1. Take some time to think about inquiry learning and information literacy. Now write down what you know about it.
When I think of inquiry learning the following thoughts come to mind: research project; posing problems; questioning; student centred rather than teacher directed; investigating; exploring; collaborating; information is in a constant state of flux – not static; deep understanding rather than surface learning; and, holistic. In terms of information literacy, I see it as a process or set of skills that one uses to access, understand and use information.
2. How interested are you in this topic? Check (ü) one box that best matches your interest.
Not at all ☐ not much ☐ quite a bit ☐ a great deal ☐
3. How much do you know about this topic? Check (ü) one box that best matches how much you know.
Nothing ☐ not much ☐ quite a bit ☐ a great deal ☐
4. When you do research, what do you generally find easy to do?
Depending on the topic and purpose of the research, I usually find it easy to locate and access information, whether it is online with different databases or Internet searches or with physical materials such as books at the local library. I usually have a process of finding information on a particular topic – first a general Google search to become familiar with and explore key terms associated with the topic and then a further in-depth search with specific key terms/words in specific databases or search engines. Triangulating the information is also an important part of the searching process, especially if I am unsure of the topic.
5. When you do research, what do you generally find difficult to do?
Accessing and locating information is the easy part – critiquing, evaluating and discerning what is relevant, useful or pertinent is the hard bit! Especially with the influx of information that is no available on the Web.
Reflective Questionnaire 2
1. Take some time
to think about inquiry learning.
Now write down what you know about it.
Since
interacting with the literature that framed my ILA, my knowledge and
understanding of inquiry-based learning (IBL) has increased substantially.
Building on my previous response to this question in the first questionnaire, I
now realise the dynamic nature of IBL and how it is a term that is contested
greatly in academic literature, given its nature and application in a range of
different contexts. For example, how one conceptualises IBL in a higher education
context is different to how one would in a primary school context. The aspects
of IBL described in the first questionnaire are common descriptive words used
to describe IBL, and not a clear statement. Therefore, I will provide one
now.
Inquiry-based learning is a pedagogical approach
that emphasises the role of student discovery in the process of acquiring
knowledge. Students employ questioning, critical thinking skills and
problem-solving techniques while exploring different sources of information
with the intent of understanding a topic or issue or answering a question.
2. How interested
are you in this topic? Check () one box
that best matches your interest.
Not at all ☐ not much ☐ quite a bit ☐ a great deal ☐
3. How much do
you know about this topic? Check () one
box that best matches how much you know.
Nothing ☐ not
much ☐ quite a bit ☐ a great
deal ☐
4. Thinking of
your research so far - what did you find easy to do?
Once
I was clear on the key terms/ subject words associated with my ILA, I found the
searches with different databases easy enough to conduct. When I had located
the sources with my search strings, it was relatively easy to discern which articles
were particularly relevant to my individual ILA. Often, there were a certain
authors who had authored a number of articles on the topic, so it was easy to
trace back the connections to related studies through their reference list.
5. Thinking of your research so far - what did
you find difficult to do?
Analysing
and summarising relevant articles sufficiently enough to include them in my writing.
Also, rephrasing complicated ideas and new concepts into my own words proved
difficult sometimes, depending on how much I had read about the concept. Also, I
often spent too much engaging with the articles (reading, reflecting,
evaluating, etc.) that I often got side-tracked and forgot that I was reading these
articles for a purpose and not for recreation.
6. How do you feel about your research so far?
Check () one box that best matches how you feel.
Frustrated – I
can’t find what I want ☐
Overwhelmed – I’m
finding it hard to sort through the information ☐
Confused – I
don’t really know what I’m looking for ☐
Confident – I think I know where I’m heading ☐
1. Take some time
to think about inquiry learning.
Now write down what you know about it.
2. How interested
are you in this topic?
3.
How much do you
know about this topic?
Nothing ☐ not much ☐ quite a bit ☐ a great deal ☐
4.
Thinking back on
your research project, what did you find easiest to do?
6.
What did you
learn in doing this research project?
That learning to ‘inquire’ is central
for all students to succeed in our information-saturated 21st
century environment.
7.
How do you now
feel about your research?
Unhappy – I don’t feel confident with how it turned out
Confused – I don’t really know what I was looking for
Confident – I think it turned out OK
Happy – I’m really happy with how it turned out
Reflective Questionnaire 3
In essence, inquiry learning is about
asking questions and using information to answer those questions. By
definition, to ‘inquire’ is to ‘seek information by asking a question’; or to ‘make
an inquiry or investigation’. But putting this notion into practice is not as
simple as it seems. Traditionally, teaching and learning has worked in the
opposite direction, where students weren’t supposed to ask questions about
their learning, but to absorb the information that was presented to them through
teacher-directed methods. But learning this way is not always effective.
Learning needs to be student-directed, empowering and authentic; and all of
these things describe the pedagogy that is inquiry learning.
Not
at all ☐ not
much ☐ quite a
bit ☐ a great deal ☐
Nothing ☐ not much ☐ quite a bit ☐ a great deal ☐
- Search and
locate information within different databases and search engines (due to many
of the strategies introduced in this course).
- Identify with my
research participants – I also completed the same course when I was in
university, therefore I could often relate to their feelings and experiences.
- Evaluate and
provide feedback to my group members.
5.
Thinking back on your research project, what
did you find difficult to do?
- Keeping on track
and making deadlines.
- Writing my
findings in first person – I’m very used to writing more academically and less
personally – third person, past tense.
Unhappy – I don’t feel confident with how it turned out
Confused – I don’t really know what I was looking for
Confident – I think it turned out OK
Happy – I’m really happy with how it turned out
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