2009 (Spring) Issue 35 The Effects of Discovery Learning on Students’ Success and Inquiry Learning Skills. This document helped me to answer the question “How can Inquiry learning benefit students? A main focus of this reseach paper is on the effects of discovery learning on student perceptions, inquiry learning skills, academic skills and the retention of knowledge. Of particular interest, was the comparison of these perceptions, skills and knowledges with traditional teaching methods. The results presented in this paper highlight the significant benefits of inquiry learning compared to traditional teaching. Knowing the benefits that inquiry learning has on students, led me to ask my next question: How can a teacher-librarian be utilised throughout the inquiry learning process?
I came across this Inquiry/Research Toolkit from La Trobe University in my search for criteria or measures to assess student success through the inquiry process. I found it particularly useful as it contains information on stages of research and skills which can be measured against. Additionally, it contains an inquiry research quiz for students to develop and reflect upon their prior knowledge of what inquiry is. The information presented in the website is structured using subheadings with diagrams and lists to assist readability. This is site provided me with a springboard for questioning ‘WHAT’ skills can be measured.
This resource is a sample portfolio of student work compiled by the Australian Curriculum Assessment and Reporting Authority. This portfolio provides evidence of student learning. I found this resource useful in answering my question regarding what criteria can measure student success throughout the learning process. Practicing teachers within Australia need to teach and assess using the standards set by the Australian Curriculum Assessment and Reporting Authority. This sample shows how the achievement standards have been met using annotations to highlight the criteria. This sample of work shows the perspective of Australia's governing educational department into inquiry based learning.
Note: This resource is located behind a PAYWALL. The article helps me to extend my understanding of assessment through the inquiry learning process. It addresses questions and activities that attain student knowledge and understanding throughout the various stages of inquiry. A plethora of practical examples are provided which would assist an educator in developing criteria to measure student success. A lot of information is included and the incorporation of headings, subheadings and lists makes the information easy to decipher. The questioning techniques used by Branch (2003) aligns with current research into inquiry.
F-10 Inquiry Skills Scope and Sequence and F-10 Core Skills and Tools (first link on page). This scope and sequence document links the general capabilities in the Australian Curriculum to inquiry skills as identified by Kulthau, et al. (2012). This document is useful as it is a platform for creating assessment with particular skills and capabilities. Verbs form the beginning of each clause in the table. The usability of this document is high as it lists criteria which would measure success throughout the inquiry process. Reference: Kulthau, C. et al. (2012). Guided Inquiry Design: A Framework for Inquiry in Your School. Santa Barbara, California: Libraries Unlimited.
Note: Making the Shift is on pages 8-17. I found this source when I was researching the question “How can teacher-librarians be utilised in the inquiry learning process?”. Upon reading this article I found that this source also answered the question “How can inquiry learning benefit students?”. This source was extremely relevant for my primary inquiry question as it positioned the teacher librarian as the expert teacher. This document was useful as it set out the stages of inquiry and included the research phases. This document argues that teacher-librarian knowledge is invaluable throughout the inquiry process.
Note: This resource is located behind a PAYWALL. This resource appeared repeatedly in my search results and for this reason I will not negate its curation. I first came across this document as part of my coursework for LCN616 Inquiry Learning at Queensland University of Technology and it is invaluable for understanding why libraries and librarians are essential resource specialists. This document is useful as it highlights how 21st century skills and knowledge can be acquired through the inquiry learning process. This article confirms that teacher librarians should be used as a resource in a collaborative approach to teaching.
Note: This article is located behind a PAYWALL. This resource answers the question “How can teacher-librarians be utilised in the inquiry learning process?” This is a relevant resource as it highlights both the need for educational change and the role that the librarian plays in implementing this change. The perspective of the author is that librarians should play a key role to the inquiry learning process, that librarians need to advocate for inquiry programs and provide access to resources, collaborate with teachers. This extends upon my prior search results in this field as the teacher-librarians role in the inquiry process assumes leadership responsibilities.
Note: This article is located behind a PAYWALL. This is a case study into the role of the teacher librarian throughout the inquiry based learning process. This document builds upon my knowledge of collaborative inquiry, particularly at a primary school level. I chose to curate this document as it not only follows a perspective into the role of the teacher-librarian but also the role of other teachers, students and their parents involved in the case study. This is a well written document and it is easy to follow the inquiry process described in the case study.