Learning Log: Module 2 - Structure for Inquiry

At first glance, Inquiry appears to me to be very daunting and a huge concept to learn about, understand and be able to comfortably apply in my teaching. The ideas seem vast and has so many components. Having had the opportunity to see inquiry in action taught by other teachers, I know and recognize how amazing it is but it still seems a huge task to approach alone. For this reason, personally, I would love to be able to collaborate with another teacher to be able to bounce ideas, share resources and learn together.

 

One of the big take-aways for me this module is the article “Elements of Information Inquiry, Evolutions of Models & Measured Reflection” (Callison & Baker, 2015). The defining of five “elements” as consistent cores in inquiry really helped to ground me. Looking at different inquiry models with these elements in mind broke it down into manageable segments that I found to be less overwhelming.

Inquiry models that stood out for me were Kulthau’s Guided Inquiry and Stripling’s Process of Inquiry. Both of these models were graphed in Callison’s article which helped me to see them in their aspects with more clarity. Guided Inquiry appeals to me with its breakdown of learning team tasks and student tasks. Having a guideline for teacher and student expectations sets me more at ease. As well, Kuhlthau’s (2014) thoughtfulness on the emotional aspect of learning and helping support students’ progress through some of the frustrations and anxiety of research really stood out to me among the models. The Process of Inquiry appeals for its clearly laid out stages. Further, my school district uses the BCTLA’s Points of Inquiry Framework which is based on Stripling’s model so perhaps I gravitated to it because it seemed familiar.

However, the article that really opened my eyes and made inquiry approachable was Fontichiaro’s Framing Inquiry with Scenarios (2014), now here was something I could readily grab, engage with, and present to my peers. I was so taken, I took the article and created a sketchnote hand-out that I think I could present to teachers at my school!

With the uncertainty of this fall looming, using scenarios in the LLC where it can be tailored in size and breadth is phenomenal. In the elementary setting where I am currently the TL, my time with students is on a weekly basis and through prep coverage. For this reason, it is often very difficult to collaborate with classroom teachers, they are never with the students when I see them. If I was able to tie-in some scenarios to topics covered in class, it would provide a meaningful extension to the students and would scaffold and build on what they are learning. This to me would be invaluable in showcasing how I can be a partner-in-teaching rather than just prep cover. I was also new to the school last year so I am still building relationships and learning how each of the teachers in my school run their classes, they each have different approaches and comfort levels. I am still trying to navigate the murky waters, especially with my intermediate classes which is really new to me. Having a background in middle school, I thought for sure, I would be able to get my intermediate teachers on-board right away with some multi-class/grade projects that had been successful for me in the past. I was totally shot down at the start of last year, much to my dismay. I know now I aimed too big and too fast. Using scenarios, I can build mini-inquiry lessons for students when they come to me in the LLC and progress from there. If teachers want to expand and dig deeper, we can arrange for that together in a way that is comfortable for them and for me. And the biggest winners, will be the students.

Works cited

Callison, D., & Baker, K. (2015). Elements of Information Inquiry, Evolution of Models & Measured Reflection. Knowledge Quest, 43(2), 18-24.

Ekdahl, M., Farquharson, M., Robinson, J., & Turner, L. (2010). The Points of Inquiry: A Framework for Information Literacy and the 21st Century Learner [pdf]. Vancouver, BC: British Columbia Teacher-Librarians' Association. Retrieved from https://bctladotca.files.wordpress.com/2018/02/the-points-of-inquiry.pdf

Fontichiaro, K. (2014). Nudging Toward Inquiry - Framing Inquiry with Scenarios. School Library Monthly, 31(3), 50-51.

Maniotes, L., & Kuhlthau, C. (2014). Making the Shift from Traditional Research Assignment to Guided Inquiry Learning. Knowledge Quest, 43(2), 8-17.

Stripling, B. (2004). Using Inquiry to Explode Myths about Learning and Libraries. CSLA Journal, 28(1), 15-17.