed for effective functioning within and beyond school, grounded in reading, writing and thinking: Interdisciplinary Learning
What Victorian School Libraries Are About
STUDENTLearningLiteracyLiving
STUDENT ACHIEVEMENT: Learning
School Libraries develop information-to-knowledge
competencies so that students develop deep knowledge and deep
understanding• Personal competencies
• Resource-based competencies
• Thinking-based competencies
• Knowledge-based competencies
EFFECTIVE READERS AND WRITERS:
LiteracySchool libraries develop • motivation, curiosity
and passion for reading and writing in
all formats • Reading and writing to
meet curriculum / content standards
• Free voluntary reading and writing
THE KEY TO DEVELOPING DEEP
KNOWLEDGE
PRODUCTIVE MEMBERS OF SOCIETY:Living
• School libraries develop knowledge, competencies and
responsibilities related to personal development and
becoming a productive citizen • Self development• Productive citizen
Misfit or Perfect Match?
THE SCHOOL:
Knowledge- Declarative knowledge- Procedural knowledgeKnowledge-based Outcomes- deep knowledge- deep understandingCompetencies: mastery - content and skills - reading achievement - life skillsInquiry
THE SCHOOL LIBRARY:
Information
Information Process
Value-added outcomes: - lifelong learners - information literacy - independent learners
“Good Researchers”
Are we there yet?
School Libraries: emphasis on the “found”: locating, accessing, finding and evaluating “stuff”
Little attention to doing something with the “found stuff”: the complex cognitive processes required to transform information into deep knowledge
WHAT ARE THE OUTCOMES OF THIS?
School libraries as zones of intellectual conflict, intellectual discontent; intellectual activism? (These are the keys to developing deep knowledge)
Typically treat information literacy as a separate discipline (teacher teaches content and teacher librarian teaches information skills)
Scope and sequence models of Information Literacy (akin to “fixed schedules”)
Students do not go beyond the basic knowledge level of Bloom’s Taxonomy: recalling and recognizing information
Misfit or Perfect Match?
THE VELS:
KNOWLEDGE
Investigate, design, make, suggest, create, generate, contribute, propose, draw and explain, plan, test, devise, predict, develop suggestions for improvements, conclude, apply, solve
THE SCHOOL LIBRARY:INFORMATION
Define, locate, select, organize, present, assess, reflect
Time to think out
side
Xob eht fo
Kent State University Study 2006 - 2007
School Librarian – Classroom Teacher Instructional Collaborations140 participants (70 instructional teams)Documenting the collaboration of experiencePart 1: Some background information about youPart 2: The class detailsPart 3: Planning your collaborationPart 4: Implementing your collaborationPart 5: The impact and outcomes of your collaborationPart 6: The future of your collaborations
Lack of mutual intent: - teachers: to enhance student learning outcomes- school librarians: to enhance their position
So What?
Need to rethink the instructional foundation and framework of the school library
Work transformatively: Move beyond the traditional base-line of information and information literacy
Information – to – Knowledge mindset
Zone of Intervention: the critical point / need for
instruction
VELSKnowledge Outcomes
Two types of knowledge are meshed together through the VELS and are the essential outcomes of the VELS:
Declarative Knowledge
Procedural knowledge
These together represent the interdisciplinary learning of the VELS
Declarative Knowledge
Declarative Knowledge refers to the propositional knowledge (concepts and relationships) about a topic. KNOWING ABOUT
These propositions can be factual, explanatory and conclusive / predictive / reflective, structured as a coherent and integrated whole.
They are knowing about properties, manner, reason, outcome, causality, set membership, conclusion implication, prediction, value judgment and reflection.
Deep knowledge and deep understanding; Moving beyond superficial stockpiling of descriptive facts to building and demonstrating complex understandings
Procedural Knowledge
Procedural knowledge: refers to both the knowledge of, and application, of cognitive, behavioral and affective processes to build deep knowledge and understanding.
