School Libraries and Productive School Libraries and Productive Pedagogy: Moving Beyond Pedagogy: Moving Beyond
Information LiteracyInformation Literacy
Ross J. ToddRoss J. ToddSchool of Communication, School of Communication,
Information and Library StudiesInformation and Library StudiesRutgers, the State University of Rutgers, the State University of
New JerseyNew Jersey4 Huntington Street4 Huntington Street
NEW BRUNSWICK NJ 08901NEW BRUNSWICK NJ [email protected]@scils.rutgers.edu
www.cissl.scils.rutgers.eduwww.cissl.scils.rutgers.eduwww.scils.rutgers.edu/~rtoddwww.scils.rutgers.edu/~rtodd
Courage to Think Outside the BoxCourage to Think Outside the Box
““Preparing our students today for tomorrow's Preparing our students today for tomorrow's unknown world, being able to predict an uncertain unknown world, being able to predict an uncertain future, and moving into it with confidence, takes future, and moving into it with confidence, takes courage and conviction. Indeed, the best way to courage and conviction. Indeed, the best way to predict the future is to work towards creating it, and predict the future is to work towards creating it, and creating it begins today, not tomorrow. This means creating it begins today, not tomorrow. This means that although we respect and are informed by our that although we respect and are informed by our past, we also have the courage and determination to past, we also have the courage and determination to think and act divergently” think and act divergently”
(Todd, in “Effective libraries in international schools” (Markuson, (Todd, in “Effective libraries in international schools” (Markuson, 1999), 1999, 9)1999), 1999, 9)
POSITION VACANTPOSITION VACANTVisioneema Valley SchoolVisioneema Valley School
Information-Learning Specialist Information-Learning Specialist
Primary Responsibilities:Primary Responsibilities:
Through VVS’ library as a dynamic agent Through VVS’ library as a dynamic agent of learning, to develop all students as clear of learning, to develop all students as clear and effective thinkers and communicators, and effective thinkers and communicators, self-directed and independent learners, self-directed and independent learners, creative, reflective and practical problem creative, reflective and practical problem solvers, and informed citizens.solvers, and informed citizens.
School Library ProfileSchool Library Profile
Vision Valley K-12 Day School library is a physical Vision Valley K-12 Day School library is a physical and digital learning-centered space that fosters and digital learning-centered space that fosters effective connection, interaction and utilization of effective connection, interaction and utilization of information for achieving stated learning outcomesinformation for achieving stated learning outcomes
it provides space that is structured to accommodate it provides space that is structured to accommodate multiple learning styles and teaching stylesmultiple learning styles and teaching styles
it provides space to facilitate multiple pathways to it provides space to facilitate multiple pathways to information, instructional interventions and learning information, instructional interventions and learning outcomes: print and digital collections, storytelling, outcomes: print and digital collections, storytelling, formal learning-teaching, technological accessformal learning-teaching, technological access
Required QualificationsRequired Qualifications
expertise in design of instructional interventions for expertise in design of instructional interventions for learning through information at class, group and learning through information at class, group and individual levelindividual level
expertise in mutually negotiating, planning and expertise in mutually negotiating, planning and implementing instructional interventions as partner-implementing instructional interventions as partner-leader with school administrators, teachers, leader with school administrators, teachers, students and local community students and local community
expertise in mutually negotiating, planning and expertise in mutually negotiating, planning and implementing a whole-school library program which implementing a whole-school library program which articulates the integrated nature of information, articulates the integrated nature of information, learning processes and knowledge outcomeslearning processes and knowledge outcomes
Required QualificationsRequired Qualificationsexpertise in the provision of learning-oriented expertise in the provision of learning-oriented professional development targeted to whole school professional development targeted to whole school success with learning outcomessuccess with learning outcomes
experience as literacy specialist particularly in area experience as literacy specialist particularly in area of reading comprehension and reading enrichmentof reading comprehension and reading enrichment
experience in integrating information technology in experience in integrating information technology in curricular areascurricular areas
expertise in evidence-based practice and outcomes-expertise in evidence-based practice and outcomes-based evaluationbased evaluation
information management and school library information management and school library administrationadministration
Are you read to Are you read to apply for the job?apply for the job?
