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InquiryGuide 4: The Learning Laboratory

 

Introduction

Children and young adults who are motivated and excited thrive in an inquiry-based environment. Anyone can follow a model and create a lesson. However it takes a clear understanding of the standards and needs of students to design an effective learning environment that will result in a meaningful experience.

Your projects should also have this combination of fun and meaning. Teaching library and information skills in isolation is meaningless. By connecting standards, collaborating with teachers, and designing engaging learning experience you can build a motivating, meaningful experience for young people.

Be a Trail Blazer

Like a Trail Blazer, your job is to explore and experience new worlds of understanding. In this section, you'll be examining topics related to life-long learning, inquiry, and literacy. Each reading will provide the tools you need to complete the Trail Blazer activities. Note that the specific textbook readings are listed within the webpages. I've also listed them on the course calendar for quick reference.

Read A Learning Environment for Inquiry
Read BLUE BOOK: p. 185-221, 307-317

Read Information Resources: Realia & Models, Books & Periodicals, Digital Media, Maps & Globes, Puppets, Blogs, Electronic Databases, E-mail, E-forums and social networks, Live interaction, Web-resources

Read Tools: Audio Tools, Calculator, Charts & Post-Its, Clipboards, Telephones, Digital Cameras, Electronic Keyboards, Electronic Whiteboard, Handheld Devices, Laptops, Measuring Tools, MP3 Players, Science & Math Tools, Video Cameras, Visual Presenter, Writing & Drawing Tools, Work Boards

Read Learning Spaces: Inviting Environment, Display Areas, Seating Areas, Student Work Areas, Video Production Areas, Presentation Areas, Wall Displays

Read Student Generated Materials: Artwork, Exhibits, Journals, Portfolio, Young Authors

Trail Blazer 8: The Lab (3 Points)
[Complete ONE of the following options]

8.1: Media Center Analogies - Is a media center like a flea market, auto show, or maybe a tidepool? Danny Callison does an excellent job using the analogy of the media center as a learning laboratory. Use another analogy to describe how the media center is a center for teaching and learning. Provide detailed examples using the analogy to help people visualize your ideas. Use professional literature to support your analogy.

8.2: Virtual Experiences - Have some fun. Identify at least one other classmate and collaborate on a virtual concept map using the online tool Thinkature or Gliffy. Share the URL with the class. Also, be sure to invite eduscapes, so I can participate too! Write a summary of the goal of your concept map activity as well as the experience. Discuss ways that this tool could be used in inquiry projects with young people.

8.3: Save Your Job - Do school library media programs really make a difference in student learning? The school board is cutting all programs that don't directly impact student achievement. Using professional literature, save your job! Provide 5-10 research-based examples of the impact of library programs. Your document should not be a research paper. Instead, it should use research to support the argument that your job should be saved! In addition to professional literature, you should also discuss evidence-based practices that might be implemented to demonstrate that your instructional program makes a difference.

8.4: Envision the Future - What if you could design a new kind of learning environment for children? What would it look and feel like? If you could toss the current school building concept, staffing structure, schedule, curriculum.... and start from scratch, what would you do? If you didn't have the pressure from parents, teachers, politicians, and corporations, what kind of learning environment would you construct? What would the learning experience be like for the student information scientist and the instructional specialist? What would the learning laboratory look like? How would inquiry be integrated into the new curriculum? Don't just answer these questions, show us. Immerse us in your vision. Your posting might include words, pictures, ideas, and original ways of expressing this vision. This is your chance to be creative.

 

Project 4: The Joy of Inquiry-based Learning

During the semester you've read lots of articles and participated in numerous discussions. Now is your chance to put it all together and create something that represents everything that you've learning about information inquiry.

Go to the Project 4 Archives to see lots of examples of projects from previous semesters.

Project Task

This project should serve as an excellent example for your professional portfolio as evidence of your ability to connect content area and information literacy standards, design learning materials that help students move from novice to skilled information scientist, and create effective, efficient, and appealing learning environments.

Design an inquiry-based instructional unit for a specific grade level. Think information INQUIRY. Don't just create a "how to use the library" type unit or a "write a science report" type assignment. BORING! The key to developing the JOY of inquiry-based learning is engaging students in activities that will promote skills in authentic, meaningful ways!

Product Guidelines

Your job is to create a unit of instruction that addresses both content and information standards. In the "real world" we assume that you'll be collaborating with a classroom teachers to create materials that address both content and information skills. You may have the expertise to develop all the lessons yourself. Or, you may provide placeholders for those areas of the unit where you're planning for the classroom teacher to "fill in".

This unit should focus on both content area and information standards. In addition, your unit should include at least 3 mini-lessons that teach learners specific, essential information concepts or skills. These mini-lessons should include good examples, non-examples, activities, and assessments. If appropriate, they may be self-contained and self-paced. In other words, they could be used with a small group or as needed to differentiate for learning styles or special needs. For example, while some students may understand the concept of cause and effect, others might need the mini-lesson. While some students may not have difficult narrowing their topic, others may need lots of examples and practice.

You MUST base the inquiry project on an Information Inquiry model. You can use an established model or develop your own.

