TEACHING THROUGH GUIDED INQUIRY AND THE INFORMATION SEARCH PROCESS: WHY IS IT RELEVANT IN THE DIGITAL AGE?Dr. Carol GordonRutgers UniversityCenter for International Scholarship in School Librariescarol.gordon@rutgers.eduACAMIS Spring Conference: Wondering or WanderingNanjing, China9-10 March 2012

As information moves from traditional print formats to digital environments information users face challenges of information overload, choosing what is relevant, evaluating information, and synthesizing new information with prior knowledge to create meaningful learning outcomes.

This session examines the ISP as a diagnostic tool for supporting 21st century learning through: • inquiry• literacy• interactive technology

Agenda

THE ISP AND INQUIRY

What is Guided Inquiry?Did the Holocaust Really Happen?

http://projects.edtech.Sandi.net/lewis/annefrank/t-index.htm

You are an Investigative Reporter for YTN (Youth Television Network). You have been assigned the job of researching and writing a news story about holocaust survivals. Your arch rival, Mat Fritzlinger, from YBC (Youth Broadcasting Company) recently made a public statement denying events recorded in The Diary of Anne Frank. According to him the diary is a hoax. He, along with many others, believe none of these events, or any events like them have ever taken place. Your job is to gather and publish evidence that will persuade Matt and his followers to seriously question their beliefs.

Why is this learning task powerful?

The carefully planned, closely supervised, targeted intervention(s) of an instructional team of teacher- librarians and teachers to guide students through curriculum based units that gradually lead towards deep knowledge and understanding.

• Information-to-knowledge experience

• Constructivist approach to learning: staged, guided

• Students not abandoned in the research process

What is Guided Inquiry?

What does inquiry learning look like in the school library?

An inquiry approach to learning is one where students actively engage with

diverse and often conflicting sources of information and ideas to discover new

ones, to build new understandings, and to develop personal viewpoints and

perspectives.

KNOWLEDGE OUTCOMESDeclarative Knowledge – knowledge aboutProcedural Knowledge – knowledge of how

to do-----------------------------------------------------------

---It is underpinned by stimulating encounters

with information – encounters which capture their interest and attention, and which motivate and direct their ongoing

inquiry.INFORMATION FOUNDATION

What is information literacy?

Information literacy is the ability to define an information need, search, locate, evaluate and

use information?

Guidelines: Standards for the 21st CenturyLearner + School CurriculumFour Strands of LearningSkillsDispositions in actionResponsibilitiesSelf-assessment strategies

Summary of Standards1. Inquire, think critically, and gain knowledge.2. Draw conclusions, make informed decisions, apply knowledge to new situations, create new knowledge.3. Share knowledge and participate ethically and productively as members of our democratic society.4. Pursue personal and aesthetic growth.

Constructivist LearningThe crucial action of constructing meaning is mental: it happens in the mind through experiences that engage the mind as well as the hands.

Jean Piaget

“To understand is to discover, to reconstruct by rediscovery, and such conditions must be complied with if in the future individuals are to be formed who are capable of production and creativity and not simple repetition.”

John Dewey

“Education is a social process; education is growth; education is not a preparation for life but is life itself.”

Lev Vygotskii

Social interaction leads to continuous step-by-step changes in children's thought and behavior that can vary greatly from culture to culture

What are the implications of these ideas for our teaching in the school library?

What does constructivist learning look like? Learners actively searching for meaning and understanding;

Learners constructing knowledge rather than

passively receiving it;

Learners directly involved and engaged in the discovery of new knowledge;

Learners encountering alternative perspectives and conflicting ideas ;

Learners transferring new knowledge and skills to new circumstances;

Learners taking ownership and responsibility for mastery of curriculum content and skills

Tooling Learners for Building Knowledge

Information Search Process

Initiation Selection Exploration Formulation Collection Presentation----------------------------------------------------------------------------------------------------------------------------------------------------→Feelings uncertainly optimism confusion clarity sense of satisfaction or(affective) frustration direction/ disappointment

doubt confidence

Thoughts vague-------------------------------------→focused(cognitive) -----------------------------------------------→

increased interest

Actions seeking relevant information----------------------------→seeking pertinent information

(physical) exploring documenting

The Information Search Process:Diagnostic Tool for Intervention

Zone of Proximal Development

That area in which an information user needs advice and assistance with what he or she cannot do alone or can do only with great difficulty.