11 Pathways to Obsolescence11 Pathways to Obsolescence
MediaMedia: Plural of Medium. Invoking the distant powers : Plural of Medium. Invoking the distant powers to rescue you from your plight; derived from the Latin to rescue you from your plight; derived from the Latin Mediocrum, meaning not quite up to standardMediocrum, meaning not quite up to standard
InformationInformation: all the stuff that we like to keep tidy and : all the stuff that we like to keep tidy and straight on the shelvesstraight on the shelves
Lifelong learningLifelong learning: That vague state in some distant : That vague state in some distant future which enables me to stop worrying about doing future which enables me to stop worrying about doing anything meaningful now to enable it to happenanything meaningful now to enable it to happen
CollaborationCollaboration: A guiltifying process of ensuring I : A guiltifying process of ensuring I spend my days in cataloguing instead of instructional spend my days in cataloguing instead of instructional interventionintervention
11 Pathways to Obsolescence11 Pathways to ObsolescenceResearch paperResearch paper: a neat, grammatically correct written : a neat, grammatically correct written piece usually enclosed in a plastic sleeve or folderpiece usually enclosed in a plastic sleeve or folder
Reading motivationReading motivation: encouraging kids to read what : encouraging kids to read what they want as long as long as it suits the selection they want as long as long as it suits the selection policy and the moral high ground of the school policy and the moral high ground of the school librarianlibrarian
ProjectProject: A preconceived notion of what students will : A preconceived notion of what students will do, how long it will take and what credit it is worth do, how long it will take and what credit it is worth without regard for assessing process or gaining without regard for assessing process or gaining formative feedbackformative feedback
Information skillsInformation skills: Week 1, day 1 – Time to tell them : Week 1, day 1 – Time to tell them about Dewey, again and again, year after yearabout Dewey, again and again, year after year
11 Pathways to Obsolescence11 Pathways to Obsolescence
AdvocacyAdvocacy: a process of administrator bashing to : a process of administrator bashing to ensure that the librarian assumes a position of ensure that the librarian assumes a position of authority outside library landauthority outside library land
WeedingWeeding: a diversionary tactic of focusing on the : a diversionary tactic of focusing on the unnecessary; talking about weeding the collection in unnecessary; talking about weeding the collection in stead of weeding the professionstead of weeding the profession
Information LiteracyInformation Literacy: Yes, I do IL, I do Dewey! : Yes, I do IL, I do Dewey!
Information literacy is not about Information or Information literacy is not about Information or sources, it is about the learnersources, it is about the learner
THE SCHOOL LIBRARY IN THE THE SCHOOL LIBRARY IN THE INFORMATION AGE SCHOOLINFORMATION AGE SCHOOL
INFORMATIONINFORMATIONPLACEPLACE
CollectionsCollectionsTechnologyTechnologyAccessAccessStaffingStaffingLocating and finding Locating and finding informationinformationInformation LiteracyInformation Literacy
THESE ARE IMPORTANTTHESE ARE IMPORTANT
KNOWLEDGEKNOWLEDGESPACESPACE
Building knowledge Building knowledge through engagement with through engagement with informationinformationInformation scaffolds for Information scaffolds for learninglearningLearning outcomesLearning outcomesMaking a differenceMaking a difference
THESE ARE LIBRARY THESE ARE LIBRARY GOALSGOALS
Information Literacy: its Information Literacy: its dilemmasdilemmas
Goal of the library, platform / bandwagon for Goal of the library, platform / bandwagon for school librariansschool librarians
Deficiency Model rather than an Deficiency Model rather than an Empowerment ModelEmpowerment Model
Who cares: perceived to be an add-on, not Who cares: perceived to be an add-on, not linked to curriculum outcomes and knowledge linked to curriculum outcomes and knowledge outcomesoutcomes
Is Information literacy the end? Or is it a Is Information literacy the end? Or is it a means to an end? means to an end?
