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The second of a series of presentations on using the PLUS Information Search process
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Welcome – the second
session!Nerine Chalmers BA, Grad CE, M of Ed. (TL)
Blurb for the PD series:
Helping students improve their research skills: good questioning
skills; using the PLUS search process;
students searching on the internet.
First session:Introduction and overview.Development through the school – MYP Personal Projects
Continuing……….How does this tie in with 21st century learning?How does this tie in with Units of Inquiry?PLUSHands on
Second Session (March 4):Go through all stages of PLUS – include scaffolding for students. How the research would be organized; what lessons it would involve; what the students would do; how the TL could help; what the teacher would do. Hands-on session, using current planners, work on specific examples.
Go through all stages of PLUS – include scaffolding for students. Resources:Information Tasks Differentiation Strategies – Tomlinson and McTigheBeyond Bird Units Loertscher, Koechlin and ZwaanA-Z Graphic Organisers H:\Primary School\Language 2008-2009\A to Z\WritingLibrary Wiki:
Primary Library Senior Library
Kids' Research PortalTemplates in Inspiration
PLUS on line!
The Topsy Factor:
"Do you know who made you?" "Nobody as I know on," replied the
child, "I 'spect I jest growed.”
Uncle Tom’s Cabin
The Topsy Factor:PLUS, incorporating the Inquiry CyclePLUS as an information search processThe importance of questioningThe inquiry itselfWhere the inquiry will leadThe 21st Century LearnerThe role of TechnologyInformation literacy framework from Gr 2 – 5
Research done in Hong Kong (2008) into the development of research skills through inquiry-based learning:
Review of the literature suggests that the implementation of an IBL approach in schools includes the following seven key components:
1. Students are provided with rich information sources (Alloway et al., 1997; Jakes, Pennington, & Knodle, 2002);2. Students are equipped with information literacy skills (Alloway et al.; Harada, 2002; Kuhlthau, 2003);
Review of the literature (continued):
3. A climate of inquiry is created in the classroom (Alloway et al.; Hakkarainen, Lipponen, Jarvela, & Niemivirta, 1999);4. Scaffolding support is provided to students in developing driving questions (Alloway et al.; Harada & Yoshina, 2004a; Jakes et al.; McKenzie, 1997);5. Students go through an information-seeking process (Harada; Kuhlthau);6. Students develop their own research process (Harada; Kuhlthau);7. Students learn to present their findings (Alloway; Jakes et al.).
Review of the literature (continued):
Owens, Hester, and Teale (2002) reported on the use of technology to support Inquiry Based Learning programs for 7-15-year-old urban students. They suggested that technology:enhances cognition, particularly in areas of reading and writing. technology can serve as a ground for students’ active construction of knowledge, rather than as tutor and communicator of informationFurthermore, access to technology makes schools seem more real-world, and students are able to push the boundaries of their traditional school curriculum.
PLUS
Preparation/Planning
Location
Use
Self-evaluation
P
L
US
S
P
P
Stage 1:
Tuning in
Stage 2:
Preparing to find out
Stage 3:
Finding out
Stage 4:
Sorting outStage 5:
Going Further
Stage 6:
Making Connection
Stage 7:
Taking Action Inquiry Cycle
Inquiry is “Doing” and can come from anything.Inquiry stems from the known and is provoked by authentic experiences.Authentic life experience is fundamental to true inquiry
P
L
US
PL
UU
S
P
Invitation
Wondering
Connection
Investigation
Demonstration
Reflection
Representation
Evaluation
Action Inquiry Cycle
Inquiry is “Doing” and can come from anything.Inquiry stems from the known and is provoked by authentic experiences.Authentic life experience is fundamental to true inquiry
P
L
US
S
P
P
PLUS (Incorporating the Topsy Factor)
Preparation/Planning (The importance of meaningful questioning; the inquiry itself)
Location and Use (Information Literacy; the role of technology; the 21st century learner)
Self-evaluation (Where the inquiry will lead – Action; further questioning)
P - Preparation/Planning
For the teacher:
Doug Johnson’s 4A’s of Great Research:
Assignments that matterActivities that InvolveAssessments that HelpAttitude is Everything
P - Preparation/PlanningFor the student: NB the need for prior knowledge. Students will not have a successful inquiry if they have no grounding.Brainstorming - What exactly is my topic about? What do I already know about this topic? Identifying an information need. Learning to frame realistic research questions. Planning a piece of research using diagrams or headings. Identifying keywords.
