Framing and Developing an Inquiry Stance for Independent Research Projects

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Guest presentation by Buffy J. Hamilton, Ed.S.

June 2014 Ojai, California

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a context to serve as…

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New Media Literacies

Learn more: http://playnml.wikispaces.com/PLAY%21+Framework

What we teach When we teach

How we teach

What we can stop doing

Who else do we need to work with

Mathews, Brian, Andy Burkhardt, and Lauren Pressley. "Hacking the Learner Experience." Hacking the Learner Experience. SlideShare, 16 Apr. 2013. Web. 07 May 2013. <http://www.slideshare.net/laurenpressley/hack-18938371>.

What we teach

When we teach How we teach

What we teach

When we teach

How we teach What we can stop doing

What we teach

When we teach

How we teach

What we can stop doing Who else do we need to work with

What we teach

When we teach

How we teach

Who else do we need to

work with

Learning Targets

Strategies and

Resources

Formative and

Summative Assessments

Scaffolding

Structures and

Strategies Choices

http://letgotolearn.com/2014/04/03/confusion_and_frustration/

“Helps students and staff understand the

link between the physical steps of

seeking, acquiring, processing, and

sharing information and the emotional responses one has

when going through those steps.”

Carol Kuhlthau’s

Information Search Process

Source: http://letgotolearn.com/2014/04/03/confusion_and_frustration/

Used with permission of Ann Bemis and Marci Zane

Cyclical/ Recursive

• The steps between confusion and sense of direction worked more like a cycle than a direct path

New information

drives the cycle/

reconciling cognitive

dissonance

• Each time they are asked to reflect, they might gain a sense of direction or clarity, but as soon as new information (especially contradictory information) is added to the equation in the next round of activities, there is always the potential to be thrown right back to the confusion stage as students make sense of the new ideas or new processes in light of what they already learned

Intervention and strategies

• When this happens, it’s crucial for a teacher to step in and help students recognize why they’re frustrated and help them find strategies to work through those challenges

Source: http://letgotolearn.com/2014/04/03/confusion_and_frustration/

Stripling’s Model of Inquiry

Image used with permission of Dr. Barbara Stripling

Wonder

Investigate

Construct Express

Reflect

Image from Microsoft Clip Gallery

Original photo by Buffy Hamilton; see http://theunquietlibrary.libguides.com/media21-spring2012 for more information.

Original photo by Buffy Hamilton; see http://gwinnett.libguides.com/extendedessay for more information.

http://letgotolearn.com/2014/02/24/libguides-and-student-choice/

Original photo by Buffy Hamilton

http://sarahludwig.wordpress.com/2014/02/20/butcher-paper-post-it-notes-and-sharpies-changed-my-life/

Learn more: http://gwinnett.libguides.com/twitterchat-russell

Original photo used with permission from Andy Plemmons http://barrowmediacenter.wordpress.com/2012/02/06/connecting-students-to-primary-sources/

Learn more: http://sarahludwig.wordpress.com/2014/02/20/butcher-paper-post-it-notes-and-sharpies-

changed-my-life/

Original photo by Buffy Hamilton; idea adapted from work of Dr. Tom Romano

Image via Microsoft Clip Gallery

Source: https://pogo.lakesideschool.org/library/?p=94

“Francis Bacon realized that reading and writing

were simply not enough. Conferring was the step

that he put at the middle like a bridge between

taking in ideas and creating our own. But what has

happened to that bridge in schools? Sometimes it is

misperceived as cheating among students or

providing too much assistance if the conference is

with a faculty member, but even in schools that

encourage it, conferring is sometimes overlooked

as an important research process tool.” Heather Hersey, School Librarian

Lakeside School, Seattle, WA

“One of the main goals of the conference is modeling how to

attack a difficult research task. As you would expect, each

research conference is different because they come to us at

different parts of the process and with different skills. It

involves a lot of deep questioning and investigating on our

end…kind of like a doctor’s visit. Students often have tunnel

vision when it comes to research, so we model approaches to

various research skills that students may not traditionally

take. We may focus on strategies for narrowing topics,

finding varied levels of sources, or connecting ideas. The

result is an email of the sources we found together and

discussions we had so the teacher can see where the student

is. It also allows us to clarify some of the comments we make

about their citations.”

Heather Hersey, School Librarian

Lakeside School, Seattle, WA

“Initially, I thought the conferences would be all about sources and search

strategies, but as I do more of them, I see that several

students need scaffolding for how to approach the

assignment. I find myself asking more (and hopefully

better) questions of the teachers regarding the

assignment itself, so I can help direct students.”

Heather Hersey, School Librarian Lakeside School, Seattle, WA

Original photo by Buffy Hamilton; Research Reflections Roundtable: http://theunquietlibrarian.wordpress.com/2012/04/23/inquiry-formative-assessment-and-student-learning-communities-research-reflections-roundtable/

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Original photograph by Buffy Hamilton

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we can

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change and understanding

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10557450@N04/

Participatory Librarianship and Change Agents: http://blip.tv/file/1566813

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