Consider the rubrics. What are your initial thoughts? How could you see yourself using any aspects of these in collaborative planning?  Think about how you could use aspects of these in your planning unit—assignment 3 

Galileo Network Inquiry Rubric

This rubric offers a comprehensive tool for a teacher or teachers to self assess their

Image from http://www.mccormackemployment.com.au/services/computer-skills-testing/

inquiry projects. Clear and thorough, this rubric would encourage an in-depth analysis of an inquiry project. However, I would hesitate to use this at the beginning with a colleague at it is content heavy and potentially overwhelming. Perhaps a good way to start would be to collaboratively discuss and develop a common understanding what is important in an inquiry project, using the sub headings to subtly guide and flesh out the original brainstorming process. Once an inquiry skeleton draft is devised, the Teacher Librarian and teacher(s) could then use the rubric to assess and revise the initial plan. If just a pair is working together, the two could move through the rubric together via an informal discussion. However, if a larger group is working together, the document could be jigsawed and everyone could report out on their piece.

This rubric is a very effective and worthwhile document. However sensitivity as to how and when it is used would be crucial. This could easily overwhelm a teacher new to inquiry.

Mindsetworks.com: Effective Effort Rubric

Although a solid start in developing an effective learning process rubric, Mindsetworks.com’s “Effective Effort Rubric” requires modification prior to implementation in a B.C. education setting. First, the learning process subdivisions should be reconsidered and perhaps revised in light of the teacher’s chosen inquiry model and the school’s common language around metacognition and executive functioning. For example, if a school or district has done work around Restitution or even SMART Reading, similar language and structures could help build on students’ prior knowledge. Another idea would be to co-construct the rubric with the students and/or other teachers. Second, although intriguing, the three levels (Fixed, Mixed, and Growth) are not commonly used in B.C. Mirroring the Performance Standards’ rubric format would likely be more beneficial for students as the layout will likely be familiar and will resurface throughout their academic career. Finally, having taught in an alternative setting, I’m conscious of using ‘you’ statements (e.g. “You don’t really take on challenges on your own.”). Although kid-friendly language, the phrasing might stimulate a defensive reaction in some students.

In short, a great rubric to provoke conversation and thought about what phantom skills need to be transparent, explicitly taught and formatively assessed throughout the inquiry process.  Unmodified, this is not the best fit for a B.C. inquiry project.

Space Exemplar

This rubric’s familiar format and language make it an ideal exemplar for B.C. educators. Especially appealing is the grouping of Prescribed Learning Outcomes (PLOs) into the two broad categories of Skills and Content.  Although obviously more PLOs will be met throughout the inquiry unit than those outlined, the teachers keep it clear, simple and focused by clarifying what specific few PLOs are targeted.

I like the format and language as well as the narrow PLO focus. Developing a similar document would be an ideal place to focus with a teacher. Key questions would include: What PLOs do you want students to meet through this project? What are the most important? Which PLOs are skill-based? Which PLOs are content-based?

What inquiry model speaks to you?

When I first began to explore inquiry, I began with Alberta Learning’s “Focus on Inquiry” as I wanted a clear structure to follow. I was learning what inquiry looked like along with my students and needed clear answers and steps. However, as my knowledge, understanding and comfort around inquiry developed, I felt restricted by the same structure and detail I had once desired. Now, I find myself drawn to Neil Stephenson’s “Principles of Inquiry” as I feel I’m at a point where I know enough to experiment with a more open approach to designing inquiry learning opportunities.  I prefer Stephenson’s model over Galileo’s as I find it has more of a BC education context with references to Universal Design for Learning, our new curriculum and assessment practices (formative and summative).

What project/exemplar can you see yourself adapting for your students?

I loved the prompt “It really bugs me when . . “ from Ariel Schwartz’s article on “High School Students Come Up With A Genius Plan For Getting Ketchup Out Of The Bottle” (2014). It immediately encourages a problem solving approach to a real life problem that the learner is invested in. Perhaps this would be a great place to start inquiry with students in order to assess and respond to student inquiry skill sets (e.g. asking questions, collaborating, time management, goal setting, etc.).

What type of inquiry would you be more apt to suggest to different members of your staff versus your personal preference?

Different inquiry models will speak to different personalities and experience in inquiry. The structured steps (or phases and processes) of the BCTLA “Points of Inquiry” and Alberta Learning’s “Focus on Inquiry” are perhaps more appealing for teachers first exploring inquiry and/or teachers drawn to more linear processes (although this is not to imply that either of these models encourage a linear learning path).  Both these options are also very similar to the research process and scientific method, allowing teachers to begin on familiar ground. While “Focus on Inquiry” offers a very detailed break down for those looking for a complete “how to” package, the “Points of Inquiry” are couched in familiar BC curriculum format along with a scope and sequence spanning Kindergarten to grade 12.