Infoliteracy babbleInfoliteracy babble
THE THE INTERCONNECTIVITY INTERCONNECTIVITY
OF LEARNINGOF LEARNING
Linking information to Linking information to knowledgeknowledge
Linking mind and Linking mind and environmentenvironment
Linking self and Linking self and othersothers
Linking deliberation Linking deliberation and actionand action
Linking actions and Linking actions and outcomesoutcomes
Promoting an Promoting an empowerment model empowerment model towards knowledge towards knowledge construction, rather construction, rather than a deficiency notion than a deficiency notion – ie students are – ie students are somehow deficient somehow deficient because they do not because they do not have information skills.have information skills.Gathering evidence on Gathering evidence on which to base which to base knowledge initiatives knowledge initiatives and decisions.and decisions.
Learning is about making and Learning is about making and maintaining connectionsmaintaining connections
Learning in the Information Age Learning in the Information Age SchoolSchool
an active search for meaning and understanding by the an active search for meaning and understanding by the learnerlearnerlearners constructing deep knowledge and deep learners constructing deep knowledge and deep understanding rather than passively receiving itunderstanding rather than passively receiving itlearners directly involved and engaged in the discovery learners directly involved and engaged in the discovery of new knowledgeof new knowledgelearners encountering alternative perspectives and learners encountering alternative perspectives and conflicting ideas so that they are able to transform prior conflicting ideas so that they are able to transform prior knowledge and experience into deep understandingsknowledge and experience into deep understandingslearners transferring new knowledge and skills to new learners transferring new knowledge and skills to new circumstancescircumstanceslearners taking ownership and responsibility for their learners taking ownership and responsibility for their ongoing learning ongoing learning learners contributing to social well being, the growth of learners contributing to social well being, the growth of democracy, and the development of a knowledgeable democracy, and the development of a knowledgeable society.society.
Constructivist Approach to LearningConstructivist Approach to Learning
1.1. Students learn by being actively engaged and reflecting Students learn by being actively engaged and reflecting on that experience. (Dewey). on that experience. (Dewey).
2.2. Students learn by building on what they already know. Students learn by building on what they already know. (Ausubel)(Ausubel)
3.3. Students develop higher order thinking through guidance Students develop higher order thinking through guidance at critical points in the learning process. (Vygotsky)at critical points in the learning process. (Vygotsky)
4.4. Students’ development occurs in a sequence of stages. Students’ development occurs in a sequence of stages. (Piaget)(Piaget)
5.5. Students have different ways of learning. (Gardener)Students have different ways of learning. (Gardener)
6.6. Students learn through social interaction with others. Students learn through social interaction with others. (Vygotsky) (Vygotsky)
FROM FROM INFORMATION TO INFORMATION TO
KNOWLEDGEKNOWLEDGE
Knowledge, Knowledge,
as the as the transforming transforming effects of the effects of the
school librarians’ school librarians’ interventions,interventions,
is the reason for is the reason for school libraries.school libraries.
In an Information Age School In an Information Age School Library, the challenge is to …Library, the challenge is to …
““celebrate the celebrate the understood, not the understood, not the
found”found”
Moving Beyond Information Moving Beyond Information LiteracyLiteracy
Productive PedagogyProductive Pedagogy
Guided InquiryGuided Inquiry
Partner-LeadersPartner-Leaders
Librarian as information learning Librarian as information learning specialistspecialist
Productive Pedagogy?Productive Pedagogy?