Interventions

INITIATION: Use the teacher-generated question as a guide to advising students in topic selection; Build engagement; Develop curiosity and motivation; Deal with the affective dimensions: doubt, uncertainty; help students get organized for the task

SELECTION OF TOPIC / EXPLORATION: Help student to identify their interests - introduce elements of choice – link back to key question; Provide access to a variety of materials to build background knowledge – visual, electronic, high level, low level to stimulate interest; strategies to help them develop background knowledge; frame questions appropriate to the discipline of study, and the task set to guide the further investigation

Interventions FOCUS FORMULATION: Use interventions that

help students to formulate their own focus in the form of a question, a statement of intention eg the proposal; Peer talk and peer review

COLLECTION: Use Graphic organizers to collect and analyze information, dealing with conflicting information, complex relational note-taking; developing arguments, positions, conclusions, predictions, implications

PRESENTATION: Structuring ideas into a coherent, integrated body of knowledge; Using graphical representations e.g. tables, figures that they have developed; Using ICT tools to construct appropriate representations of new knowledge and to communicate it

1. To design and implement the the process and outcomes of a collaborative, resource-intensive, research-based unit of work that helps students develop:

Disciplinary knowledgeICT knowledge and skillsLiteracy, comprehensionInformation and thinking processe

2. To track, evaluate, and revise the unit using evidenceThe instructional processThe learning outcomes (disciplinary knowledge ,

ICT, literacy, thinking)How can I do it better next time?

Instructional Goals of a Guided Inquiry Project

The Critical Questions for Planning the Unit

What does deep knowledge and deep understanding look like? Knowledge outcomes? Stockpile of facts? Complex descriptions, explanations, predictions?

What are the skills you want developed?

What are the instructional interventions that will enable deep learning to be achieved at the stages of the learning experience?

How will you measure the development of deep knowledge, and students’ abilities to apply the range of intellectual processes and thinking skills?

How will you evaluate the unit to do it better next time?

The Information Problem

Implementing Guided Inquiry: Design Strategies

Initiated though compelling situations and questions motivation and interest

Instruction puts emphasis on meaningful, authentic learning tasks that involve problem solving, decision-making relevance to real world

Attempt is made to connect with students’ existing (prior) knowledge engagement

Students are able to exercise some choice over questions and how to present their new understandings ownership

Instructional activities enable students to develop deep knowledge, deep understanding sense of achievement

Opportunities for sustained dialogue and feedback direction and focus

DESIGNING THE LEARNING TASK

BACKWARDSDESIGN

Authentic Learning Task Content

• is derived from curriculum objectives;• is meaningful, grows out of academic principles;

• requires learners to use tools of the expert;• provides opportunities for problem solving, decision making;

• offers learners opportunities for display, presentation, sharing of outcomes;

• has interdisciplinary connections.

The learner• relates new information to prior knowledge;• applies information to new situations;• uses divergent, critical thinking;• is actively engaged in a variety of tasks; • has choices;has opportunities to work in groups;• has opportunities for revision

What was it like to live in the Middle Ages?

Methodology

The teacher librarian• Makes expectations and outcomes clear (rubrics);• Promotes self-reflection (journaling, portfolios);• Provides exemplars;• Provides opportunities for revision;• Enlists learners to participate in developing

assessment;• Invites learners to evaluate their own performance;• Invites learners to evaluate each other’s performance;• Invites learners to evaluate the task;• Participates in a post-mortem meeting to critique and revise the learning task.

