Through the completion of this blog I was able to research and understand inquiry-based learning, guided inquiry and information search processes in more depth.  In the first stage of this blog, I was able to explore these processes from my own perspective.  This allowed me to see from a first hand perspective how specific information search processes can guide your research processes and enable you to understand the emotions and thoughts you go through.  During the second stage of this blog, I was then able to apply my knowledge and understanding of guided inquiry to a classroom context. 

At that start of this course we were asked to pose three questions that about inquiry learning based on our initial thinking and wondering.   When I initially asked these questions, I felt overwhelmed at the start and concerned that I would never be able to answer my own questions.  However as I developed a greater understanding of guided inquiry and the information search processes I now feel equipped to answer these questions.  


1) How do we develop assessments that encourage inquiry learning?

I first posed this question, as my experience with high school assessments has mainly been with essays, where students are required to write a large body of writing based on what they have learnt throughout the unit, drawing on some additional information.  For the most part I have found this type of assessment frustrating, as students are not able to see the relevance and are often disconnected from their research and writing and unable to learn any real skills that will help them in the future.  When I started to research more deeply into guided inquiry I began to understand that by only producing one large assignment at the end of a unit of learning, it was difficult to follow a guided inquiry approach to learning.  I believe that in order to develop assessments that encourage inquiry learning, the Guided Inquiry Design Process (Kuhlthau, et al, 2007).  needs to be consulted and used as a guide for developing assessments and learning experiences that aid the assessment.  Students need to feel connected to their learning and understand the relevance of their assessments, so by paying special attention to the Guided Inquiry Design Processes of open, immerse, explore, identify, gather, create, share and evaluate, this will enable students to become more independent learners.  


2) What type of activities and lessons can we enact within the classroom to help students develop the necessary skills needed for this information rich environment?

Certain activities and lessons can be enacted within the classroom to ensure that students are developing the necessary skills needed for this information rich environment.  For students to be successful researchers they need to be aware of information search processes.  After learning about certain ISP models and how they relate to your search processes, I find it extremely valuable to be able to relate to specific ISP models.  Callison’s Information Inquiry model (2006) was extremely relevant to my experiences searching for “information inquiry and history” and then collating my annotated bibliography.  I found this cyclic model useful as I discovered that quite often I went though the cycle quite a few times with every different expert search undertaken.  Then at the end of each search I would reflect on how it went and what I could do differently next time to improve my search strategies. The would prove useful for students, especially as it would enable them to then reflect and evaluate their search process along with their sources gathered and decide what they should do differently next time.   Callison’s model provides a mature analysis of the information search processes and how all the different stages interact with each other and a valuable method for allowing students to further understand their search processes.    I would also enact activities within the classroom that students would directly use within their assessment, such as evaluating and analysing sources, examining primary sources, short written responses to questions or source material, guided peer feedback and comments and reflections.  This will enable students to understand the importance of examining other peers’ work, and evaluating their own work according to set criteria.  

Finally I believe that the school library forms an integral part of inquiry-based learning.  School librarians are able to “bring their information-learning expertise of knowing how students engage in seeking and using information guided by the Information Search Process” (Todd, Kuhlthau, & Heinström, 2005, p. 12).  To ensure that I equip students with the necessary skills needed for research, I would ensure that I developed partnerships with the school librarian for specific projects and information and digital literacy classes. 

3) What do I need to know in terms of research skills and practices to ensure that I am teaching content and information skills simultaneously whilst providing a high level of professional understanding?

As a result of blog stage one, I now have a comprehensive knowledge of research skills and practices to ensure I am teaching content and information skills simultaneously whilst providing a high level of professional understanding.  I now understand that content and the teaching of information skills can be done simultaneously.  When teaching students’ the necessary research skills, this can be done whilst linking in content.  For example, a lesson could be devoted to searching for primary sources and showing students the specific skills needed for these searches.  Once the students have located one primary source, the next lesson could be devoted to anaylsing the source.  Previously when I have taught students how to analyse primary sources, I have always provided the sources to them.  However as a result of the students searching for their own primary sources, this teaches them valuable research skills and also incorporates the processes of exploring, identifying, and gathering from the Guided Inquiry Design Process (Kuhlthau, et al, 2007).   Inquiry-based learning is about creating connections between the different learning processes, so students understand that all cogs in the learning process are important, and that they all interact together to help produce an end product; their assignment. Students also need to understand that these skills learnt can be directly transferable to other subjects or areas outside of school, as inquiry-based learning is also about equipping students to become independent and successful learners.     


References

Callison, D. (2006).  Chapter 1: Information Inquiry: Concepts and Elements.  In Callison, D. & Preddy, L. The blue book on information age inquiry, instruction and literacy, (pp. 3-16). Westport, Conn: Libraries Unlimited.

Kuhlthau, Carol C. ; Maniotes, Leslie K. & Caspari, Ann K (2007). Guided inquiry: learning in the 21st century. Westport, Conn: Libraries Unlimited.

Todd, R. J., Kuhlthau, C. C., & Heinström, J. E. (2005). School Library Impact Measure (SLIM): A Toolkit and Handbook for Tracking and Assessing Student Learning Outcomes of Guided Inquiry through the School Library. Center for International Scholarship in School Libraries, Rutgers University. Retrieved from http://leadinglibrariesprimary.files.wordpress.com/2011/03/slim_toolkit-handbook.pdf