QuestioningJamie McKenzie talks about building answers as opposed to gathering. For him the qualities of a serial questioner are, among others:Humility, relentless curiosity, indefatigable persistence, dogged determination, open-mindedness, tolerance of ambiguity, thirst for the missing, wit, vivid imagination.
Sense of wonder, curiosity, wish to understand.
Essential Questions – Fact finding
or deep understanding?Are we thinkers or collectors?
•Deal with matters of importance•Must lead to some challenge or action – move beyond understanding and studying•Cannot be answered by Yes or No•May be frustrating•May be unanswerable
ScaffoldingProvides clear directionsClarifies purposeBreaks down complex tasks into manageable expectationsKeeps students on taskOffers assessment to clarify expectationsPoints students towards worthy sources
L – LocationUse my key words and questions to search for the information I need. Where will I find it?
Print resources, pre-selected web sites, search engines, on-line resources, reference books, non-fiction books, multimedia resources.
Selection skills – what to look for, and how to evaluate it. Relevancy, currency, accuracy, reliability.
Searching skills
Keeping a resource list; bibliography.
U – USEHow will I use the information I have found? Make notes? Draw a diagram? Draw a concept map?
Skills:Reading skills, skimming and scanning, Interactive skills – do I understand what I am reading, how can I relate this to what I know already?Recording skillsSynthesizing skillsWriting or presentational skillsCreativityConstructing knowledge
S – SELF EVALUATION
Have I found the answers to my questions? Were my questions searching ones? Did I have useful key words? Have I kept a record of the sources I used?
Am I happy with the way my work was presented? What action will follow from this work? What new questions have I come up with?
Information Literacy Standards for the Digital Learners of New
York 1. Inquire, think critically, and gain knowledge.
2. Draw conclusions, make informed decisions, apply knowledge to new situations, and create new knowledge.
3. Share knowledge and participate ethically and productively.
4. Develop an appreciation for ideas and information in pursuit of personal growth.
Digital learners transfer current knowledge to the use of new information technologies.
Interaction
Printout
Final version
Presentation
Rewriting
Transportation of Text
Information LiteracyInterventions
FINDING, ACCESSING AND EVALUATING INFORMATION
CONSTRUCTING NEW UNDERSTANDINGS
Ross Todd presenting in UK
InteractionP
U SL
TRANSFORMATION
LiteracyInterventions
QUESTIONING, CREATING, COLLABORATING, CONSTRUCTING, ACTION, QUESTIONING,
CONSTRUCTING NEW UNDERSTANDINGS
Creativity and representation
Literacies for the Information Generation
Basic Literac
y
Critical Literacy
Technological Literacy
Inquiry and Problem Solving
Ethics and Social Responsibility
Five kinds of learning in the inquiry processKinds 0f learning Types of intervention
Curriculum content
For fact finding, interpreting and synthesisng
Information Literacy
For locating, evaluating, and using information
Learning how to learn
For initiating, exploring, focusing, collecting and presenting
Literacy competency
For improved reading, writing, speaking and listening
Social Skills For interacting, cooperating and collaborating
PLUS in the Primary School Simple LanguageTeacher reference Student support and scaffolding Literacy framework at each grade levelWho is going to facilitate the process?In which lessons?
Third Session (18
March): Research on the WWW. Pre-selected sites. Searching the net. How can we help
students search – which search engines to use.
Acknowledging sources