Your project should include at least one information literacy standard and one content area standard. Try to choose a content-area topic far removed from the topic for the other projects.

Quality information inquiry experiences have some of the following elements. Your overview should provide the "big picture" of the entire integrated (content-area connected) unit. Students should have the opportunity to:

This should NOT be a unit that you've developed for another class. Although you can adapt an idea, you should develop original materials. Your lesson should include lots of examples, questions, practice, helpers, and other materials that will guidance the students in their learning. Your overview, lessons, and materials should have the following characteristics:

Your final product should be submitted as a Microsoft Word document(s) or web page(s).

Explore the WebQuest Matrix for ideas. Remember, these inquiry-based projects do not need to be done "on the web". The materials can be web or paper-based.

Required Elements

The following elements should be integrated into your project. Use the word counts as a general guide, not a specific requirement. (A Word Count is available under the Tools menu in Microsoft Word (400 words generally equal 1 page)).

Student Audience. Describe your students. If possible, use a real setting even if you won't be able to implement your lesson. Include general characteristics, class size, grade level, and the instructional setting (small/large school, rural/urban, rich/poor). What entry skills do students have in terms of information literacy? What experiences do they possess? What are their attitudes and interests? What motivates them? How does this impact your approach? How will you connect this learning experience to the "real world"?

Information Inquiry Role. Provide an overview and outline of the entire unit and the role of information inquiry in the unit. What approaches will you use to increase information fluency? Be sure to cite professional literature (texts assigned, web resources, supplemental readings, literature located beyond class assignments).

Your unit should address standard(s) from the Standards for the 21st-Century Learner (AASL, 2007, PDF) as well as at least one content area standard (i.e. Indiana Academic Standards).

Also, discuss how you would collaborate with a classroom teacher. Although it's helpful to identify a "real teacher" for this collaboration, it is not required. If you are currently teaching, feel free to use your own class. However also consider how you might involve the media specialist. (750-1500 words)

Information Inquiry Model. Provide a discussion of the model used, adapted, or created. A created model doesn't need to be complex. Check out the KCTools model as an example. Discuss the benefits and drawbacks to incorporating an Information Processing Model into the classroom.

Identify and elaborate on one specific model step you will address in a detailed lesson(s). Compare the step in your model to other models. Be sure to cite professional literature in your discussion. Connect your step with the subject area and information literacy standards you are addressing. (750-1500 words)

Student Performance. Provide a description of the lesson objectives and expected student performance including a statement of the expectation and a tool for evaluation (i.e., checklist, rubric, quiz). Discuss what evidence you accept as proof that students have successfully mastered the lesson contents. Consider both the product and the process assessments. Include examples such as sample products generated by "real" students or samples created yourself. (250-500 words)

Teaching Materials. Provide a detailed lesson (or short series of mini-lessons) focusing on one step in an information model including the standards addressed (both content and information/technology). Your lesson plan should be in sufficient detail that a substitute teacher could teach the lesson without additional guidance. Include elements such as a detailed outline, a storyboard, timeline, activities, assessments, etc. For example, your lessons should have activities such as springboards, information exploration, active involvement, and closure/transition. Feel free to use whatever "terms" match your planning experience.

Since this is a collaborative assignment, you will need to identify roles and responsibilities for each instructor (library media specialist and the classroom teacher).

All the materials needed to teach the lesson should be included such as handout materials, presentation materials, website links, samples, examples, list of props, list of technology requirements and supplies, and other resources. These should all be in electronic form, if possible. (1000-3000 words plus teaching/learning materials)

Learning Materials. Provide a detailed resource that will guide students through the learning experience. These materials may include the following elements: introduction/motivation, task, process, information resources, guidance, product guidelines, assessment tool, concluding activities. You might also provide other resources such as anticipation guide, concept map, project checklist, peer assessment, or other organizational tools. (length depends on age of students and needs).

Feedback and Evaluation. Describe how you will determine the success of the lesson. For example, you might include a chance for students to self-assess or conduct student conferences. Discuss how you will evaluate the unit with a collaborative teacher. Include sample questions or discussion ideas. How will this information help you build an evidence-based program? (250-500 words)

Field Test. Try out some aspect of your project on AT LEAST three people. Although it would be best to try it in a "real classroom" or with a small group of students, you may just ask a teacher or peer to review the lesson.

Include evidence of this review such as photographs, student assignments, or email comments.

Resources and References. Identify materials and resources used in your project including ideas from classmates, websites, articles, or other lessons. When possible, provide an annotation or discussion of how the item was used (250-1000 words)

Project Submission

Sharing is an important part of learning. Your project will be shared with your classmates.

Upload it to your web space (personal, university, or Google Pages). This project would be a great addition to an online professional portfolio. Or, you can attach it to the Message area of Oncourse. However, I prefer if you make it available on the web.

Then, post a message in your SCOUT Discussion Area in Oncourse indicating that your project is ready to grade. Be sure to provide the web address or document(s) of your project.

You are NOT required to submit a reply for this project, however it is suggested that you explore an provide feedback for your peers.

Evaluation

The following checklist will be used to evaluate your project. - 21 Points Possible

Conclusion

I hope you've enjoyed learning about information age inquiry.

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