- Personal and organizational competencies- Resource-based competencies- Technical / technological-based competencies- Critical thinking/reasoning-based competencies- Knowledge-based competencies- Communication-based competencies- Design and creative-based competencies
= Key to Interdisciplinary Learning
Procedural Knowledges of the VELS
Knowing how to do authentic research in a discipline – what are the central questions of a discipline; how disciplinary inquiry is undertaken to build deep knowledge and understanding
Locating, accessing, selecting sources of information to build background knowledge
Engaging with multiple viewpoints and dealing with conflicting information encountered in the inquiry process
Selecting, evaluating and interacting with ideas in diverse sources to develop foundations for deep understandings
Recognizing uncertainties, doubts, frustrations and knowing how to use them creatively and positively to build deep knowledge
Procedural Knowledges of the VELS
Making choices about directions of inquiry
Formulating focus questions and engaging with complex information sources pertinent to focus questions
Applying critical thinking skills to identify, interrogate and construct ideas so that personal understandings emerge
Verifying new knowledge through arguments, evidence, reflection
Establishing evidence-based points of view and perspectives
Understanding how to build and represent new knowledge in safe, ethical and responsible ways
Procedural Knowledges of the VELS
Structuring and organizing and representing new knowledge in meaningful and appropriate ways
Generating meaningful conclusions, imaginative solutions, action plans, predictions and
Reflecting on new knowledge: what have I learned and what opportunities does this open up for further learning?
Understanding of preferred learning styles & learning strengths and weaknesses, learning habits
Understanding ethical frameworks for learning
Using ICT for accessing, evaluating and engaging with ideas
Using ICT for communicating knowledge & problem solving
Procedural Knowledges of the VELS
Procedural knowledges of the VELS point to the critical / essential role of the school library as a zone of instructional intervention.
VELS-BASED SCHOOL LIBRARY MESSION STATEMENT
Learners actively searching for meaning and understanding learners constructing knowledge rather than passively receiving itlearners directly involved and engaged in the discovery of new knowledgelearners encountering alternative perspectives and conflicting ideas learners transferring new knowledge and skills to new circumstanceslearners taking ownership and responsibility for mastery of curriculum content and skills
Inquiry Learning
An inquiry approach to learning is one where students actively engage with diverse and often conflicting sources
of information and ideas to discover new ones, to build new understandings, and to develop personal viewpoints
and perspectives.
KNOWLEDGE OUTCOME--------------------------------------------------------------
It is underpinned by stimulating encounters with information – encounters which capture their interest and
attention, and which motivate and direct their ongoing inquiry.
INFORMATION FOUDATION
Guided Inquiry
Carefully planned, closely supervised, targeted intervention(s) of an instructional team of teacher- librarians and teachers to guide students through curriculum based inquiry units that gradually lead towards deep knowledge and understanding.
Constuctivist approach to learning: staged, guided
Based on understanding of:- How deep knowledge of a discipline is developed- Student information seeking and use
Develops students’ competence with learning from a variety of sources; goal is deep knowledge
Students not abandoned in the research process
THE KNOWLEDGE FOUNDATION
Realms of MeaningPhilip Phenix (McGraw Hill, 1964)
Various fields of knowledge exhibit distinctive structures or patterns of meaning
They have different ways of “coming to know”: how knowledge is gained in a subject, and how it is validated
Different methods of inquiry, for creating new knowledge, and for validating claims to new knowledge
How does the inquirer / investigator go about making discoveries on mathematics, biology, history, science? Developing new knowledge
What does this mean?
Many different conceptions of the information-to-knowledge process
Each discipline has its own unique conception / model of information literacy
There is no one generic notion of what inquiry is = it is disciplinary specific
There is no one-size-fits-all model of information literacy
Need to rethink our approach to mediation and intervention
The Instructional Framework
Based on Kuhlthau’s Information Search Process
The ONLY tested/validated model in our field (evidence for practice)
The pletehora of simplistic models of information skills deny the complexity of the information-to-knowledge experience
The Information Search Process provides a research-based instructional framework for understanding students’ journey of information seeking and knowledge building, and a basis for guiding and intervening to ensure students develop deep knowledge and deep understanding.
Information Search Process
Kuhlthau, C. C. (2004). Seeking meaning: A process approach to library and information services. 2nd edition. Westport, CT: Libraries Unlimited.