Learners become their own and eachother’s best criticsThe Design

Formative Assessments areperformance-based and ongoing

Journals Rubrics Portfolios Peer review Self-evaluation

And more! The learning task

Graphic organizers Mapping Checklists Statements of intent

Rough drafts

is the assessment

INTERVENTIONSISP : ASSESSMENT

Formative Assessments = Feedback on Instruction x Revision

Learning Tasks = Formative Assessments

Instructional Interventions = Formative Assessments

Example:Learning Task: Students become agents for HQ of a global,

multi-national corporation to determine whether Country X: a) is a developing or developed nation

b) Whether is a viable place for a capital ventureThe Task the Assessment

Agents collect geographical data and write a report to HQ Agents collect economic information and create charts in

ppt slides for a presentation to HQ Agents collect historical information and create a timeline

summarizing the political stability

THE LEARNING TASK IS THE ASSESSMENT

Data CollectionInstruments1. Guided Inquiry Summary

2. The ISP Framework

3. The Journal

4. Your Own Data Collection

5. The SLIM Toolkit

1. Guided Inquiry Summary1. School 2. Name of Teacher Librarian3. Name of Teacher 4. Grade/ability level of students 5. Title of Unit of Study6. Disciplinary Area for Unit of Study7. VELS Learning Objectives

Disciplinary knowledgeICT knowledge and skillsPersonal learningThinking processes

8. Timeline for Unit (no less than 3 weeks) 9. Abstract (50-75 words) describing the learning

activities.10. Instructional Interventions/Data11. Evaluation of the Unit: How Can I Do It Better

Next Time?

2. The Instructional Framework

Based on Kuhlthau’s Information Search Process (ISP)

ISP provides:

- research-based instructional framework for understanding students’ journey of information seeking and knowledge building

- basis for guiding and intervening to ensure students develop deep knowledge and deep understanding.

3. The Journal

Maintain a journal of dated entries during the planning, implementation, and evaluation phases of your unit.

Provide rich description, including but not limited to the following.

Include your feelings, thoughts, and actions as you guide students through the inquiry.

4. Your Data Collection:Qualitative Methods

- Observation (field notes, photos, videos)

- Interview (notes, tapes)- Case study of student- Correspondence (letters, emails,

phone calls)- Primary documents- Focus groups- Debriefings- Behavioral Checklists

5. Your Data Collection: Student Work Peer Review Graphic Organizers The Proposal Questions for Analysis Background Reading Writing the Paper Rubrics Conferencing Comment Cards/Reflection Sheets Mapping Knowledge; concept/mind

maps

6. SLIM Toolkit: Getting Started

Introduce the SLIM Toolkit to students at the beginning of the unit. The inquiry unit is introduced to students with a teacher-generated question that captures the major VELS content area learning standard. This question is used as a guide to helping students select topics and formulate questions that address the curriculum.

Present it as an integral part of inquiry.

Let them know the Reflection Sheets provide opportunities for them to reflect on their learning and will help their teachers and teacher-librarians develop the best learning opportunities for them.

Students start their unit by choosing a topic for inquiry.

Reflection Sheets: Procedures The teacher administers the Reflection Sheets 3 times. S/he reads all the questions aloud and encourages

students to ask for clarification. S/he explains why some questions are repeated: their

knowledge and experience at the three points are different.

There is no time limit for administering the Reflection Sheets. RS 1 requires 15 minutes; RS 2 requires 20-25 minutes; RS 3 requires about 30 minutes.

The students fill out the SLIM instruments in the classroom or school library under optimum conditions.

Phrasing of the questions may be adapted to the student population. An alternative layout solution may be chosen.

Completed Reflection Sheets are submitted to the researchers upon completion of each sheet.

The researchers will analyze and interpret the data and present their findings in a report.

