Some of the Resources I Am Using

I have been reading widely both in print and on the net for some time.  It wasn't until I went to AASL that I had my present focus but a lot of what I had read in the past had led me to be open to various ideas which came out of the conference.

I shall start with a list of some of the print resources I have been delving into or studying at great length:

Harvey, Stephanie, and Harvey Daniels. Comprehension and Collaboration: Inquiry Circles in Action. Portsmouth: Heinemann, 2009. Print.

Koechlin, Carol, and Sandi Zwaan. Q Tasks. Markham: Pembroke, 2014. Print.

Kuhlthau, Carol C., Leslie K. Maniotes, and Ann K. Caspari. Guided Inquiry: Learning in the 21st Century. Santa Barbara: Libraries Unlimited, 2015. Print.

Maniotes, Leslie K., LaDawna Harrington, and Patrice Lambusta. Guided Inquiry Design in Action: Middle School. Santa Barbara: Libraries Unlimited, 2016. Print.

Patton, Alex. Work that Matters: The Teacher's Guide to Project-Based Learning. London: Paul Hamlyn Foundation, 2012. <http://www.innovationunit.org/sites/default/files/Teacher's%20Guide%20to%20Project-based%20Learning.pdf>

Schmidt, Randell K., Emilia N. Giordano, and Geoffrey M. Schmidt. A Guided Inquiry Approach to Teaching the Humanities Research Project. Santa Barbara: Libraries Unlimited, 2015. Print.

Woops, I just noticed that one e-resource has crept into that list but I will leave it!

Next Step: The project and what it may look like!

After AASL I decided, for a number of reasons, that we should consider introducing a project into the grade 9 study skills course, into which we could embed many of the skills we are teaching through stand alone lessons at the present time.  This is the project I am wrestling with and have discussed on the International School Library Connection on Facebook.  (Thank you by the way for all the great input!)

The design of the project is to follow the precepts of Guided Inquiry:

• It will take into account Carol Kuhlthau's Model of the Information Search Process 
• It will follow the Guided Inquiry design process, including the stages: Open, Immerse, Explore, Identify, Gather, Create, Share and Evaluate
• It will involve the establishment of an inquiry community, including a team approach for teachers, inquiry circles and "study buddies" for students

(Kuhlthau, Carol C., Leslie K. Maniotes, and Ann K. Caspari. Guided Inquiry: 

     Learning in the 21st Century. Santa Barbara: Libraries Unlimited, 2015. 
     Print.)

It will also:

• be set in the Global Context of Scientific and Technical Innovation
• be of interest to and have meaning for the students
• result in a product or performance that has personal and/or social value
• address key information literacy standards
• pose essential questions of relevance to the students
• develop habits of mind and work associated with academic and professional disciplines
• require students to develop organisational and self management skills
• extend beyond the classroom
• require real investigations using a variety of methods, media, and sources
• provide milestones/checkpoints
• involve lots of reflection for students and teachers
• result in exhibitions and performances
• be grounded in personal, school and real-world standards of performance

(Patton, Alex. Work that Matters: The Teacher's Guide to Project-Based Learning. 

     London: Paul Hamlyn Foundation, 2012. <http://www.innovationunit.org/ 
     sites/default/files/Teacher's%20Guide%20to%20Project-based%20Learning.pdf> )

This is where I am today and who knows how things will develop over the summer before the project begins.  Comments appreciated!