The dimensions of Productive PedagogyThe dimensions of Productive Pedagogy
Intellectual QualityIntellectual QualityDeep knowledge Deep knowledge
Deep understanding Deep understanding Problematic knowledgeProblematic knowledgeHigher order thinkingHigher order thinking
Meta-languageMeta-languageSubstantive communicationSubstantive communication
Quality Learning Quality Learning EnvironmentEnvironment
Explicit quality criteriaExplicit quality criteriaEngagementEngagement
High ExpectationsHigh ExpectationsSocial SupportSocial Support
Students’ self-regulationStudents’ self-regulationStudent directionStudent direction
SignificanceSignificanceBackground knowledgeBackground knowledge
Cultural knowledgeCultural knowledgeKnowledge integrationKnowledge integration
InclusivityInclusivityConnectednessConnectedness
NarrativeNarrative
INTELLECTUAL QUALITYINTELLECTUAL QUALITYKnowledge is deep when focus is sustained on key concepts and Knowledge is deep when focus is sustained on key concepts and ideasideas
Students are able to demonstrate meaningful understanding of the Students are able to demonstrate meaningful understanding of the central ideas and the relationships between themcentral ideas and the relationships between them
Students are encouraged to address multiple perspectives and/or Students are encouraged to address multiple perspectives and/or solutions and to recognise that knowledge is often conflicting and solutions and to recognise that knowledge is often conflicting and problematicproblematic
Students are engaged in thinking that requires them to organise, Students are engaged in thinking that requires them to organise, reorganise, apply, analyse, synthesise and evaluate knowledge and reorganise, apply, analyse, synthesise and evaluate knowledge and information (higher-order thinking)information (higher-order thinking)
students learn to use complex terms relevant to their subject (meta-students learn to use complex terms relevant to their subject (meta-language)language)
Students regularly engage in substantive conversations about the Students regularly engage in substantive conversations about the concepts and ideas – can manifest in oral, written, artistic formsconcepts and ideas – can manifest in oral, written, artistic forms
QUALITY LEARNING ENVIRONMENTQUALITY LEARNING ENVIRONMENT
Learning environment provides high levels of Learning environment provides high levels of support for learning:support for learning:
Explicit quality criteriaExplicit quality criteriaEngagementEngagementHigh expectationsHigh expectationsSocial supportSocial supportSelf regulationSelf regulationStudent directionStudent direction
Why does it matter?Why does it matter?
SIGNIFICANCESIGNIFICANCE
Students need to see why and understand Students need to see why and understand that their learning matters and has real world that their learning matters and has real world connectionsconnections
Is their learning with the school librarian Is their learning with the school librarian connected to real units and meaningful connected to real units and meaningful literacy support?literacy support?
SIGNIFICANCESIGNIFICANCE
• Background knowledge Background knowledge • Cultural knowledgeCultural knowledge• Knowledge integrationKnowledge integration• InclusivityInclusivity• ConnectednessConnectedness• NarrativeNarrative
Guided InquiryGuided Inquiry
Guided inquiry is carefully planned, closely Guided inquiry is carefully planned, closely supervised targeted intervention of an instructional supervised targeted intervention of an instructional team of school librarians and teachers to guide team of school librarians and teachers to guide students through curriculum based inquiry units that students through curriculum based inquiry units that gradually lead towards deep knowledge and deep gradually lead towards deep knowledge and deep understanding, and independent learning.understanding, and independent learning.
The guided inquiry approach is grounded in a The guided inquiry approach is grounded in a constuctivist approach to learning for developing constuctivist approach to learning for developing students’ competence with learning form a variety of students’ competence with learning form a variety of sources while enhancing their understanding of the sources while enhancing their understanding of the content areas of the curriculum. content areas of the curriculum.
