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CiSSL: Digital Youth, Inquiry, and the Future School Library … Research to Practice

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by Alinda Sheerman on 3 May 2013

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Transcript of CiSSL: Digital Youth, Inquiry, and the Future School Library … Research to Practice

Action Research Teacher Librarian:
Learning & Sharing BACIRC Action Research Goal 1 Action Research Goal 2 Inquiry Centred School Libraries in Australia Alinda Sheerman
Head of Information Services
Broughton Anglican College
Sydney, Australia 2007 - Master of Applied Science (Teacher Librarianship) Charles Sturt University
2007 – Joined CAR-TL community of Action Researchers
2007 – Learnt about Guided Inquiry from Dr Ross Todd and Lee Fitzgerald
2008 – Grant from Association of Independent Schools for Action Research into changing pedagogy through Guided Inquiry
2009 – Second grant from AIS to complete a second Action Research cycle
2010 – 2013: Nineteen Secondary and Primary classes supported through Guided Inquiry units of work. Personal Action Research undertaken at least once per year. Personal Learning Journey Action Research

Goal 1: to strengthen the currency and depth of pedagogical knowledge and skills

Goal 2: to strengthen the currency and depth of learning area knowledge and understanding

Task: to evaluate the incorporation of Guided Inquiry in the teaching and learning process Action Research Goals Learn then Plan together
Pedagogical change using Guided Inquiry begins with the theory behind the practice! The teaching team’s background knowledge and understanding of the process is vital.
Basic “must reads”:
Kuhlthau, C. Maniotes, L. & Caspari, A. 2007, Guided Inquiry: Learning in the 21st Century, Libraries Unlimited, Westport, CT.

Kuhlthau, C, Maniotes, L & Caspari, A 2012, Guided inquiry design: A framework for inquiry in your school, Libraries Unlimited, Santa Barbara.

David Loertscher – Ban those bird units: 15 models for teaching and learning in information-rich and technology-rich environments

Will Richardson – Blogs, wikis, podcasts and other powerful web tools for classrooms PLAN Learn about Guided Inquiry
Learn about The Information Search Process
Determine class and unit of work
Determine if Wikis and/or other Web2.0 technologies are to be incorporated
Plan assessments throughout the process
Formative: ‘for learning’, ‘in learning’
Summative: ‘of learning’
Determine the team & specific tasks for each team member Check for teacher understanding …then write a Planning Guide or program of work together: The Team works together to carry out the program… the first seven steps of Guided Inquiry with assessment/reflection at every step as planned.

If a wiki is incorporated the plan, including assessment, is loaded onto the front page for students to view and follow.

Presentation tools also are introduced ACT Teacher Librarian and class teacher observe students throughout.

Formative Assessment ‘for learning’ and ‘in learning’ occurs throughout with the TL using the SLIM Toolkit to analyse each student’s support needs at specific intervals.

Having a 'fluid' team assists in this. (The addition of ‘Special Needs’ and ‘Gifted’ teachers at certain stages, especially formulating questions, particularly helps) Observe to strengthen the currency and depth
of pedagogical knowledge and skills Assessment Differentiation Inquiry based learning to strengthen the currency and depth of learning area knowledge and understanding Constructing personal questions They solved real problems or situations of interest to them
"They learnt it rather than they were taught it" Personal Context Special Needs Personal Achievement New Technologies
Final presentations: Prezi introduced
Some also made short Voki summaries on their Wiki pages - just for fun Year 10 2012 Easy tool for Primary students who can make a final two minute summary of their most important findings to share in a 'fun' way! Voki
Presentation tool for summary of learning Year 4 Present their own findings or solutions on a wiki page Action Research Goal 3 Year 4
Learning supported on the wiki
Optional Presentation on a Voki to evaluate the incorporation of Guided Inquiry in the teaching and learning process at Broughton Anglican College. SLIM Question 1:
What do you know? SLIM Question 2
How interested are you in this topic? SLIM Question 3
How much do you know about this topic? SLIM Question 4
When you do research what do you generally find easy to do? SLIM Question 5
When you do research what do you generally find difficult to do? SLIM Question 6
What did you learn in doing this research unit? Further Student survey questions on ICT component of the project PQP sample Wikis to store, organise and share work What was the most helpful thing about using a wiki? Sharing the experience Students Year 5 Sarah Year 12 ICT skills - Wiki, Voki Reflect Teachers
Consider the effect of formative assessment on the project – how was it used to assist in the learning/support of students?
Consider summative assessment for measureable knowledge gains,
Determine what ‘worked’ and did not and what could be improved and how.
Assess the use of applied ICTs as tools of learning.
Document changes/considerations for the next cycle

Students
Reflection through their journal throughout the process
Peer review (PQP)
Praise: What has been done well?
Question: Is there anything further you would like to have explained about this work?
Polish: What in your opinion could be done to ‘polish’ this work?
Has a new question been raised from the work done that needs investigation?

Parents
How did the student reflect the experience at home. Were there
indicators of increased engagement,
more or less stress over assessment?
Problems over equity of access in the use of technology Parents Presentation for: The Third International Research Symposium
Center for International Scholarship in School Libraries (CiSSL) April 26-27, 2013 Poetry response Yr 10 Personal Research Yr10 Year 6 Presentation 2012 - Women's Rights Joshua Year 10 Action Research... reflection 2009
Lyn Beattie: Year 7 Teacher
The high level of engagement of students meant that I could spend time with individuals in a more student-centered environment.
The commitment of time and support made by the Teacher Librarian facilitated the effective delivery of both the related teaching and learning activities and professional development to achieve the syllabus outcomes for these units. The Impact of Guided Inquiry at Broughton Anglican College
Prep - Year 12 Menangle Park, Sydney, Australia Year 4 Jigsaw Scaffold Alinda Sheerman, 2013 Year 7 2012: What did you learn? "I learnt how to get information and transform it even further into my own words. I learnt how to take facts and use these facts to find the answers to different questions. I learnt how to get the final information I have gathered and use it in the context that is needed." I thought the PQP was helpful as we got to see what our peers had done, and that we got like friends and peers to mark our own work. :)
It pointed out things I could have improved on, and made me confident that my work was good enough.
 It was good to see what a person our age thought of the work
 It helped you to know exactly what part of your work needed fixing Teachers Bibliography:

Caniff, S. 2010, ‘Action research in schools’, Scan, 29 (2).
Foley, C. 2010, ‘Reflecting on the research journey to school libraries 21C’ Scan 29(2), p.33-40.
Gordon, C. 2009, 'Raising active voices in school libraries: authentic learning, information processing and Guided Inquiry', Scan, 28(3), p.34-41.
Kuhlthau, C. Maniotes, L. & Caspari, A. 2007, Guided Inquiry: Learning in the 21st Century, Libraries Unlimited, Westport, CT.
Kuhlthau, C, Maniotes, L & Caspari, A 2012, Guided inquiry design: A framework for inquiry in your school, Libraries Unlimited, Santa Barbara.
Pirozzo, R. 2007, Improving thinking in the classroom. 2nd edn. Hawker Brownlow Education, Heatherton, Vic.
Stringer, E. 2008, Action research in education, 2nd edn, Pearson, New Jersey.
Todd, R. 2008, 'Teacher librarians: catalysts in instructional collaborations for authentic learning', Scan 27(3), pp.23-24.
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