This blog entry will look at John Dewey’s
pedagogical practice of ask, investigate, create, discuss and reflect.
Using the term “guided inquiry” (GI) it will explore the role of the teacher
librarian and how we as teachers can implement this method into the library
setting.
Guided Inquiry (GI), involves teacher librarians
guiding, instructing and coaching students in how to learn to think for
themselves, make good decisions and create and find meaning from multiple
information sources. (Kuhlthau, 2010). Guided Inquiry has been very popular in
many classroom and library settings.
The progressive education movement began in the
late nineteeth century and persisted in various forms to the present day
educational system. Originally publicised by the works of John Dewey and Jerome
Bruner the philosophical school of pragmatism was responsible for shaping the
progressive education movement (Inquiry Learning, 2011).
In an ideal school situation the teacher
librarian would work with other staff to design authentic learning experiences
for students which were relevant, motivational and challenging (Scheffers,
2008). Once taught, the teachers involved would then meet to reflect on how
well the GI engaged students and whether what was produced met their
expectations (Shore, Chichekian; Syer; Aulls, & Frederiksen,
2012).
For students, being given an opportunity to
follow a self determined, real world, line of inquiry to answer an open-ended
question is an empowering experience (Boss and Krauss, 2007). By working in
pairs and small groups students are also aided in their intellectual and
personal development (Levy & Petrulis, 2012). In particular,
when supported by technology, GI can develop significantly improved higher order
thinking skills. (Littleton, Scanlon & Sharples, 2011).
The link between GI and information literacy is
well reported based on their mutual use of question formulation, evaluating
information and building new knowledge. Web based resources are
particularly suited to GI as they allow students to find multiple sources of
information which they can sort, organize and analyse (Boss and Krauss, 2007).
According to the ALIA and ASLA’s Statement of
Standards of Professional Excellence for Teacher Librarians the teacher
librarian is also expected to assist individual learners to develop
independence in their learning. GI is a perfect way to achieve this because
it is a collaborative process in which teachers and students work together to
negotiate various aspects of the curriculum (Sebas, 2012).
For all teachers, and not just teacher
librarians, GI is a very valuable learning tool. It is a form of learning
in which students are assessed on how well they develop experimental and
analytical skills rather than how much knowledge they can memorise and
regurgitate (Takaya, 2008). GI allows students to take control of their
own educational wheel and learn in a supportive and beneficial way.
References
Boss, S., & Krauss, J. (2007). Power of the
mashup: Combining essential learning with new technology tools. Learning &
Leading with Technology, 35(1), 12-17.
Boss, S.,& Krauss, J. (2007). Reinventing
project-based learning. Your field guide to real-world projects in the digital
age. International Society for Technology in Education.
Fitzgerald, L. (2011). The twin purposes of
guided inquiry: Guiding student inquiry and evidence based practice. Scan,
30(1), 26-41.
Inquiry Learning (2011). Retrieved from
www.sebas.vic.edu.au/cb…/Inquiry%20Learning%20Information.pdf
Inquiry Page. (2012). Who was John Dewey?
Retrieved from http://www.cii.illinois.edu/InquiryPage/inquiry/johndewey.html
Kuhlthau, C. K. (2010). Building guided inquiry
teams for 21st-century learners. School Library Monthly, 26(5), 18.
Levy, P., & Petrulis, R. (2012). How do
first-year university students experience inquiry and research, and what are
the Implications for the practice of inquiry-based learning? Studies in Higher
Education, 37(1), 85-101.
Littleton, K., Scanlon, E., & Sharples, M.
(2011) Orchestrating Inquiry Learning Routledge: Taylor & Francis Group.
Scheffers, J. (2008). Guided inquiry: A learning
journey. Scan, 27(4), 34-42.
Shore, B., Chichekian, T., Syer, C.,
Aulls, M., & Frederiksen, C. (2012). Planning, enactment, and
reflection in inquiry-based learning: Validating the McGill strategic demands
of inquiry questionnaire. International Journal of Science and Mathematics
Education, 10(2), 315-337.
Takaya, K. (2008). Jerome Bruner’s theory of
education: From early Bruner to later Bruner. Interchange: A Quarterly Review
of Education, 39(1), 1-19.
The Australian Library and Information
Association (ALIA) and the Australian School Library Association (ASLA)
statement of standards of professional excellence for teacher librarians.
Retrieved from
http://www.alia.org.au/policies/teacher-librarian.standards.html.