THE INFORMATION SEARCH PROCESS: THE INFORMATION SEARCH PROCESS: FRAMEWORK FOR GUIDED INQUIRYFRAMEWORK FOR GUIDED INQUIRY
Tasks Initiation Selection Exploration Formulation Collection PresentationTasks Initiation Selection Exploration Formulation Collection Presentation-------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------- →→FeelingsFeelings uncertainly optimism confusion clarity uncertainly optimism confusion clarity sense of satisfaction or sense of satisfaction or(affective)(affective) frustration frustration direction/ disappointment direction/ disappointment
doubt doubt confidence confidence
ThoughtsThoughts vague-------------------------------------vague-------------------------------------→→focusedfocused(cognitive)(cognitive) ----------------------------------------------- -----------------------------------------------→→
increased interestincreased interest
ActionsActions seeking relevant information---------------------------- seeking relevant information----------------------------→→seeking pertinent informationseeking pertinent information(physical)(physical) exploring exploring documenting documenting
INFORMATION SEARCH PROCESS: C. KuhlthauINFORMATION SEARCH PROCESS: C. Kuhlthau
Characteristics of Guided InquiryCharacteristics of Guided Inquiry
guided inquiry learning is initiated though compelling situations, and guided inquiry learning is initiated though compelling situations, and questions which meaningfully engage students in wanting to know, questions which meaningfully engage students in wanting to know, and which provide challenge and opportunityand which provide challenge and opportunity
instructional activities put emphasis on meaningful, authentic instructional activities put emphasis on meaningful, authentic activities that help the learner develop skills relevant to problem activities that help the learner develop skills relevant to problem solving and to construct understandingssolving and to construct understandings
students are more motivated to engage in their inquiry when they students are more motivated to engage in their inquiry when they are able to exercise some choice over the specific questions they are able to exercise some choice over the specific questions they want to answer and how to present their new understandingswant to answer and how to present their new understandings
an attempt is made to connect with students’ background an attempt is made to connect with students’ background knowledgeknowledge
Characteristics of Guided InquiryCharacteristics of Guided Inquiry
instructional activities involve the students in thinking, acting, and instructional activities involve the students in thinking, acting, and reflecting, discovering and linking ideas, making connections, reflecting, discovering and linking ideas, making connections, developing and transforming prior knowledge, skills, attitudes and developing and transforming prior knowledge, skills, attitudes and values - higher order thinking and critical analysis occurs throughoutvalues - higher order thinking and critical analysis occurs throughout
instructional activities enable students to develop deep knowledge, instructional activities enable students to develop deep knowledge, deep understandingdeep understanding
Students see that inquiry learning is developmental, an iterative Students see that inquiry learning is developmental, an iterative process of advancing, consolidating, reinforcing, and involving process of advancing, consolidating, reinforcing, and involving whole person; opportunities for students to provide their whole person; opportunities for students to provide their understanding of concepts or ideas, and opportunities for sustained understanding of concepts or ideas, and opportunities for sustained dialogue between students, and between teachers / school librarian dialogue between students, and between teachers / school librarian and studentsand students
Characteristics of Guided InquiryCharacteristics of Guided Inquiry
learning activities closely resemble the ways that students will be learning activities closely resemble the ways that students will be expected to use their knowledge and skills in the real worldexpected to use their knowledge and skills in the real world
focus on identifying and solving intellectual and/or real-world focus on identifying and solving intellectual and/or real-world problemsproblems
structured interventions are informed by the Information Search structured interventions are informed by the Information Search Process enable students to have the information seeking and use Process enable students to have the information seeking and use skills to engage in an active search for meaning and understandingskills to engage in an active search for meaning and understanding
students know how to engage with diverse information sources to students know how to engage with diverse information sources to build background knowledge, formulate a focus and collect pertinent build background knowledge, formulate a focus and collect pertinent information – the focus is constructing mew knowledge, not just a information – the focus is constructing mew knowledge, not just a source orientationsource orientation