Reflection Sheet 1 The students complete Reflection Sheet 1 at the

initiation of the unit. A suitable time is after they had a few days to make an initial choice of a topic.

RS 1 should be distributed before the students have moved into active information seeking to explore their topics.

N Note: When the students do their exploratory searches, the teacher and teacher librarian are present for guidance and support.

Instructional interventions typically focus on establishing information quality and relevance, and dealing with information conflicts.

Reflection Sheet 2 The students complete Reflection Sheet 2 at the

midpoint of the inquiry unit, after they have developed more background knowledge of their topics and are beginning to formulate a focus.

N Note: Instructional interventions are targeted to providing the necessary skills to help students engage meaningfully in the search process and work on their inquiry tasks.

Instructional interventions typically center on helping students analyze, synthesize and construct their new understandings of their topics.

Reflection Sheet 3Students fill out Reflection Sheet 3 on the last day of

their unit. At this time, the students have finalized their inquiry and have created their products that show their new knowledge about the topic.

Note:Instructional interventions continue to help students engage meaningfully in the search process and work on their inquiry tasks.

Instructional interventions typically center on helping students analyze, synthesize and construct their new understandings of their topics and foster creativity.

BIBLIOGRAPHYANALYSIS

Diversity of choice

Depth of knowledge

Accuracy of citation

Relevance to task

Use of multiple formats

CHECKLISTS Students & school librarians provide

checklist or ratings of perceived levels of skills and / or knowledge acquisition

Use before and after instructional intervention so that comparisons of differences, changes in levels of knowledge and skills can be documented

Focus on identifying changes

COLLABORATION RUBRICLevel 1 One person did most of the work and/or problems that

arose were not managed in a way that advanced the group

Level 2 Group shared its workload but problems that arose were not managed in a way that advanced the group goal

Level 3 Group managed problems that arose in a way that advanced the group goal, but a few people did most of the work

Level 4 Group shared its workload and managed problems that arose in a way that advanced the group goal

DATA DISPLAYS

Figures (Show)

Tables (Summarize) Citations (Tell)

Graphs Numbers Quotations

Photos Words Paraphrasing

Mind/concept maps Copying

Graphic Organizers Referencing

Diagrams, drawings

EXHIBITIONS

Exhibitions, displays of products plus student self assessments of learning

Put up “the story” of learning, as well as the products of new learning

Let the “voices” of students tell the story

NOTE TAKING

Choice of note taking methods!!

Non-linear note taking Mind maps, Concept Maps Graphic organizers, diagrams or models Sticky Notes Tables

Traditional Index cards Outlining

Peer ReviewDirections: Work with a partner. Exchange rough drafts

of your papers. Use the rubric for the research paper to give the following feedback to your partner on the form provided.

PRAISE (What are the strengths of the project? Be specific: refer to the proposal and assessment

criteria.)

QUESTIONS (What helpful questions would you like to ask about the project?

What problems do you see with the project?)

POLISH (What suggestions do you have to solve the problems

or improve the project?)

Reviewed for: Reviewed by:

1. Research Question: Will the computer change schooling? Sub-Questions: a. What are the positive and negative aspects of computers in

learning?b. Could current problems in teaching be solved by computers?c. Will schools become obsolete?

2. Key words/terms and definitionsa. Information superhighway: A vast network of shared

information through computer, television, satellite.b. Cognition: The act of learning and thinking.c. Virtual reality: Computer or other electronic software that allows

the user to experience a simulated environment.d. Multimedia: The incorporation of many types of media such as

graphics, text, audio, and video into one resource.

PROPOSAL

3. Working Bibliography: Titles and Location information (DD#, url)

The Road Ahead 001 GATThe Virtual School http:www//virtualschool.yaleuniv.eduThe Children’s Machine PRO 371.3 PAP

Submitted by: _____________________Date: ___________________________

Approved by:_______________________Date: _____________________________

PROPOSAL

REFLECTION SHEETS

At end of lesson / unit, students reflect on: Knowledge gained Skills gained Things I need to work on Things I can apply to other research tasks Things that have helped me work better at

home

RUBRICS Students’ performance in final products

are scaled according to a set of criteria that clearly define what is the range of acceptable to unacceptable performances and/or information products look like.

