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ASLA XXIII Biennial Conference 2013: Guided Inquiry - An integrated approach to Information Fluency

When students and teachers use Guided Inquiry methods, combined with 21st century technological and information literacy skills, the result is information fluency.

Alinda Sheerman

on 16 October 2013

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Transcript of ASLA XXIII Biennial Conference 2013: Guided Inquiry - An integrated approach to Information Fluency

ASLA XXIII Biennial Conference Hobart, 2013
Guided Inquiry: An integrated approach to Information fluency
ICT skills integration: Sharing PowerPoints and Vokis
Compare pulse rate before and after exercise
Reading: Information skills
Engrossed in reading!
Information Skills at point of need

Process Icons from Kuhlthau, C.C., Maniotes, L.K.,  & Caspari, A.K. (2012).  Guided inquiry design: A framework for inquiry in your school. Santa Barbara, CA:  Libraries Unlimited.

Assessing for learning from the Standards

Digital Literacy… Digital Fluency

Generational Change…
Information Literacy

Life Long Learning in action
Primary students' love of independent learning

Year 3 students discuss their experience of Guided Inquiry
Jodie Torrington – Yr 3 The Human Body
Who can sing the highest note?
Reading and writing with purpose = Engagement
Planning for Integration

Year 3T, 2013 - Jodie Torrington
“The Guided Inquiry process made me feel like I had achieved some authentic, measurable learning and I was inspired to discover the interest and excitement of the students. This, to me, was the essence of what teaching should be about.

Professionally, I have grown as a teacher. My eyes have been opened to an achievable way of researching, even at the Year 3 level. The GI process has shown a way to structure higher order thinking into research at the initial stage, rather than as an added bonus once the ‘core’ knowledge has been learned. Creative, individual thought is encouraged and developed.”
Evaluate: Teachers

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

Praise, Question Polish (PQP)

Jade’s Journal: Inquiry Circles


‘Open’/’Immerse’ Examples: Year 10, 2013

‘Open’/’Immerse’ Examples: Year 5, 2013

Karen Bonanno (Eduwebinar) has compiled a list of tools for use at specific stages of inquiry based learning and this is being added to as more tools are created.

Web tools to support inquiry-based learning

For Example…
Brainstorm, Mind Mapping, Collaboration
Mindmeister http://www.mindmeister.com/
Bubbl.us https://bubbl.us/
Spiderscribe http://www.spiderscribe.net/
Stormboard http://stormboard.com/
Text2MindMap http://www.text2mindmap.com/
Tools for each step…

Information skills are embedded throughout the research process

Relevant, different digital tools can be explored at each step at the point of need

Guided Inquiry
Information & Digital Fluency

Can I find information from multiple, reliable sources?
Books (digital or hard copy)
Information Services “Ask a librarian", "Ask an expert"…

Can I adequately share my learning?
(Cloud technology, use of wikis for shared learning)

Can I identify conflict of interest or bias?


Digital Fluency - Assessment

digital competence is the skills, concepts approaches, attitudes, etc.

digital usage refers to the application of digital competence within a specific context (such as school)

digital transformation which involves creativity and innovation in the digital domain


Digital Literacy

1. Able to develop questions that lead to appropriate information
2. Able to access information efficiently and effectively
3. Develops and uses successful strategies for locating information
4. Able to evaluate information critically and competently
5. Can determine the accuracy of information
6. Distinguishes among fact, point of view and opinion
7. Identifies inaccurate and misleading information
8. Selects information appropriate to the problem or question at hand
9. Organizes all the information
10. Integrates new information into one’s own knowledge
11. Applies information in critical thinking and problem solving
12. Able to produce an appropriate product
13. Derives meaning from the information
14. Able to communicate information and ideas in appropriate formats
15. Has strategies for revising and improving
16. Respects intellectual property rights
17. Uses information technology responsibly
18. Other


Information Literacy Standards

Sir Ken Robinson: Creativity, Learning & the Curriculum

John Hattie: Visible Learning. Pt 2: effective methods
Peer influence, challenge, worked examples showing strategies
Guided Inquiry...
for relevancy & integration

Critical thinking and problem-solving
Collaboration across networks and leading by influence
Agility and adaptability
Initiative and entrepreneurialism
Effective oral and written communication
Accessing and analyzing information
Curiosity and imagination 

The 21C Learner
Tony Wagner’s List of ‘7 Survival Skills’

My Personal Learning Journey

Bonanno, K. (2013), Mapping curriculum skills and capabilities to an inquiry learning framework, SlideShare, accessed 12 September 2013, <http://www.slideshare.net/kbonanno/mapping-curriculum-skills-and-capabilities-to-an-inquiry-learning-framework>.

Bundy, A. (2004), Australian and New Zealand information literacy framework: principles, standards and practice, 2nd edn, Australian and New Zealand Institute for Information Literacy, Adelaide. Viewed 11 September 2013. <www.library.uq.edu.au/training/info_literacy.html>.

Gordon, C. (2009) ‘Raising active voices in school libraries: authentic learning, information processing and Guided Inquiry’, Scan 28(3), p. 34–41.

Kuhlthau, C. (2010), ‘Guided Inquiry: School Libraries in the 21 st Century’, School Libraries Worldwide, vol. 16, no. 1, January, accessed 12 September 2013, <http://comminfo.rutgers.edu/~kuhlthau/docs/GI-School-Librarians-in-the-21-Century.pdf>.
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.