Galileo and Neil Stephenson’s inquiry principles offer a framework to inform and evaluate inquiry design. These models will likely attract non-linear thinkers who prefer to design learning opportunities holistically. As well, teachers who are comfortable with the big concepts and processes of inquiry might eventually prefer the freedom these models offer.

What essential questions excite you?

What is the nature of evil? (I think this would be a great overarching inquiry theme for an interdisciplinary senor English and Social Studies inquiry.)

What are the phantom skills we assume students have (and need) to successfully engage in inquiry based learning opportunities?  (Having taught 8 years in an alternative setting, this question is crucial.)

And any other thoughts, ideas, comparisons that will craft your understanding

I always love the big picture. In order to find it, I broke down the four inquiry models we are considering into their key components (in my opinion), laid them out next to each other and then compared and evaluated them.

The Manitoba Ministry of Education’s School Library Policy Statement states that “resource-based learning is an educational model which, by design, actively involves students, teachers and teacher-librarians in the meaningful use of a wide range of appropriate print, non-print and human resources.” In an attempt to translate this into my own words, I see resource based learning as learning opportunities collaboratively designed to facilitate “meaningful use” of diverse resources. To dig more deeply into “meaningful,” I would hazard that students learn to and as they critically select and utilize resources that fit both their personal learning style(s) and their learning goal(s).

I agree that inquiry based learning is an umbrella term and, at its simplest, is an inquiry into real life problems. I believe that inquiry based learning can take on many guises and can range from more teacher centered to student centered. My colleague Dawn Anderson put together the below chart last year to help teachers wrap their heads around scaffolding inquiry projects. This is not meant to be a comprehensive answer or definition but rather a helping tool for those minds that find it beneficial.

Created by Dawn Anderson (2014).

Based on this chart, this is an example of what could be called a “guided” inquiry project.

Any inquiry demands that each learner explore a variety of resources in order to answer a question or create a solution so it follows that any inquiry project could also be resource based learning as well. As a more teacher centered and structured design (if that’s what it has to look like), resource based learning would be ideal for scaffolding towards a more student centered inquiry project where necessary.  In fact, it would be crucial in order to develop some of the phantom skills (resource selection, evaluation, synthesis, etc.) that inquiry requires.

I guess my question is: do the teacher and teacher librarian always select the resource pathways when designing resource based learning opportunities? Or can resource pathways be co-created with the students as well? That would be fun!

My Goal

My personal learning focus over the last several years has included digital literacy, inquiry (professional and student) and mentorship. Now, as I explore Teacher Librarianship and the potential of the Learning Commons, I want to explore how these areas inform my understanding of the Teacher Librarian role. Where is the common ground? How can I synthesize what I have learned with what I am learning?

Initial general brainstorming.

My Question

Consequently, I find myself drawn specifically to the collaborative role of the Teacher Librarian. For the CLA five Standards of Practice for Effective School Library Learning Commons (2014, p. 10) to be realized, effective collaboration between the Teacher Librarian and fellow teachers is necessary.

Canadian Library Association. (2014). Leading Learning: standards of practice for school library learning commons in Canada

And so, I arrive at my question: How can the Teacher Librarian effectively collaborate with other teachers in order to establish the CLA Standards of Practice for an effective school library Learning Commons?

My Gameplan

Given the emerging popularity of mentorship, digital literacy, student inquiry and professional inquiry, there are many definitions and approaches available. Before finding common ground between these concepts, I need to first clarify my understandings and my language.

Next, I need to begin to synthesise these concepts through the lens of the Teacher Librarian role. To do that, I need to break down and simplify (for this purpose) the collaborative role(s) of the Teacher Librarian. At this point, I believe I have found three main collaborative roles:

1. The Teacher Librarian as a mentor.
2. The Teacher Librarian as a facilitator of professional inquiry.
3. The Teacher Librarian as co-designer and co-facilitator of learning opportunities.

Finally, as I engage in the course discussions and readings, I need to allow my ideas evolve and mesh. Basically, I need to see what happens . . .

Mindmap using Total Recall app on iPad.