Compare with previous assignments where no instructional intervention took place

Kathy Schrock: Rubric Website http://school.discovery.com/schrockguide/index.html

Managing Personal LearningPLANNING (Look at your proposal)MEETING DEADLINES (Look at your calendar)ORGANIZATION (Look at your journal)WORKING WITH ADVISER (Look at journal, calendar)PROBLEM SOLVING/DECISION MAKING (Look at your journal)

Rating yourself: Excellent, Good, Weak + CommentsYour teacher’s/adviser’s rating of youReconciling self ratings with teacher/adviser’s ratings

SELF-EVALUATIONRUBRIC

Guidelines for the Introduction: A Map for the Reader

• How can I capture the reader’s interest?What is my question really asking?

• Why is this question important?How did I collect information and data?

• What method of analysis will I use?How will the rest of my paper be organized?

• How can I introduce the next paragraph?

WRITING GUIDELINES

Guidelines for the Body: The “Aha” Moments

• What definitions, distinctions will help the reader?

• How does my method of analysis help organize information? Data? (See How to Analyze Data)

• What examples can I use to support my statements?

• How can I explain my displays of information and data?

WRITING GUIDELINES

Guidelines for the Conclusion: So What?What have I learned about the research question?• How can I sum up my most important ideas?

• What conclusions can I draw based on my evidence?• What are counter-examples, arguments?

• What are implications, consequences of what I have learned ?

• How can I extend my thinking by asking more questions

• What do I wish I had done differently?• What further research needs to be done?

WRITING GUIDELINES

THE ISP AND LITERACY

Information skills are thinking skillsReading skills are critical thinking skills

Reading for Learning

Reading Strategies and the ISPReading Strategies ISP StagesActivating prior knowledge

Task Initiation

Visualization Task Initiation

Determining importance Exploration, Topic Selection, Focus Formulation

Questioning Exploration, Focus Formulation, Information Collection

Inferring, Predicting Exploration, Information Collection

Monitoring comprehension Exploration, Information Collection

Making connections Presentation

Synthesizing, Reflecting Presentation, Assessment

Activating prior knowledge

ISP Task initiationTopic Selection

Good readers activate and connect to pertinent background knowledge when reading through text structure and signal words.

Building Background Knowledge

Concept mapping

Brainstorming

KWL Charts

Read-View-Listen-Connect

Visualization

ISP Task Initiation Images

Wordle

Wordsift

Mapping

Voice Thread

Webspiration

Good readers create sensory mental images from written or oral text. Sensory imagesinclude pictures, smells, tastes, sounds, feelings that are connected to the reader’s life experiences and memories

Determining Importance

ISP Focus FormulationInformation Collection Good readers sift, sort, and analyze information. The reader prioritizes the information and then merges their thinking with the information. The reader determines essential and nonessential information

Statement ofIntent

InformationCircles

Wikis

Graphic organizers

Sticky Notes

Wall Wisher

Graphic Organizers

Kidspiration/Inspiration

Good readers develop questions related to the text.They develop questions as their key to learning in order to: Support an internal dialogue between the reader and the author, illustrator or text Keep the reader engaged

Questioning

ISP ExplorationFocus FormulationInformation Collection

Blogging

Cartooning

Picturebooks

Good readers merge background knowledge with clues in the text to come up with an idea that is not explicitly stated by the author.

