This article is a literature review of Inquiry-based models, Information Literacy and student engagement. This article further deepened my understanding of various models of inquiry and it was the first time I came across Student Driven Inquiry (SDI) where students having the "choice, time and autonomy to support deeper, meaningful learning" (Buchannan, Harlan, Bruce & Edwards, 2016, p.25). This autonomy leading to the development of skills and knowledge that are critical for the modern student and world citizen (p. 25). I loved the terms passion-based learning. Buchannan, Harlan, Bruce & Edwards (2016) argue that student centred models maximize creativity and deepen student engagement as they feature opportunities for students to "research, explore, experiment, collaborate, make choices and use their imaginations" (p.23). A finding from this literature review supports further research on student learning from student perspectives. Further research linking motivation and emotions of students with sensibilities and Habits of Mind.
This research paper by Lee FitzGerald draws on the works of Kuhlthau, Maniotes and Caspari (2007) Information Search Process (ISP). FitzGerald’s (2015) research is structured around whether scaffolding Guided Inquiry develops deeper awareness of the process of learning. In her study, Ancient History students were explicitly taught the use of GI and ISP throughout, developing different search techniques, working in inquiry circles, with daily reflections and support throughout. This was in comparison to the Modern History students without ISP and GI. Her findings showed, for the group of Ancient History students, that through scaffolding students learning and metacognition was enhanced. These evidence-based examples of practice are used in the implementation of inquiry and supporting diverse learners.
Again, in this piece, Lee FitzGerald (2015) provides an overview of the content and concepts of underlying Inquiry learning. This article is a useful guide to exploring practical examples of scaffolding with emphasis on creation, delivery, and assessment. FitzGerald shows links to how inquiry fits within the Australian Curriculum and draws from the work of Kuhlthau ISP to show how it can be scaffolding in the Curriculum. The concepts in guided Inquiry are outlined as the ISP and Guided Inquiry Design Process (GID). This article aided in my understanding of Information Literacy and assisted in extending my knowledge of inquiry learning and the importance of students developing attitudes and skills to empower them to be effective learners.
This article from the Interdisciplinary Journal of Problem-based learning (IJPBL) discusses how to support students self-regulate learning (SRL) in project-based and problem-based learning (PBL). Authors English and Kitsantas (2013) state that in order to be successful in problem-based learning, students need to take responsibility for their own learning. This process is difficult and varies for all learners. The paper describes specific learning environments and teaching practices that foster student responsibility. The paper also provides guidance for educators in developing SRL in PBL. This article is relevant to my primary question as it shows that through encouraging student-centred learning, motivation is enhanced and students develop real world skills such as working collaboratively and communicating effectively, critically thinking, problem-solving, and the ability to analyse and evaluate information (English & Kitsantas, 2013, p. 129).
In addition to the above article, this research by Belland, Glazewski & Ertmer (2009) examines the difficulties, roles and methods of support when using Problem-based inquiry (PBL) in mixed ability groups in high school. PBL allows students to work collaboratively to solve real world problems. Each group member is given responsibilities that contribute to the overall result. Through collaboration, each member feels valued and develops a sense of belonging which enables investment in their own learning (p.2). Belland, Glazewski & Ertmer (2009) found that cooperative learning in inclusive classrooms positively influenced motivation, social skills, peer acceptance and achievement (p.3). This article is relevant to my primary question as it supports the importance of developing problem-solving skills and self-directed learning for students with learning, emotional or behavioural difficulties, impacting overall achievement and success in life (p.3).
Similarly, to this Inquiry Research, in order to effectively support students, teachers need to be informed and inquiring educators themselves (Nichols & Cormack, 2017, p.5). This book Impactful Practitioner Inquiry by Nichols and Cormack (2017) focuses on the experiences of educators that participated in the Impactful Practitioners Inquiry (IPI) project in 2008. The book continues and strengthens arguments made investigating the kinds of impacts inquiry can make and how practitioners believe it contributes to change. This book has helped extend my knowledge around Inquiry and Inclusion. In chapter 5, The Inclusive Education Project is relevant to my question as it supports all learners in taking critical action towards making schools more inclusive for diverse learners.
This resource from the Queensland Government provides a compiled list of relevant resources for early years educators offering articles around the benefits of Inquiry, Teacher examples and experiences of Inquiry, links to Curriculum, Pinterest examples, practical ideas and suggestions about facilitating inquiry-based learning. This website led me to Kath Murdoch’s work with Inquiry which further deepened my understanding of Inquiry.
Kath Murdoch’s latest book The Power of Inquiry offers practical examples to creating and implementing learning environments that support students through encouraging curiosity, creativity by building students learning power. This book, inspired by teachers, discusses who we are as learners, and how we teach students by connecting theory and practice. Guided by ten essential questions, Kath Murdoch offers practical evidence-based examples of classroom practices where educators can confidently implement in their own environment. This resource is relevant to my primary question as it shows that through Inquiry, students have autonomy over their learning, through having their voice heard by exploring their own interests and by asking and answering their own questions. Murdoch (2017) adds that students are most engaged in learning when their learning is of value and purposeful. Inquiry enables students to create and design their own learning enhancing motivation and engagement.
The Teachers College Inclusive Classroom Projects purpose is to engage educators as teaching professionals driven by Inquiry and embracing critical inclusivity. Lead Editor and Facilitator, Sarah Schlessinger, documents her experiences in implementing and the challenges of inquiry-based learning for high school students in New York USA, who were disengaged and lacking the motivation to learn. Using her own inquiry question, to foster engagement and learning for all students, Schlessinger (2011) details her narrative of how she set up inquiry projects with her students. This is a valuable resource as it shows examples, outcomes and reflections of her experience.