students encounter deep knowledge and build deep understanding of students encounter deep knowledge and build deep understanding of the curriculum contentthe curriculum content
students demonstrate a personal process of construction through the students demonstrate a personal process of construction through the products they create that show their new understandingsproducts they create that show their new understandings
Characteristics of Guided InquiryCharacteristics of Guided Inquiry
students have opportunity to communicate and share their new students have opportunity to communicate and share their new understandingsunderstandings
the inquiry learning environment is one where academic and personal the inquiry learning environment is one where academic and personal success and intellectual inquiry are valued and acknowledged, and success and intellectual inquiry are valued and acknowledged, and one where students feel connected, cared for and trustedone where students feel connected, cared for and trusted
students are given feedback throughout their inquiry process that students are given feedback throughout their inquiry process that advances and nourishes their learning and continues to motivate themadvances and nourishes their learning and continues to motivate them
students are given opportunity to practice their new skills to sustain students are given opportunity to practice their new skills to sustain and support their learning beyond the formal classroom and school and support their learning beyond the formal classroom and school library experiencelibrary experience
inquiry learning is responsive to students’ personal, social and inquiry learning is responsive to students’ personal, social and cultural worlds, valuing differences and cultivating an inclusive cultural worlds, valuing differences and cultivating an inclusive communitycommunity
Guided Inquiry and Productive Guided Inquiry and Productive Pedagogy in Action:Pedagogy in Action:
Case StudyCase Study
Gill St Bernards SchoolGill St Bernards School
Gladstone NJGladstone NJ
SAMPLESAMPLE
43 Grade 9 students at Gill St Bernards’ School, 43 Grade 9 students at Gill St Bernards’ School, Gladstone NJ (21 girls, 22 boys)Gladstone NJ (21 girls, 22 boys)Semester long course: “Research Project”Semester long course: “Research Project”School librarian / teacher collaboration (7 teachers)School librarian / teacher collaboration (7 teachers)Instructional Intervention: Understanding the Instructional Intervention: Understanding the Information Search Process, information searching, Information Search Process, information searching, information analysis and note takinginformation analysis and note taking2 phases of course: Instructional intervention 2 phases of course: Instructional intervention culminating in major oral presentation (7 weeks); culminating in major oral presentation (7 weeks); guided free-choice research paper (7 weeks) within guided free-choice research paper (7 weeks) within the theme: “Celebration in Culture” the theme: “Celebration in Culture”
DATA COLLECTIONDATA COLLECTION
1.1. Written protocol at three key stages in the Written protocol at three key stages in the Information Search Process (Initiation, Information Search Process (Initiation, Formulation, Presentation)Formulation, Presentation)
2.2. Structured search logs kept by each student Structured search logs kept by each student during the progress of assignment during the progress of assignment
3.3. Affective Domain (feelings) statement and Next Affective Domain (feelings) statement and Next Task statementTask statement
4.4. Product analysis at completion of the assignmentProduct analysis at completion of the assignment
PATTERNS IN CHANGE OF PATTERNS IN CHANGE OF KNOWLEDGE: InitiationKNOWLEDGE: Initiation
Initial representations were lists of unrelated concepts, Initial representations were lists of unrelated concepts, and generalities, language associationsand generalities, language associationsStatements were primarily property (is a), manner Statements were primarily property (is a), manner (describe how something happens)(describe how something happens)Average number of statements 4 (range from 0-11)Average number of statements 4 (range from 0-11)Random representation: unstructured, no clear Random representation: unstructured, no clear sequence or organization; guess work “I think that…”, or sequence or organization; guess work “I think that…”, or at best chronological / historicalat best chronological / historicalSome indication of inaccuracy / misrepresentationSome indication of inaccuracy / misrepresentationAcknowledge that students knew very littleAcknowledge that students knew very littleMotivated to learn: personal experiences, personal Motivated to learn: personal experiences, personal connections, intriguing facts about topic, curiosity, connections, intriguing facts about topic, curiosity, teacher/librarian recommendationteacher/librarian recommendation
