Supporting Information Literacy and Online Inquiry in the Classroom
This course has been a remarkable learning experience for me. It has encouraged me to discover the new definition of literacy, what the new literacies entail, and how I can offer opportunities for my students to acquire those literacies. Modeling and offering exposure to these new skills will help to equip my students with 21st century skills that will be viewed as assets in the workplace as well as in their personal lives. November (2008) offers this insight: "We can teach students critical thinking and how to be socially responsible when they use the Internet to have a globally connected voice" (p. 3). Making informed decisions in a technology-changing environment will require our students to be proficient in these skills, and this course has helped me to see how to consciously and seamlessly include them in my daily activities.
The most surprising revelation that I had about teaching the new literacy skills to my students is how motivating it can be. When students begin to personalize their learning and engage in the discovery process, they genuinely become active participants who are managing their own learning. Creativity flourishes, student interest increases, and expectations are exceeded. This course has helped me to better understand that by making learning relevant, my students are able to make connections that will arm them with the tools they will need for their futures. Kuhlthau, et al., (2007) add: "Inquiry does not stand alone; it engages, interests, and challenges students to connect their world with the curriculum" (p. 2). Because of this course, I now appreciate that students can make significant learning gains through inquiry-based projects and also enjoy the process.
My newfound grasp of the power of inquiry-driven projects will have a major impact on my future teaching approaches and activities. Placing emphasis on making meaning, deeper understanding, and the acquisition of ideas instead of memorizing facts is my goal. Eagleton & Dobler (2007) add: "Inquiry projects can convert classrooms and schools into communities of practice" (p. 16). I plan to utilize the combination of "modeling, scaffolding, practice, and feedback" in order to help my students become effective with the inquiry process. (Eagleton & Dobler, 2007, p. 27). I will not abandon the traditional literacies, but will merge them with the new literacies to further enhance the preparation my students receive.
One professional development goal that I have is to increase my own personal participation in inquiry-driven projects. In this way, I will be better able to assist and guide my students and perhaps anticipate problem areas. My own inquiries can be class related as well as personal since my students would benefit from both types of experiences. I plan to explore educational blogs, Web sites, books, and articles that provide information, encouragement, and support on addressing the new literacies and utilizing inquiry-based projects. In addition, I plan to collaborate with colleagues to share ideas and broaden my scope in this area.
Connecting what students do or will need to do outside of school to what they do in school is the driving force of the new literacies and inquiry-based projects. This course has validated my obligation to adapt instruction to the needs of my students. Our role as teachers is to offer guidance on effective strategies for finding, appraising, and managing information in ethical, principled ways. By providing these opportunities, we will help our students to become truly literate.
References
Eagleton, M. B., & Dobler, E. (2007). Reading the web: Strategies for internet inquiry. New York: The Guilford Press.
Kuhlthau, C. C., Maniotes, L. K., & Caspari, A. K. (2007). Guided inquiry: Learning in the 21st century. Westport: Libraries Unlimited.
November, A. (2008). Web literacy for educators. Thousand Oaks: Corwin Press.
This course has been a remarkable learning experience for me. It has encouraged me to discover the new definition of literacy, what the new literacies entail, and how I can offer opportunities for my students to acquire those literacies. Modeling and offering exposure to these new skills will help to equip my students with 21st century skills that will be viewed as assets in the workplace as well as in their personal lives. November (2008) offers this insight: "We can teach students critical thinking and how to be socially responsible when they use the Internet to have a globally connected voice" (p. 3). Making informed decisions in a technology-changing environment will require our students to be proficient in these skills, and this course has helped me to see how to consciously and seamlessly include them in my daily activities.
The most surprising revelation that I had about teaching the new literacy skills to my students is how motivating it can be. When students begin to personalize their learning and engage in the discovery process, they genuinely become active participants who are managing their own learning. Creativity flourishes, student interest increases, and expectations are exceeded. This course has helped me to better understand that by making learning relevant, my students are able to make connections that will arm them with the tools they will need for their futures. Kuhlthau, et al., (2007) add: "Inquiry does not stand alone; it engages, interests, and challenges students to connect their world with the curriculum" (p. 2). Because of this course, I now appreciate that students can make significant learning gains through inquiry-based projects and also enjoy the process.
My newfound grasp of the power of inquiry-driven projects will have a major impact on my future teaching approaches and activities. Placing emphasis on making meaning, deeper understanding, and the acquisition of ideas instead of memorizing facts is my goal. Eagleton & Dobler (2007) add: "Inquiry projects can convert classrooms and schools into communities of practice" (p. 16). I plan to utilize the combination of "modeling, scaffolding, practice, and feedback" in order to help my students become effective with the inquiry process. (Eagleton & Dobler, 2007, p. 27). I will not abandon the traditional literacies, but will merge them with the new literacies to further enhance the preparation my students receive.
One professional development goal that I have is to increase my own personal participation in inquiry-driven projects. In this way, I will be better able to assist and guide my students and perhaps anticipate problem areas. My own inquiries can be class related as well as personal since my students would benefit from both types of experiences. I plan to explore educational blogs, Web sites, books, and articles that provide information, encouragement, and support on addressing the new literacies and utilizing inquiry-based projects. In addition, I plan to collaborate with colleagues to share ideas and broaden my scope in this area.
Connecting what students do or will need to do outside of school to what they do in school is the driving force of the new literacies and inquiry-based projects. This course has validated my obligation to adapt instruction to the needs of my students. Our role as teachers is to offer guidance on effective strategies for finding, appraising, and managing information in ethical, principled ways. By providing these opportunities, we will help our students to become truly literate.
References
Eagleton, M. B., & Dobler, E. (2007). Reading the web: Strategies for internet inquiry. New York: The Guilford Press.
Kuhlthau, C. C., Maniotes, L. K., & Caspari, A. K. (2007). Guided inquiry: Learning in the 21st century. Westport: Libraries Unlimited.
November, A. (2008). Web literacy for educators. Thousand Oaks: Corwin Press.
Posts
Hello Wanda, I also have seen the motivation and interest levels rise in my students since making connections to "real" world experiences and what they understand is important for their futures and aspirations in life. Because I work with high school seniors and juniors, they are very close to entering the "real" world and find "real" world learning experiences as valid and relevent. Internet literacy skills are an aspect that they are finding important. They seem to understand the value of such skills. Kristin
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