1. Hannah Love LSIS 5645 Core Assessment IV

3. Why is information literacy necessary?  To fulfill the goals of education by preparing students for The workplace ○ Information technology affects the nature of work and our ability to innovate and participate in the global economy Citizenship ○ Information technology changes our understanding of community Daily life ○ Information technology affects the way we interact with people and information which influences our sense of self and sense of purpose

4. Guided Inquiry is not …Guided Inquiry is … Preparation solely for the testPreparation for lifelong learning An add on subject Integrated into content areas Isolated information skillsTransferable information concepts Relying on one textbookUsing a variety of sources Finding answers to a prescribed question Involving students in every stage of the learning from planning to the final product Curriculum without meaning to students Curriculum connected to student’s world Individual students working exclusively on solitary tasks A community of learners working together Solely teacher directedStudents and teachers collaborating Over emphasis on the end productEmphasis on the process and product http://cissl.rutgers.edu/guided_inquiry/introduction.html What is Guided Inquiry?

5. Research Basis  Constructivist approach to learning John Dewey- “learning by doing”  Information Search Process Carol Kuhlthau  Deep understanding Louise Limberg  Intervention Vygotsky

6. Theoretical Basis

7. Role of Guided Inquiry  To integrate the development of information literacy into the current school curriculum  By outlining methods for teaching research to students of all ages and abilities

8. Information Literacy Standards  Information Power (2008) Students who are information literate: ○ Standard 1: access information efficiently and effectively ○ Standard 2: evaluate information critically and competently ○ Standard 3: use information accurately and creatively

9. Information Literacy Concepts Locate Library is a lab for information literacy Trails and paths-browsing, monitoring, chaining, differentiating, extracting Types of searches-preliminary, exploratory, comprehensive, summary Evaluate Evaluating resources for reading, viewing, listening and experiencing Structure gives clues for evaluating resources Five characteristics for evaluating resources-expertise, accuracy, currency, perspective, quality Use Determining importance, relevance and pertinence Forming a focus Deciding what is enough Managing inquiry-taking notes and recording references Interpreting facts and organizing ideas Sharing with a community of learners

10. Beyond the definition:

11. Benefits for Students Develop social, language, and reading skill Construct their own meaning Gain independence in research and learning High level of motivation and engagement Learn strategies and skills transferable to other inquiry projects Benefits for Teachers Share responsibility in the instructional team Share expertise of the team members Teach content and information skills simultaneously Brainstorm and plan with more creativity Enhancement of content areas of the curriculum Benefits for Librarians Involved in meaningful learning with students Shared responsibility with instructional team Library becomes an active learning environment Information literacy taught in context Increased level of professional contribution Benefits for Administrators Fosters systemic change to improve learning Promotes constructivist approach to learning Achieves multiple curricular goals Fosters collaborative climate for team instruction Changes school to meet needs of 21st century workplace Benefits for Parents Places responsibility with educators Fairer for all students Takes away burden of teaching research Observe their children becoming independent learners Makes school more interesting and relevant Who benefits ?

12. Five Kinds of Learning in the Inquiry Process Curriculum Content gaining knowledge, interpreting, and synthesizing Information Literacy locating, evaluating, and using information Learning How to Learn initiating, selecting, exploring, focusing, collecting, presenting, and reflecting Literacy Competence reading, writing, speaking, listening, and viewing Social Skills cooperating, collaborating, flexibility, and persistence Educational Benefits

13. Six Principles of Guided Inquiry  Figure 2.4 pg 25

14. Flexible Teams What?Who?How?When? Core Team Librarian, Subject Area Teacher +1 +1 = content area or classroom teacher learning specialist: literacy, gifted, LD resource technology Flexible depending on Unit/curricular need Students’ interest Learning needs Focus on five kinds of learning Assess all levels of learning From beginning of planning (conception) to end reflection (completion) Extended Team Experts on learning Experts on content Assist with literacy needs, learning needs and differentiation Museum, local /community, wider community— Internet based, university Dipping in and out as needed throughout the inquiry http://www.schoollibrarymonthly.com/article s/Kuhlthau&Maniotes2010-v26n5p18.html

15. Basic Inquiry Abilities  Figure 9.1 pg136

16. Strategies for Inquiry Learning  Figure 9.2 pg 137

17. Conclusion