Loertscher, D.V., Todd, R. (2003) We boost achievement: Evidence-based practice for school library media specialists, Hi Willow Research & Publishing, Salt Lake City.

NMC Horizon Report: 2013 Higher Education Edition, 2013 The New Media Consortium, accessed 21 September 2013, <http://www.nmc.org/publications/2013-horizon-report-higher-ed>.

Todd, R. (2008), 'Teacher librarians: catalysts in instructional collaborations for authentic learning', Scan 27(3), pp.23-24.

Todd, R.J., Kuhlthau, C.C. & Heinström, J.E. (2005), SLIM: a toolkit and handbook for tracking and assessing student learning outcomes of Guided Inquiry through the school library, Centre for International Scholarship in School Libraries at Rutgers University. Viewed 12 September, 2013 . http://cissl.rutgers.edu/images/stories/docs/slimtoolkit.pdf

This blog stores the results of action research into how Guided Inquiry improves teaching and learning at Broughton Anglican College – with both Primary and Secondary examples.

Broughton Anglican College Information Resource Centre (BACIRC) Blog

Join a Wiki jointly set up and managed by Lee Fitzgerald and myself.
Go to the Guided Inquiry Community
Request entry
Guided Inquiry Community
Students devise experiments to demonstrate new knowledge
3T, 2013 - The Human Body Guided Inquiry Project

Integration of three KLAs:
Reading, Listening & Speaking
Integrating skills and content

The best part of the Guided Inquiry would definitely be being able to choose an issue that interests you. It's not often that subjects allow you to do this and I am grateful that commerce has given me this opportunity.

Possibly improving explanations of the task would be more helpful as at first I was confused as to what I needed to include in my wiki. Maybe even putting up a chart on the homepage of who has completed what would be a good idea just in case students lose track of what they have done.

Evaluate: Students


Works well for Primary students too - make a final 2 minute summary of their most important findings to share in a fun way!
(Demonstrates the need for correct punctuation and spelling!)


“During the week leading up to the peer sharing lesson, I reflected over my notes and the research I had undertaken in the previous stages. I found that this was very helpful for me as the research I had done at the start of the investigation that I had forgotten about was brought to my attention again. I think that it was also important for me to familiarize myself with this information before I began to formulate my question.
I also made notes about what I wanted to share with my group during the peer sharing lesson. Some of the things I wanted to discuss were why I chose the issue, the extremity of the issue, youth homelessness, the ways in which Australian society stereotypes those who are homeless, responses, why I am interested in the issue.
On the day of the peer discussion, I was placed in a group with Izzy and Bella. We each took turns to discuss our issue and ask questions about each other’s issues. I found this useful as it gave me an indication as to where we should focus some of our research.
During the peer sharing lesson, we also helped each other to formulate the questions focusing on the specific area we wanted to investigate. This was helpful as we were able to give each other feedback as to whether we thought the questions were good or bad and whether they would lead us to form a lengthy and deep response.”

Inquiry Circles
'Identify' Stage - used for peer support


1. Open

Each step of the process builds up information skills

Digital technologies are integrated at point of need throughout the whole process

Embedding Information and Digital Literacy: Guided Inquiry

Digital fluency is the ‘cross over’ where digital literacy and information literacy are merged as an effective, combined skill to create and share learning.
Digital Fluency

“recognize when information is needed and have the ability to locate, evaluate, and use effectively the needed information.”

Information Literacy
When students and teachers use Guided Inquiry methods, combined with 21st century technological and information literacy skills, the result is information fluency.
Information Fluency is an essential 21st century skill, underpinning inquiry based learning, in which the elements of student choice and the strong support from the Guided Inquiry teaching team lead to deep learning.

ASLA XXIII Biennial Conference 2013


Horizon Report 2013

2007 - Completed Master of Applied Science (Teacher Librarianship) Charles Sturt University
2007 – Joined CAR-TL Community of Action Researchers
2007 – Learned about Guided Inquiry from Dr Ross Todd and Lee Fitzgerald
2008 – Undertook an AIS grant for Action Research into changing pedagogy through Guided Inquiry
2009 – Second grant from AIS to complete a second Action Research cycle
2010 – 2013: Nineteen more Secondary and Primary classes supported through Guided Inquiry units of work. Personal Action Research undertaken with some classes each year.

Digital vs. Traditional...
Is there room for both?
Bedtime stories?
...But not as a substitute for Nanna’s hug and a picture book... when reading becomes relational!

Find it, Choose it, Use it… Effectively
Teacher directed stage - to encourage students engage and to stimulate curiosity about the topic or issue.
The teacher could use any physical or digital format for this purpose…Student must be able to access and identify personal, relevant meaning from the experience.
Note taking skills explicitly taught/revised
Scaffold for 'Explore'
'Create' example Year 6
'Create' example Year 10
'Create' - adding data from questionnaires - Year 10
Create - Prezi, Powerpoint...
'Share' for improvement advice before 'Evaluate'
Science Integration
A Shared K-12 Community and Learning Space
Who is the strongest?
Presentation tool for a short summary

Alinda Sheerman
Head of Information Services
Broughton Anglican College
Menangle Park, NSW
Full transcript