1. Qualitative exploration of search process of high school seniors (1983)
2. Qualitative study of original sample after 4 years of college (1988)
3. Longitudinal study (1988)4. Qualitative and quantitative study
of high, middle and low achieving high school seniors (1989)
5. Validation Study: 385 academic, public, and school library users in 21 sites (1989)
Information Search Process
Tasks Initiation Selection Exploration Formulation Collection Presentation----------------------------------------------------------------------------------------------------------------------------------------------------→Feelings uncertainly optimism confusion clarity sense of satisfaction or(affective) frustration direction/ disappointment
doubt confidence
Thoughts vague-------------------------------------→focused(cognitive) -----------------------------------------------→
increased interest
Actions seeking relevant information----------------------------→seeking pertinent information(physical) exploring documenting
THE INFORMATONSEARCH PROCESS
Stages of the ISP
Effective information seeking occurs in seven stages. These stages are named for the primary task to be accomplished at each point in the process. Initiation: when confronted with an information need, students contemplate what they already know, what they want and need to find outSelection: students identify and select general topics which will guide their information seeking to satisfy their information need. Exploration: students investigate information on a general topic in order to extend personal understanding and to form a focus
Formulation: students become aware of the various dimensions, issues, ramifications of the initiating question and begin to form their own focused perspective of the subject under study. Collection: students gather information that defines, extends and supports the focus that they have formed. Interest and confidence commonly increases as they gain a sense of ownership and expertise in the subject. Presentation: students prepare to apply / share what they have discovered. Assessment: students reflect on what they have learned to discover what went well and what might be improved.
Stages of the ISPStages of the ISP
Mediation and Intervention
Intervention centers on the way in which “mediators become involved in the constructive process of another person … in information seeking and use” (Kuhlthau, 204, p. 127).
Zone of Intervention: That area in which an information user can do with advice and assistance what he or she cannot do alone or can do only with great difficulty.
Intervention vs Independent Learning
THE KNOWLEDGE FOUNDATION
THE INFORMATION-TO-
KNOWLEDGE EXPERIENCE
Building Declarative Knowledge
Goal: Propositional Knowledge: factual, explanatory, conclusive, predictive, reflective (VELS DISCIPLINE-BASED LEARNING)
Existing Knowledge (limited) Building background knowledge Encountering / investigating multiple viewpoints and perspectives, dealing with conflicting knowledge Focused knowledge building and knowledge authentication (quality arguments, use of evidence) Structuring new knowledge Representation of new, deep knowledge in meaningful structures and formats Communicating new knowledge Knowledge reflections, knowledge actions, knowledge solutions
The Zones of Intervention
The stages of the Information Search Process are potential zones of instructional intervention in the school library to develop deep knowledge and understanding through the school library.
The instructional interventions are KNOWLEDGE_BASED interventions to provide students with the necessary procedural knowledge to construct deep knowledge and understanding of their topics.
Specific instructional interventions are determined by the curriculum outcomes to be achieved, and the cognitive, affective, and behavioral needs of the learners to help them achieve these outcomes.
The starting point for the interventions is NOT information literacy skills, nor some predefined scope-and-sequence IL framework
The instructional interventions guide students in their inquiry and support them in their process of developing deep knowledge and understanding of their topics
Information Search Process
Tasks Initiation Selection Exploration Formulation Collection Presentation--------------------------------------------------------------------------------------------------------------------------------------------------------------- →Feelings uncertainly optimism confusion clarity sense of satisfaction or(affective) frustration direction/ disappointment
doubt confidence
Thoughts vague---------------------------------------→focused(cognitive) -----------------------------------------------→
increased interest
Actions seeking relevant information----------------------------→seeking pertinent information(physical) exploring documenting
Information-to-knowledge experience
THE INFORMATONSEARCH PROCESS
Stages of the Information Search Process represent critical Zones of Intervention
INTERVENTIONSISP : INITIATION
Understanding how a discipline builds knowledge
Understanding knowledge requirements of task: task analysis rubrics
Establishing existing / prior knowledge: novice knowledge (what I know about)
Mapping existing knowledge: Central concepts and relationships: concept mapping, mind mapping, Venn diagrams
Building engagement; Developing curiosity and motivation
Understand real world relevance and importance of the enquiry
Dealing with the affective dimensions: doubt, uncertainty
Task organization, time, process and effort management; Know when, where, and how to get help and guidance
Initiation (unit, research task, learning activity)
The starting point for inquiry is not:- “let’s do Dewey”- “Here are some good web sites”- Defining your needs- The library’s research / information process
The starting point is- understanding the knowledge outcomes- understanding the disciplinary-based knowledge building process- building interest, engagement, ownership- managing cognitive, behavioral and affective requirements
INTERVENTIONS
The JazzJigSaw
Students see that collecting facts is the beginning of meaningful inquiry, not the end point
Basis for personal choice
INTERVENTIONSISP : INITIATION
Topics of interest to me
Intriguing factors Positives Negatives Rank1- 5
1.
2.
3.
4.
5.
