In the graphic below, I summarized the eight parts of inquiry learning as defined by the Galileo Educational Network and used Adobe Spark to design it. Georgia is adopting new science standards for the 2017-2018 school year which emphasize “hands-on, student-centered, and inquiry-based approaches”, according to the Georgia Standards of Excellence overview. This seems an appropriate avenue for me to explore considering the inquiry-focused nature of this week’s module. Furthermore, I have always wanted to teach science, but my current instructional role does not allow me to do so. As a media specialist, I hope to collaborate with teachers especially in the area of science.
This 3rd grade standard stood out to me, as it requires that students observe and investigate within a local context:
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I came into this course with a vague understanding of the field of Information Fluency and Inquiry. What I’m realizing is that the definition of this “field” has become increasingly ambiguous as the internet and technology continue to change the information landscape. In the content I come across, there are many terms that sources use interchangeably or have a completely different definition of all together. Information literacy (IL), information fluency, digital literacy, digital fluency, inquiry-learning, project based learning - these are all terms that commonly appear in the library/IL blogosphere and research community. Thankfully, the more I read, I’m beginning to see the crucial themes that bind them all together. Below are my reflections on a few of the questions I established (which I’ve slightly revised or combined) to guide my learning through this course nearly a month ago.
The 2017 Horizon Report highlights the evolving role of teachers. We are no longer fountains of knowledge but rather constructors of learning environments which help students gain the 21st century skills of creative inquiry and digital literacy. We are guides and mentors who model global citizenship and motivate students to adopt lifelong learning habits by providing opportunities for students to direct their own learning. This starts with the counterintuitive idea of relinquishing control of our classroom.
The type of online “searching” I do depends on the type of content I’m searching for, which I can break into three broad categories: personal (hobbies, interests, passions), entertainment (shows, movies, gaming), and professional (career development and graduate school). Sometimes my search is more passive by skimming many random channels and sources. And sometimes my search is more intentional by engaging in close reading, annotating articles, determining reliability of sources, and adding channels to my personal learning network.
Humankind’s current informational output equals 13 stacks of books from here to Pluto. From 2003 to 2009, our digital footprint increased 10,000%, and it continues to increase exponentially every year. So how can we expect our students to manage such an overwhelming ocean of knowledge while we as teachers barely have a grip on it ourselves?
I've always loved libraries. But it wasn't until three years ago, after taking on several other ventures in my mid-twenties, that I realized I actually wanted to work in one. The changing roles of libraries are exciting to me. I've always been attracted to projects that allowed me to learn new things and be creative. Not only do I believe this occupation will allow me to continue doing just that, but also, will grant me opportunities to facilitate knowledge acquisition and creativity for an entire student population.
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