PATTERNS IN CHANGE OF PATTERNS IN CHANGE OF KNOWLEDGEKNOWLEDGE
Midpoint – Focus FormulationMidpoint – Focus Formulation
Dramatic increase in number of statements; range from Dramatic increase in number of statements; range from 6-34 statements; average number 176-34 statements; average number 17
Focus on Properties: describes characteristics; Manner: Focus on Properties: describes characteristics; Manner: describe processes, styles, actions; Reason: describe processes, styles, actions; Reason: explanations of how and whyexplanations of how and why
Some evidence of organizational structure of ideas; Some evidence of organizational structure of ideas; some attempt to develop conceptual groupingsome attempt to develop conceptual grouping
Key mechanism: writing of abstract and its feedbackKey mechanism: writing of abstract and its feedback
PATTERNS IN CHANGE OF PATTERNS IN CHANGE OF KNOWLEDGE: ConclusionKNOWLEDGE: Conclusion
Clear and precise listing of properties, manner and increasing Clear and precise listing of properties, manner and increasing use of set membershipuse of set membership
Final representations also stronger on reasons, outcomes, Final representations also stronger on reasons, outcomes, causality, implications, predictive, reflective (increased causality, implications, predictive, reflective (increased complexity)complexity)
Average number of statements: 31 (range 8 – 63)Average number of statements: 31 (range 8 – 63)
For 4 students, decrease in number of statements reflect For 4 students, decrease in number of statements reflect higher levels of synthesis: coalescing lists into categorieshigher levels of synthesis: coalescing lists into categories
Higher levels of structural centrality and conceptual Higher levels of structural centrality and conceptual coherence -ie. overall integrated and interlinked structurecoherence -ie. overall integrated and interlinked structure
Reflective, comparative, positional: personal ownershipReflective, comparative, positional: personal ownership
INTELLECTUAL QUALITYINTELLECTUAL QUALITYHigher order thinkingHigher order thinking: movement from description to explanation and : movement from description to explanation and reflection reflection Deep knowledge:Deep knowledge: Evident in the nature of the sources students Evident in the nature of the sources students accessed, and the changing search patterns from generalist accessed, and the changing search patterns from generalist background information to specialist, detailed, information sourcesbackground information to specialist, detailed, information sourcesEvident in increased Evident in increased specificity of topic focusspecificity of topic focus Deep understandingDeep understanding: evident in extent of recall and in the types of : evident in extent of recall and in the types of causal and predictive relationships portrayed causal and predictive relationships portrayed Substantive conversationSubstantive conversation: Valuing of dialogue between teacher, : Valuing of dialogue between teacher, librarian and students; fluency in written statementslibrarian and students; fluency in written statementsKnowledge as problematicKnowledge as problematic: In some cases, students identified dealing : In some cases, students identified dealing with dealing with factual conflict or conflicting viewpoints and with dealing with factual conflict or conflicting viewpoints and formulating their own (choice of topic); also evident in constructing formulating their own (choice of topic); also evident in constructing arguments that show a basis for the claims they were makingarguments that show a basis for the claims they were makingMeta-languageMeta-language: Use of language specific to the topic domain: not just : Use of language specific to the topic domain: not just provision of terms, but clarity of understanding these termsprovision of terms, but clarity of understanding these termsIncreasing complexity of the language used to describe their Increasing complexity of the language used to describe their knowledge, and the ordering of this knowledge into conceptually knowledge, and the ordering of this knowledge into conceptually coherent unitscoherent units
Perceptions of Knowledge Perceptions of Knowledge GainedGained
Know “heaps” moreKnow “heaps” more
Know lots more, and surprised at breadth Know lots more, and surprised at breadth and depth of knowledgeand depth of knowledge
Know lots more, but still could learn moreKnow lots more, but still could learn more
Know lots, but dissatisfaction about not Know lots, but dissatisfaction about not knowing enoughknowing enough
The Emotional RollercoasterThe Emotional Rollercoaster
Very distinctive ebb and flow of emotions follows the Very distinctive ebb and flow of emotions follows the deadlines that were crafted by the faculty and librarians to deadlines that were crafted by the faculty and librarians to guide the students effectively through the research process. guide the students effectively through the research process.
