Literature Research and Data Collection

Alberta Learning. (2004). Focus on inquiry: A teacher’s guide to implementing inquiry-based learning.

A comprehensive “how to” guide for implementing inquiry based learning. Although 133 pages long, this resource offers in-depth support for a teacher attempting inquiry based learning. An inquiry model with six phases is offered: planning, retrieving, processing, creating, sharing, and evaluating. Although ten years old, this document offers an effective research model.

British Columbia Teacher-Librarians’ Association. (2011). The points of inquiry: A framework for information literacy and the 21^st century learner.

BCTLA offers a more modern version of Alberta’s inquiry model. The Points of Inquiry use the symbol of a star and correspondingly has 5 phases: connect and wonder, investigate, construct, express, and reflect. They have combined Alberta’s “retrieving” and “processing” phases into one: “investigate”. As well, this document uses the lens of information literacy to inform their interpretation of inquiry. That being said, 21^st century learning, multiple literacies and technology are also considered, making this a document relevant to digital literacy.

Canadian Education Association (Producer). (2012). Learning to Inquire: Innovations for Deeper Teaching and Learning .

This 10 minute video outlines a yearlong inquiry into inquiry based learning by a Halifax middle school. Specifically, the video looks at a two week thematic unit in which all teachers and students participated. The regular time table was abandoned and students chose teams according to three questions around the importance of food. Student attendance and engagement rose dramatically. As well, the role of the principal / leader and the need to honor teachers as learners is discussed.

Galileo Educational Network. (2014). Discipline-based inquiry rubric.

An amazing website for inquiry based learning and teaching. Specifically, the inquiry rubric allows teachers to evaluate their own inquiry based learning designs. Eight essential components to a well-designed inquiry lesson are identified: authenticity, academic rigor, assessment, beyond the school, appropriate use of technology, active exploration, connecting with experts, and elaborated communication.

Halbert, J. & Kaser, L. (2013). Spirals of inquiry: For equity and quality. Vancouver, BC: BC Principals’ and Vice-Principals’ Association.

This short book (84 pages cover to cover) provides an inquiry model for lesson design, research and examples from BC schools. Well thought out and very readable (although text heavy), this resource provides a spiral to represent a proffessional inquiry model in order to emphasize the non-linear nature of the inquiry process. The spirals of inquiry include: focusing, developing a hunch, learning, taking action, checking, and scanning. An effective guide for teachers designing inquiry-based learning that effectively incorporates assessment for learning.

Student Feedback

As well, I just recently surveyed my students as my first attempt at teaching Digital Literacy 12 has concluded this week with semester change over and I am now preparing to teach it again this second semester. The survey was anonymous and provided invaluable feedback. Click here to see the results. Of interest was students’ desire to communicate more, both within class and with other countries. I wonder if this might provide an interesting focus of inquiry as 70% of students are retaking the class (can take 3 times for 3 separate course credits). As well, I realized how text heavy many of my assignments still are. More growing to do!

Issue, Interest, or Opportunity Identification and Key Word Generator

For my Masters in Education, I focused on creating a Digital Literacy 12 Board/Authority Authorized (BAA) course. After surveying the varying definitions of digital literacy, including the BC Ministry of Education’s draft definition, I synthesized the essential components into the below definition:

Digital literacy is the ability to interact critically, creatively and ethically with text, tools and people in digital contexts. (Stokes-Bennett, 2013)

I further broke this down into the below competencies:

I finished my degree in August 2013 and actually managed to offer and run the course in September (a lot of hoop jumping!). Our semester is just ending now and I want to reflect on what went well and what . . . could go better. More specifically, I want to revise the course to be more inquiry based.

Digital technologies are integral to this course by its very nature (please click here for specific learning outcomes). I have also set up a district hosted WordPress blog as a learning community where all students are contributors. I hope to expand from this to all students having their own blogs for second semester. The challenge has been in needing district hosted blogs in order to not violate the BC Privacy Laws. We are also fortunate enough to have a class set of laptops, 16 iPads, Wi-Fi and, of course, students bring in their own devices.

Digital literacy is going to be a key component of the new curriculum emerging in BC although the Ministry seems unsure of how and where it will fit in. As demonstrated by the BC Ministry of Education’s digital literacy standards (taken verbatim from the ISTE NETS), this is a priority.

I have always found Universal Design for Learning facilitates learners’ engagement and excitement. However, I also believe in the power of inquiry which is where I would like to explore next.

Potential digital technologies that may enrich, enable, or enhance learning (while not violating the BC Privacy Laws), blogging, wikis, YouTube, Prezi, Glogster, etc. I’d love to use Twitter but again run into privacy concerns.

The keywords that I would use to identify elements of this interest would be: inquiry, collaborative inquiry, project based learning, personalized learning, digital literacy, digital citizenship.

A list of possible topics I might need to broaden my understanding of this area of interest would be:

1. What is inquiry?
2. How does it work? In a classroom? In digital contexts? In blended learning environments?
3. What does student inquiry look like?
4. How can I effectively facilitate it (especially when my class is offered once a week for 2.5 hours)?
5. What are some video and image / collaborative publishing tools hosted on Canadian servers?