Rank your topics on a scale of 1 – 5 (1 = of little interest; 5 = very interesting)Circle your two most interesting topics
Explain your choice in your conference with your class teacher / teacher-librarian
Read
View
Listen
Connect
I didn’t know that! Questions I have???
I agree / disagree I wonder ….
Developing Background Knowledge, Interest, Motivation
INTERVENTIONSISP : INITIATION CONCEPT MAP
INTERVENTIONSISP : SELECTION
Sources to build background knowledge: appropriateness & quality of sources - the are likely to be different sources to building deep knowledge
use of technology tools to seek, access & evaluate sources
Read with understanding the major concepts and relationships in topics
Selecting content based on reading ability and content requirements: how do I know what is important?
Constructing a richer mental map of the knowledge terrain: systematic recording, organizing and evaluating initial ideas – not just random stockpiling of facts – graphical organizers
Developing openness to new ideas, diverse perspectives
Engaging in inquiry through reflection: I didn’t know that; I agree / disagree; I wonder that; Questions I have
Framing questions appropriate to the discipline of study to guide the further investigation
INTERVENTIONSISP : EXPLORATION
Building a bigger picture, establishing interconnections
Encountering multiple viewpoints and perspectives; dealing with conflicting knowledge;
Respecting and appreciating diverse cultural knowledges
Verifying and clarifying existing ideas
Develop self-discipline to work alone or in teams as needed
Dealing With Conflicting Information to Develop Knowledge
Central Questions
Source 1 eg encycl
Source 2 eg Poor quality web site
Source 3 egHigh quality web site
Source 4 egNewspaper
Source 5High quality print source
What I can say? Evidence for my statement?
who
what
when
where
why
how
result
INTERVENTIONSISP : FORMULATION
Focusing the knowledge building task
Developing the focus question(s) and formulating personal knowledge outcomes
Develop real world justifications for research choices
Constructing the abstract / knowledge plan of the inquiry
Planning the structure of the inquiry
INTERVENTIONSISP : COLLECTION
************Knowledge building interventions*************Selection of sources: pertinent, complex information rather than superficial information matched to specific focus;
Collecting data from disciplinary specific modes of inquiry: interviews, surveys, experiments, observation, journaling
Identification of central ideas and mapping relationships: complex relational note taking not fact gathering
Use of a variety of analytical methods: cause/effect; pro/con; error analysis; compare/contrast to sort, organize and structure ideas
Identification of arguments and evidences, counter arguments and counter evidences
Develop conclusions & positions; posit actions, implications and solutions; reflect on these in terms of original knowing
Forming An
Opinion
DEVELOPINGCONCLUSIONS
ANDVIEWPOINTS
Spot the Difference
(http://puzzles.about.com/od/opticalillusions/ig/SpotTheDifferencePuzzles/SpotTheDifferencePuzzles12.htm
TRANSFORMING AND ABSTRACTING INFORMATION
TASK: In about 25 words, describe the differences between the two images
PROCESS:Scan the information sources to begin the information selection task (background reading, context).Identify the essential information needed to complete the task. Key criteria for the selection of pertinent information = “difference”Undertake detailed comparative analysis and selection of pertinent information; mark this information on one of the images.Create a list that describes in words the differences between the images (transformation from visual to textual information).Carefully examine your list and sort the ideas into the lists into several groups.Give each conceptual grouping a label that characterizes the information in each category.Complete the writing task.
Developing the Argument
Model of the Argument
Argument Analysis
Toulmin, Stephen. Uses of Argument. New York: Cambridge University Press, 1958.
Claim: statement that you are asking the other person to accept Data: evidence / truth on which the claim is based Warrant: underpinning assumptionsQualifier: limits eg 'most', 'usually', 'always', 'sometimes' Rebuttal: counter-arguments that can be used Backing: additional support to an argument
What’s your information about? (I)CHOCOLATE
What’s your main point? (I-C UNIT)CHOCOLATE ISN’T GOOD FOR
YOUR HEALTHWhat’s your basis for saying that?
(W)I GET ACNE AND I PUT ON
WEIGHTWhat other evidence can you
provide (B)CHOCOLATE’S INGREDIENTS
ARE NOT GOOD FOR YOUDoes this happen to everyone? (Q)DEPENDS ON HOW MUCH THEY
EATSome people wouldn’t agree with you. What would they be likely to
say? (R)CHOCOLATE GIVES ME ENERGY
INTERVENTIONSISP : PRESENTATION
Representation of new knowledge: what does “good” history, science, economics knowledge like? How is it typically presented in the real world?
