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.
No comments:
Post a Comment