General thoughts and responses to Leading Learning

I applaud the clear statement that a school Library Learning Commons is meant to “facilitat[e] knowledge creation” and build a “participatory learning community”  (CLA, 2014, p. 3-4). As well, although standards and sub themes can make many uneasy, everyone has to start somewhere and many people will benefit from having a road map. It is a serious paradigm shift to move from libraries as reservoirs of knowledge and resources to collaborative communities that create rather than uncover knowledge. Any assistance in such a shift is beneficial.

Readings/Resources (used specifically in second mind map)

Canadian Library Association. (2014). Leading Learning: standards of practice for school library learning commons in Canada. Ottawa: ON. Retrieved from http://clatoolbox.ca/casl/slic/llsop.pdf

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

Stephenson, N. Introduction for inquiry based learning. Retrieved from http://www.teachinquiry.com/index/Introduction.html.

Stokes-Bennett, D. (2014). Just Do It: Designing and Implementing a Digital Literacy Course in a Public High School. Retrieved from http://dspace.library.uvic.ca:8080/bitstream/handle/1828/4727/Stokesbennett_Devon_MEd_2013.pdf?sequence=1

Zachary, L. (2012). The Mentor’s Guide: Facilitating Effective Learning Relationships (second Edition). San Francisco; Jossey-Bass.

Research Synopsis

Due to the recent interest in inquiry, there are multiple sources to be found. However, finding relevant Canadian resources was the challenge. As well, my approach was three fold: (1) student inquiry, (2) how to design inquiry learning experiences, and (3) teacher inquiry. In short, my inquiry into inquiry had layers. Consequently, I required resources that addressed my three prong approach.

How do I design an inquiry learning experience?

Alberta Learning’s (2004) “Focus on inquiry: A teacher’s guide to implementing inquiry-based learning” provided a very detailed inquiry model and specific instructions on how to scaffold an inquiry learning experience. The Galileo Educational Network’s (2014) “Discipline-based inquiry rubric” provided an easy to navigate rubric through which to evaluate whether my inquiry designs are beginning, developing or accomplished. Unsurprisingly, I find myself hovering between beginning and developing.

What is student inquiry?

The British Columbia Teacher-Librarians’ Association’s (2011) “The points of inquiry: A framework for information literacy and the 21^st century learner” provides detailed and grade specific inquiry learning outcomes for students. These are clear, researched and very useable. My only concern are (1) the sheer number of learning outcomes (especially with the opposite move in the new curriculum) and (2) the assumption students will have been scaffolded in the inquiry process throughout their academic career. As inquiry is new to my students and a large number of outcomes would deter engagement, I will need to select and/or condense the outcomes before we use them in the class.

The video “Learning to Inquire: Innovations for Deeper Teaching and Learning” (2012) by the Canadian Education Association was very useful in that it provided an example of what inquiry can look like. Like many teachers, I’m thirsty for ‘seeing’ what these concepts actually look like in the field. However, the video also spoke to the crucial role of leadership in effective implementation of inquiry based learning. A common understanding and language around inquiry at the school and district level would be so helpful!

What is teacher inquiry?

Finally, if a learner is a learner, it would be hypocritical not to consider how my own learning and teaching can be inquiry based. This class (LIBE 477) is proving ideal as, in addition to working towards my diploma, I have not only a vehicle to develop my understanding of inquiry but also the opportunity to engage in inquiry based learning myself.

Halbert & Kaser’s (2013) Spirals of inquiry: For equity and quality also provide an easy to understand inquiry model for teachers that blends what we already know about action research and diagnostic and formative assessment. Their “spirals of inquiry” helped me draw connections between what I know and do as a teacher with the new concept of inquiry. As well, it helped me be more understanding of my own learning process and its recursive nature.

 Key Learnings

The key learning that I have generated through this deeper exploration into my topic is that inquiry requires a great deal of thought, design and scaffolding on the part of the teacher. Learners must have the following in order to engage in effective inquiry:

• basic inquiry concepts and vocabulary
• enough prior knowledge about a topic to develop good questions
• basic inquiry skills and strategies

I have also come to understand that educators’ understanding of inquiry range from a very structured research model (Alberta Learning) to an open exploratory model with guiding criteria (Galileo Educational Network).

As well, I have learned that I need to start inquiry in my classroom and allow for myself to make mistakes and learn as I go. I believe that I will start with a small inquiry opportunity for students so that we can all practice the above prerequisite skills and get a sense for the emotions that accompany inquiry (anticipation, frustration, etc.). After group reflection and revision of our understandings and approaches, I will offer a large inquiry opportunity for students that will allow them to meet a large number of the course’s learning outcomes. My next steps are to develop a mini-inquiry as our practice run.

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?