Principles / criteria for applying modes of representation – textual, visual, graphical – discipline requirements
Structuring ideas into a coherent, integrated body of knowledge
Using ICT tools to construct appropriate representations of new knowledge
Using ICT tools, techniques and critical thinking skills to communicate new knowledge in appropriate ways – appropriate to the discipline
INTERVENTIONSISP : ASSESSMENT
Develop competencies to self-evaluate and monitor one’s understanding: eg interventions which enable students to compare beginning and exit knowledge of a topic
Knowledge reflection: declarative and procedural knowledge gained: mapping personal learning
Reflections on: Knowledge depth; Knowledge structure and organization
Reflections on: What helped / hindered in the learing process
Personal insights gained
Sharing lessons learned
CriteriaLevel 1 Level 2 Level 3 Level 4 Mk
s
Introduction / Thesis
-weak introduction of topic, thesis & subtopics -thesis is weak and lacks an arguable position
-adequate introduction that states topic , thesis and some of the subtopics - thesis is somewhat clear and arguable
-proficient introduction that states topic, thesis, and all subtopics in proper order- thesis is a clear and arguable statement of position
-exceptional introduction that grabs interest of reader and states topic, thesis, and all subtopics in proper order - thesis is exceptionally clear, arguable, well developed, and a definitive statement
/8
Quality of Information / Evidence
-limited information on topic with lack of research, details or historically accurate evidence
-some aspects of paper is researched with some accurate evidence from limited sources
-paper is well researched in detail with accurate & critical evidence from a variety of sources
-paper is exceptionally researched, extremely detailed and historically accurate with critical evidence from a wide variety of sources
/12
Support of Ideas / Analysis
-limited connections made between evidence, subtopics, counterarguments & thesis / topic -lack of analysis
-some connections made between evidence, subtopics, counterarguments & thesis / topic showing analysis
-consistent connections made between evidence, subtopics, counterarguments & thesis / topic showing good analysis
-exceptionally critical, relevant and consistent connections made between evidence, subtopics, counter-arguments & thesis / topic showing excellent analysis
/10
Organization / Development of Ideas
-paper lacks clear and logical development of ideas with weak transition b/w ideas and paragraphs
-somewhat clear and logical development of subtopics with adequate transitions b/w paragraphs
-clear and logical subtopic order that supports thesis with good transitions b/w paragraphs
-exceptionally clear, logical, mature, and thorough development of subtopics that support thesis with excellent transition b/w paragraphs
/10
Conclusion -lack of summary of topic, thesis & subtopics with weak concluding ideas
-adequate summary of topic, thesis and some subtopics with some final concluding ideas
-good summary of topic, thesis and all subtopics with clear concluding ideas
-excellent summary of topic (with no new information), thesis & all subtopics in proper order with concluding ideas that leave an impact on reader
/5
Language Conventions
- inconsistent grammar, spelling and paragraphing throughout paper
-paper has some errors in grammar, spelling and paragraphing
-paper is clear, with mostly proper grammar, spelling and paragraphing
-paper is very concise, clear, with consistently proper grammar, spelling and paragraphing
/5
Footnotes -inconsistent use of footnotes with limited details and improper format
- sometimes inconsistent use of footnotes with limited details
-consistent & correct format inserted to validate evidence
-proper detailed format always used consistently & correctly to validate evidence in paper
/5
Bibliography -lack of proper format and limited details with many sources missing or incomplete
-some errors in MLA format with most sources shown and a variety of sources
-mostly proper MLA format used in alphabetical order with all sources shown and a variety of sources
-proper, detailed MLA format always used in alphabetical order with all sources shown and a wide variety of sources
/5
Total 60 / 2 = / 30
Implementing Guided Inquiry: Key Strategies
Initiated though compelling situations which provide challenge and opportunity.
Focus on identifying and solving intellectual and/or real-world problems
learning activities closely resemble the ways that students will be expected to use their knowledge and skills in the real world
Exercise some choice over the specific questions they want to answer and how to present their new understandings.
Implementing Guided Inquiry:Key Strategies
Attempt is made to connect with students’ background knowledge.
Instructional activities involve the students in thinking, acting, and reflecting, discovering and linking ideas
Instructional activities model and provide opportunity to experience the knowledge construction process.
opportunities for sustained dialogue and feedback
Cycle of Continuous Improvement
“Few will have the greatness to bend
history; but each of us can work to change a
small portion of events, and in the total of all those acts will be written the history of
this generation”
Robert F Kennedy
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