LIBE 477 - Reading Review Part B

The use of Inquiry Model & Digital Literacy in the Library Learning Commons

"Inquiry-based learning is not a new pedagogy, but it has come back into fashion in progressive education circles recently because of new emphasis on the power of students' innate curiosity to drive learning. Inquiry-based learning asks students to discover knowledge on their own with guidance from their teachers. Rather than receiving information up front through lectures, students research guiding questions, ask their own follow-ups and get help along the way" (Schwartz).

When I think about Inquiry-based learning it can seem daunting to let go of where the learning is suppose to take my students. To trust them to meet those deadlines and to actually develop knowledge on their own. As educators we are constantly going through the inquiry cycle ourselves, I would say almost daily. These processes we have learned throughout our own education and career lead us to reflection and then change. What we want to do at the root of our teaching then is help our students build their own inquiry mindset. Isn't it true that more can be accomplished while curious then focused on finding or retaining the right answer. 

A successful teacher of inquiry can do the following: 

• Inquiry teachers are playful

• Inquiry teachers teach slowly

• Inquiry teachers know their curriculum

• Inquiry teachers know their students

• Inquiry teachers reflect and revise as they go

• Inquiry teachers go outside to come back inside

• Inquiry teachers are curious

• Inquiry teachers are passionate 
(UBC, Module 3) 

1. The Points of Inquiry

The Points of Inquiry model was put together by BC Teacher's Library Association. I enjoy this model because it has a clear connection between multiple literacies, which includes digital and media. Students are also encouraged to think critically and engage in writing throughout the process. The website also provides a number of planning tools which can be used for collaboration. The words used in the points of inquiry are clear and simple. Students are hooked into the process through connect and wonder and reflection is done throughout. 

2. Discovering Voices: Jeffrey Wilhelm Debrief

In the following video Jeffrey Wilhelm reviews the changes students are going through. He recognizes that what needs to be improved in their problem solving capacities and due to the ever changing and amount of information available today he states that "information is no good in a world like this, what is important is being able to learn how to learn" (Wilhelm). In my opinion this connects back to not only digital literacy but also the framework of Inquiry. Multi-modal learning needs to be incorporated and "if we want kids to solve problems than we have to give them problems to solve" (Wilhelm). By doing inquiry into real world issues we are able to teach students that they have these problem solving abilities, which are not taught through test taking. 

3. Collaborative Environmental Stewardship

 

In the above video two classroom teachers worked collaboratively to engage their students in environmental stewardship activities. The project was framed by a scenario which the teachers came up with. Students engaged in learning by doing. The teachers guided their students learning through questions. Both teachers were open to seeing where the learning would take them and stated "what happens one day will have to inform what happens the next day." Students were finally given the opportunity to come up with their own projects which were lead by passions and showcased true engagement and learning. By the end it can clearly be seen how inquiry can lead students towards becoming experts and leaders. 

4. Nudging toward inquiry - Framing inquiry with scenarios by Fontichiaro

The above article by Fontichiaro shows how scenarios can be used to frame inquiry. These scenarios also demonstrate what effective teaching can look like. The article was useful not only because of what it discussed but also it provided multiple examples of scenarios that could be used in a classroom tomorrow. Furthermore Fontichiaro discusses criteria which needs to be met when coming up with a scenario for classroom activities. It is also highly suggested that the teacher and teacher librarian pose a problem that is in need of a solution as this gives students a real reason to further their knowledge and engage in creative and critical thinking. 

5. Library Supported Inquiry

The following website was created by Martha Cameron, Leigh Husieff and Mareen McDonough with the hopes of creating a framework for Library Supported Inquiry. There is a lot of information and resources on the site which can help teacher-librarians to plan an inquiry which lasts a one or two weeks or half a semester or a full semester. The resources are designed to be used throughout the implementation of the projects and have a strong foundation in library research methodology. The goal is for the entire process to be documented in the end the students will create a final product which demonstrates all their learning.

References: 

Fontichiaro, K. (2015). Nudging toward inquiry - Framing inquiry with scenarios. School Library Monthly 31(3): 50-51.

Schwartz, Katrina. 2014, (October 24). Students tell all: what it’s like to be trusted partners in learning.  Retrieved from: http://blogs.kqed.org/mindshift/2014/10/students-tell-all-what-its-like-to-be-trusted-partners-in-learning/

UBC (2021). Module 3: The Inquiry Mindset. Retrieve from Canvas: https://canvas.ubc.ca/courses/73686/pages/module-3-the-inquiry-mindset?module_item_id=3029684