Inquiry Learning: It's all in the question
(Bonanno, K 2009 'Inquiry learning: It's all in the question' - Presented at the Australian College of Educators 2009 Conference, Digital Fair - Word of Mouse, 17 April 2009, Geelong, Victoria.)
Abstract of presentation
In a networked and digital environment that provides information-rich content that learners can interact with in order to develop understanding and new knowledge it is imperative that an inquiry based learning approach be adopted. Inquiry is an approach to learning whereby learners find and use a variety of resources and ideas to increase their understanding and knowledge of a problem, issue or topic. Inquiry learning encourages questioning, investigation, thinking, research, exploration, discernment, analysis and synthesis. Inquiry is a way to learn about the curriculum content. Topical research questions that allow learners to adopt the ‘cut and paste’ mentality or to just rehash other people’s ideas need to be a thing of the past. Learners need to be presented with questions of importance that require them to engage in a deeper level of thinking and creativity. Through an inquiry learning approach learners are connected to the content of the curriculum in a developmental and meaningful way allowing them to develop crucial information literacy concepts and essential information seeking skills to become information smart users and constructive creators of knowledge.
Resources and commentary
Johnson, L., Levine, A., Smith., and Smythe, T 2009, The Horizon Report: 2009 K-12 Edition, The New Media Consortium, Austin, Texas, viewed 10 April 2009, http://horizon.nmc.org/k12/Main_Page
My major focus in using this resource was to draw attention to the 'key trends', in particular, "The ways we think of learning environments is changing" and "The perceived value of innovation and creativity is increasing". Connecting this with the anticipated roll-out of new and emerging technologies, these trends not only have an impact on how teaching and learning takes place but also on the delivery of library and information services. This focus allowed me to introduce another perspective from Dr Michael Stephens.
Stephens, M 2009 'Ten trends & technologies for 2009', Tame the Web, viewed 11 April 2009, http://tametheweb.com/2009/01/12/ten-trends-technologies-for-2009/
Humanity connecting with technology and humans connecting with learners helps build relationships that support the student centred approach to teaching and learning within a digitally networked world. To me, it is highly obvious that in such a complex information landscape the role of the teacher-librarian, is absolutely crucial. My attempt to make the connection in this presentation was to discuss the 'critical challenges' identified in The Horizon Report: 2009 K-12 Edition. In particular, "There is a growing need for formal instruction in key new skills, including information literacy, visual literacy, and technological literacy" and "Learning that incorporates real life experiences is not occurring enough and is undervalued when it does take place."
Inquiry learning requires a rich information and communication environment that can provide a baseline of connectivity and knowledge that learners can interact with in order to build new knowledge and new concepts (Treadwell 2008, p. 76).
Treadwell, Mark 2008, The conceptual age and the revolution Schoolv2.0: a selection of 35 professional learning readings, Hawker Brownlow Education, Heatherton, Vic.
The chapter I referred to from Treadwell's book specifically discussed an inquiry learning approach. This developmental and sequential inquiry learning model can be viewed at http://www.i-learnt.com/Paradigm_Mark.html The primary / elementary model begins with the learner 'wondering', then 'idea ignition' before moving onto 'discovery' and 'sharing'. This early process of skills development can be viewed at http://www.i-learnt.com/Paradigm_Inquiry_Learning_1.html A closer viewing / reading of Treadwell's work at this web site is essential.
Treadwell's work also refers to Carol Khulthau's work in Guided Inquiry.
Guided Inquiry offers an integrated unit of inquiry, planned and guided by an instructional team of a school librarian and teachers, allowing students to gain deeper understandings of subject area curriculum content and information literacy concepts (Kuhlthau et al 2007, p.1).
Kuhlthau, Carol C., Maniotes, Leslie, K., & Caspari, Ann K 2007, Guided Inquiry: Learning in the 21st century, Libraries Unlimited, Westport, Connecticut.
For the emphasis on 'real life experiences' I drew on the work of Rischard. (Rischard, JF 2002, High noon: 20 global problems 20 years to solve them, Basic Books New York. There are three categories that Rischard uses to identify the global problems:
- Sharing our planet: issues involving the global commons
- Sharing our humanity: issues whose solution demands a global commitment
- Sharing our rulebook: issues needing a global regulartory approach
The 20 global problems listed under these categories provide very realistic and content rich topics for the 21st century student regardless of their age. For example, climate change, global infectious diseases, global financial architecture and biotechnology rules.
At the end of the presentation the delegates were provided with an opportunity to view some sample assignments. At this stage we were looking for the best examples whereby deep questions could potentially lead to deep knowing.
© 2009