Inferring, Predicting

ISP ExplorationInformation Collection

Double-entryJournal

16 steps

Good Readers notice the moment when comprehension is lostThey determine which option to try developFix-up strategiesThey can practice these options a few at a time

“

Monitoring Comprehension

ISP ExplorationInformation Collection

Text-to-self

Text-to-text

Text-to-world

“A book burrows into your life in a very profound way because the experience of reading is not passive.” Erica Jong, 2003

Making Connections

ISP Presentation

SYNTHESIZING,REFLECTINGISP PRESENTATION

Recall

Summarize

9 Steps

Reflection sheet

Peer Review

Self-EvaluationRubric

Good readers will construct meaning from what they read by gaining a new perspective or thought.

They can retell: give a detailed account of what was read in sequential order. Represents literal comprehension

They can summarize and recall the important points; tell it in a logical and concise manner; be brief but thorough; put it in the reader’s own words.

Avoiding plagiarism involves critical thinking

THE ISP AND INTERACTIVE TECHNOLOGY

1 Web browsers, players and readers

2 Social bookmarking tools

3 Blogging tools

4 RSS/Feed tools

5 Micro-blogging tools

6 Email tools

7 Instant messaging and chat tools

8 Productivity tools (personal and group)

9 Mind mapping tools

10 Presentation tools

11 Presentation sharing tools

12 Documentation and office suites

13 Live conferencing, broadcasting and virtual world tools

14 Instructional tools

15 Screen capture and screencasting tools

16 Polling and survey tools

17 Web authoring tools

18 Wiki tools

19 Image/photo tools

20 Audio, podcasting and iPod/iPhone tools

21 Video tools

22 Personal dashboards

23 Course management systems

24 Social networking tools

25 Integrated social media and collaboration tools and platforms

Guidelines for Using ICT • Does it promote critical thinking?

• Does it support the ISP? Guided Inquiry?

• Does it make the learning authentic?

Does it enable differentiation?

• Does it create performance based assessments?

Does it support emerging literacy and reading comprehension?

• Does it help us make teaching decisions based on evidence?

• http://content.yudu.com/Library/A18dcc/TwelveEssentialsforT/resources/index.htm?referrerUrl=http%3A%2F%2Fwww.yudu.com%2Fitem%2Fdetails%2F59772%2FTwelve-Essentials-for-Technology-Integration

12 Essentials for Technology IntegrationDocument and Presentation Creation Tools• Google Docs – collaborative document creation• ZOHO Show – document, spreadsheet, quiz/survey creation tools• Animoto – simple video slide show creationTools for Communicating with Parents and Students• Edublogs –free blogging platforms• Drop.io – file sharing, podcasting, conferencing• Weebly – creating free classroom websiteTools for creating collaborative student projects• Wikispaces –collaborative document spaces• Voicethread – online commentary with voice / conversations• Ediscio – collaborative flashcardsEducational Alternatives to YouTube• Snag Films – free documentaries• SchoolTube TeacherTube – share videos• DotSub – resource for ELL students

Web 2.0 Tools• Blogging: logs / journals/ diaries on the internet; chronological,

single authorship; multiple forms, with plug-ins (widgets) for mixing of content, links

• Wikis: collaborative, editable writing spaces: collective knowledge

• Podcasting: distributing compressed audio across internet; screencasting, videocasting

• RSS: Real Simple Syndication / Rich Site Summary: feed of content collected and organized through aggregators

• Social Networking; Social Bookmarking

• Online photo galleries: publishing, creating, using images online

Blogging

• Logs / journals/ diaries on the internet; chronological, single authorship; multiple forms, with plug-ins (widgets) for mixing of content, links

• Each individual posting has a stable address (“permalink”) allowing reference; “ping-back” mechanism allowing authors to know when other blogs have cited their posts

• 175,000 blogs created daily (CEO Technocrati) (search engine for blogosphere)

• Why blog – express personal beliefs

How do we know they learned it?

Example:Ask them!: Student surveyHow can we do it better next time?