Increase in optimism and confidence as they identify a Increase in optimism and confidence as they identify a general topic and begin to investigate sources for relevant general topic and begin to investigate sources for relevant information information
Increase in negative emotions—often reported here as Increase in negative emotions—often reported here as stress, anxiety, and pressure—just as the deadlines for stress, anxiety, and pressure—just as the deadlines for bibliographies and, particularly, outlines approachbibliographies and, particularly, outlines approach
Submission: relief, confidence (because of level of Submission: relief, confidence (because of level of research done); acknowledge that it was “hard work” but research done); acknowledge that it was “hard work” but worthwhileworthwhile
Enablers of LearningEnablers of LearningInstructional intervention: 3 kinds of scaffolds valued by Instructional intervention: 3 kinds of scaffolds valued by students: students:
Reception ScaffoldsReception Scaffolds:: assist learners in garnering assist learners in garnering information from the diverse sources; direct the learner's information from the diverse sources; direct the learner's attention to what is important, and to help them organize attention to what is important, and to help them organize and record what they perceive. (Perceive structure in and record what they perceive. (Perceive structure in information)information)
Transformation Scaffolds:Transformation Scaffolds: assist learners in transforming assist learners in transforming the information they've received into some other form. This the information they've received into some other form. This involves involves imposing structureimposing structure on information on information
Production Scaffolds:Production Scaffolds: assist learners in actually producing assist learners in actually producing something observable that conveys the complexity and something observable that conveys the complexity and richness of what they have learned.richness of what they have learned.
Quality Learning Environment and Quality Learning Environment and Social SupportSocial Support
Staged process of learning; clear benchmarksStaged process of learning; clear benchmarks
Explicit quality criteria: feedback eg abstract (focus stage)Explicit quality criteria: feedback eg abstract (focus stage)
Engagement: personal choice: provide a will to knowEngagement: personal choice: provide a will to know
High expectations (but also causes considerable stress)High expectations (but also causes considerable stress)
Social support: community of scholars. Valuing role of teacher and Social support: community of scholars. Valuing role of teacher and school librarian; instructional support – clear involvement of teacher school librarian; instructional support – clear involvement of teacher and librarian; teacher and librarian on the same page and librarian; teacher and librarian on the same page
Students’ self regulation: knowing steps of good researchStudents’ self regulation: knowing steps of good research
Student direction: decisions about what next to do, identifying Student direction: decisions about what next to do, identifying problems, opportunity to discuss problems; Information scaffolds as a problems, opportunity to discuss problems; Information scaffolds as a regulatory and reflective device to determine immediate needs, regulatory and reflective device to determine immediate needs, manage emotions.manage emotions.
Productive PedagogyProductive Pedagogy
““learned to follow a set plan and be organized”learned to follow a set plan and be organized”““help me through papers in high school, college help me through papers in high school, college and life in general”and life in general”““getting genuine information is hard and tedious getting genuine information is hard and tedious work”work”““learned the basics of writing a more learned the basics of writing a more professional research paper”professional research paper”““research approach is more complicated but research approach is more complicated but creates a much better paper”creates a much better paper”““my project is amazing. I have put a lot of hard my project is amazing. I have put a lot of hard work into it”work into it”
The Students’ Guide to Good The Students’ Guide to Good ResearchResearch
““you need sufficient sources; if you don’t, you’re you need sufficient sources; if you don’t, you’re in trouble”in trouble”
““important to stay on top of your work”important to stay on top of your work”
““budget your time better”budget your time better”
““keep better track of resources”keep better track of resources”
““Important to work ahead”Important to work ahead”
““always have a plan if something goes wrong, always have a plan if something goes wrong, and keep track of sources”and keep track of sources”
““cite every source so there is no plagiarism”cite every source so there is no plagiarism”
The Last WordThe Last Word
““I’ve just slipped out of the hands of a giant I’ve just slipped out of the hands of a giant research monster who wanted to eat me feet research monster who wanted to eat me feet first”first”
A time of bold actionA time of bold action
““Are you in earnest? Are you in earnest? Seize this very minute. Seize this very minute. What you can do, or What you can do, or dream you can, begin it. dream you can, begin it. Boldness has genius, Boldness has genius, power, and magic in it. power, and magic in it. Only engage and then the Only engage and then the mind grows heated. mind grows heated. Begin and then the work Begin and then the work will be completed”will be completed”
Goethe
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