Intervention is about identifying what the kids need and figuring out how to get them to the next stage. Guided inquiry is a staged process and MEDIATION is where you step in. "Where do you position yourself on the spectrum from INFORMATION KNOWLEDGE?" which means not all kids will come out with the same understanding - and that's to be expected. Knowledge in (or via) conflict is what's really important. Kids rarely get beyond representation of what they already know. Deep knowledge occurs in the interrelationships of themes and ideas - in the development of personal positions - finding 'where I belong' in this sea of ideas - and it involves EVIDENCE and ARGUMENT. Knowledge construction, not information finding is key knowledge construction not product construction. Kids are often abandoned once they have found some stuff - abandoned at the most critical stage where they should be interrogating what they've found (with the abandonment usually justified in the name of 'independent research'.) We need to stress the "Food for the Mind" concept. We as school librarians don't celebrate the development of knowledge enough. Evaluating websites can be overdone - instead we need to shift to helping kids interrogate the stuff. Kids tend to highlight what they already know - so often note-taking is about confirming and stockpiling what they already know. Students need to confront alternative perspectives - we must put them in touch with conflicting ideas - so, yes, we must make available diverse and conflicting information resources. School libraries need to change from finding stuff to finding new knowledge. What we have to get over is the discovery of resources - what we want is the discover of knowledge. How can we as educators build learning? The focus on knowledge and knowledge construction is what Guided Inquiry is about." "Very basic types of learning are going on and what comes out at the other end is very little - and that's why I do research. "I see appalling things going on," he said. Ross was quite funny about his insistence that we "step out of libraryland - step out of information literacy land" - "It's not about finding stuff anymore - it's not about doing Dewey - The annual library tour and Dewey babble is all a waste of time." - "Get Over It!" was a repeated message. One-Day Pre-Conference: "Guided Inquiry: A Framework for Learning Through the School Library" Evidence-based Practice and Charting the Learning Outcomes: Overview of Research and Strategies Implementing Guided Inquiry in the School Guided Inquiry: A Framework for Learning through the School Library Information Literacy and Inquiry Learning: The Heart of the School Library Information Technology and Learning in the Information Age School Otherwise you can access these PDF scans of Ross Todd's Powerpoint printouts: If you are a member of SILCAsia, you can download Ross Todd's Powerpoint slide presentations here. Ross Todd on the CISSL (Center for International Scholarship in School Libraries) website - as well as the OELMA (Ohio Educational Library Media Association) site about the well-known study they did there: Student Learning through Ohio School Libraries : The Ohio Research Study So I'll start off by citing Guided Inquiry: A framework for learning through school libraries in 21st century schools by Dr. Ross Todd was obviously the main attraction for us teacher-librarians - and guided inquiry and evidence-based practice were the main focus of his presentations. Workshop: "Writing - Developing Comprehensive Teaching Approaches in Writing Instruction"ĭr.Workshop: "Critical Thinking, War & Terrorism".Workshop: "Information Technology and Learning in the Information Age School".Workshop: "Information Literacy in the Library".One-Day Pre-Conference: "Guided Inquiry: A Framework for Learning Through the School Library".
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