Post-mortem meeting with colleagues

Evaluation of the unit

Example of an Evaluation InstrumentRate the following statements on a scale of 1-41=strongly agree 2=agree 3=strongly disagree

4= disagree

1. Instructions were clear.2. The timelines were reasonable.3. Library resources were adequate.4. The grading system was fair.5. I could get help when I needed it.6. The proposal was helpful.7. I had enough time to develop my research

question/thesis.8. I felt prepared to search for information.9. Collecting data helped me to explore the research question/thesis.10. Data displays helped me to analyze information/data.

Example of an Evaluation Instrument

What do you think?1. What were the best aspects of this learning

task?2. What would you change?3. What was the most difficult part? Why was it

difficult?4. How was this assignment different other

research assignments?5. What did you learn that will help you do

research next time?6. Do you think it was worth the class time

allotted? Why?

Other Comments?

Post-mortem with Colleagues

The teacher librarian:

Presents results of student survey Leads discussion of “How can we do it better

next time?” Records comments for next year’s revisions. Uses post-mortem consensus in planning the

unit next year.

What is history?

A wise and learned person (Histor (Greek)

History is knowledge (Sanskrit)

The study of history is the gathering of human wisdom through stories.

The content of history is an evolving mosaic of the human experience.

From Research Techniques and SourcesNoble and Greenough School http://www.ux1.eiu.edu/~cfnek/syllabi/research.htm

Why do we study history?

There are battalions of good reasons for continuing to study History, but not even those battalions can or should hide the fact that history is one of the most arduous, complex and simply difficult intellectual enterprises invented by man.”

G.R. Elton in the History of Debate, ed. Juliet Gardiner (London, 1990, 12)

History is taught as...

• the biographies of famous people

• legends and good stories

• chronology of “facts”

• a written record of human events

And as themes: Social Science Statistics Women’s History Cultural History

History is the Great Humanizer?

“You can give humanistic value to almost anything by teaching It historically.

Geology, economics, mechanics, are humanities when taught with reference to the successive achievements of the geniuses to which these Sciences owe their being.

Not taught thus, literature remains grammar, art a catalogue, history a list of dates, and natural science

a sheet of formulas and weights and measures.”

William James in Barzun, J. & Graff H.F. (1992) The modern researcher. Fort Worth: Harcourt Brace Jovanovich College Publishers.

The essential questions historians ask Can we ever “know” the past?

Where does meaning come from?

Does the historian discover it?

Does the historian create meaning?

How does the historian build knowledge?

Is history static or dynamic? What stays the same?

History as Epistemology: A way of knowing the truth

Does the empirical-analytical get us closer to knowing the truth?

Can we trust our sources?

Does the past contain one true story or one true meaning or several stories and meanings?

What do historians do?

Historians see man as a being living in time, with memory of the future, and the past and the Freedom of a creative present in which both past and future meet.

They try to understand the real meaning of past events by imaginatively reconstructing the conscious life of the persons who brought these events to pass.Philip Phenix. (1964).Realms of Meaning:

A Philosophy of the Curriculum for General Education

What are the tools historians use to gain new knowledge?

Existing Knowledge

Evidence

Language

How do historians gain new knowledge?Evidence

Primary Records, documents Relics, artifacts Visuals

Secondary The “literature” Reports

How do historians gain new knowledge?

Language

Can a narrative about the past written in the present ever be accurate?

If knowledge of the past is represented by language, how can this knowledge be best represented?

Whose voice tells the story? Is it objective? Is the narrative transparent? Is the voice of the historian referential?

Historical Inquiry

Thesis: A proposition whose validity the author demonstrates by producing evidence

Method: Asking questions Should the constitution be read strictly or broadly? Did Christopher Columbus discover the new

world?

Findings: The research report supported by the historical outlook

Historical Decision-making

Probability – informed common sense

Verification and Attribution (footnotes, citations, bibliographies)

Detecting bias

Historian’s Habits of Mind

Accuracy

Love of order

Logic

Honesty

Self-awareness

Attribution

3 8

Think Outside the Box