dr. carol gordon center for international scholarship in school libraries rutgers, the state...

Dr. Carol GordonCenter for International Scholarship in School Libraries

Rutgers, The State University of New Jerseycissl.scils.rutgers.edu [email protected]

Re-designing Knowledge Spaces:From Information Literacy

to Knowledge OutcomesPart II

The Good Old Days

In these gentle rooms bursting with riotous thought, with question on the brink of answer, with the insistency of every story ever told, every word ever laid down, there is enough energy to rock the world. All librarians know this. They know that kindness and good manners are essential in the face of this die-hard effort to define a single moment, to express a sacred mystery. That’s why we whisper here. Why there are solid oak chairs and tables. Why we are friendly but reserved. Why there is order on the shelves. Flowers from the garden club on the front desk. Say a prayer when you enter, hang onto your hat. Anything can happen. This is a library.

Warrior Librarians

Tough Times

What is the future of the book?What is the future of libraries?

What is the future of schooling?How is technology most effective in

schooling?How do we educate students for the 21st

century?

The focus is on 21st century survival skills.

Priv

ate

Secto

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Partnership for 21st Century SkillsReport of the National Center of Education and the Economy: Are they Really Ready to Work?“This is a world in which a very high level of preparation in reading, writing, speaking, mathematics, science, literature, history, and the arts will be an indispensable foundation.”

In order to compete in a global economy, American graduates must “…be comfortable and well-organized, able to learn very quickly and work as a member of a team and have the flexibility to adapt quickly to frequent changes in the labor market as the shifts in the economy become ever faster and more dramatic. (2007).

The focus is on reading comprehension.

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RAND Reading and Study Group:Reading for Understanding: Toward an R&D Program in Reading Comprehension

National Reading Panel’s Report: Teaching Children to Read

Institute of Education SciencesProgram of ResearchOn Reading Comprehension

National Assessment of Educational Progress

Private Sector

The Partnership for 21st Century Skills

Report of the National Center of Education and the Economy

ETS Report: One-third of a Nation

The focus is on information skills.

Educational Testing Service: ICT TestTested 6300 students and found the majority of

high school and college students lack

critical thinking skills when researching online judging the objectivity and authoritativeness of a

web site entering multiple search terms identifying a statement that captured demands

of the assignment.

Or is it?

Is information literacy enough?

Going from Information to Knowledge

Fleming, Neil. Coping with a Revolution: Will the Internet Change Learning?, Lincoln University, Canterbury, New Zealand

A collection of data is not informationA collection of information is not dataA collection of knowledge is not wisdomA collection of wisdom is not truth

Information to knowledge

.

Knowledge: application of data and information in a strategy or practice or method; answers "how" questions

Data: symbols

Information: data that are processed to be useful; provides answers to "who", "what", "where", and "when" questions

Wisdom: embodies principle, insight, moral, archetype; evaluated understanding

Understanding: appreciation of "why"

How can we facilitate the information-knowledge connection?

What does cognitive psychology tell us?

Kelly’s Personal Construct Theory All knowledge begins with confusion Constructs are patterns built to make sense of the world Patterns provide frames of reference for decisions and choices Constructs built from experience to anticipate future events Constructs are not easily discarded or changed

Dewey’s Reflective Thinking Five phases: suggestion, intellectualization, guiding idea

(hypothesis), reasoning, testing by action Inter-relatedness of actions and thoughts Facts, data, and information arouse ideas that help make

inferences (“leaps from the known’)Piaget/ Bruner’s: Schema Theory

Schema: integrated, organized representation of the past which guides us in reconstructing previously encountered material and enables us to go beyond evidence, to fill gaps, to extrapolate.

Mal-constructs

Q: What does the word "benign" mean?' A: Benign is what you will be after you be eight

Eventually, the Ramons conquered the Geeks. History call people Romans because they never stayed in one place for very long. At Roman banquets, the guests wore garlic in their hair. Julius Caesar extinguished himself on the battlefields of Gaul. The Ides of March killed him because they thought he was going to be made king. Nero was a cruel tyrany who would torture his poor subjects by playing the fiddle to them.

Q: What happens to a boy when he reaches puberty? A: He says good-bye to his boyhood and looks forward to his adultery.

Guided Inquiry: A Knowledge Construction Tool

Guided Inquiry is carefully planned, closely supervised targeted intervention of an instructional team of school librarians and teachers to guide students through curriculum based inquiry units that build deep knowledge and deep understanding of a curriculum topic, and gradually lead towards independent learning.

Guided Inquiry is grounded in a constructivist approach to learning, based on the Information Search Process developed by Kuhlthau, for developing students’ competence with learning from a variety of sources while enhancing their understanding of the content areas of the curriculum.

Stages Feelings Thoughts ActionsTask Initiation uncertainty ambiguity seeking

i i relevantTopic Selection optimism n n information

c tPre-focus exploration confusion r e

e rFocus formulation clarity a e

s sInformation Collection confidence e t

dSearch closure relief specificity seeking

pertinentStarting writing satisfaction/dissatisfaction information

What does the ISP tell us?

ISP as a diagnostic tool

Vygotsky

Novice

Expert

Uncertainty

Understanding

Zone of Proximal Development

Kuhlthau

Zones of Intervention

Constructivism

Meta-cognition

Task Initiation: First Stage

Task Thoughts Feelings Actions Strategies Mood

Prepare for decision of select-ing a topic

Contemplating assignmentComprehend=ing taskRelating prior knowledgeConsidering possible topics

Apprehen-sionUncertainty

Talking with othersBrowsing library collection

BrainstormingDiscussingContemplating possible topicsTolerating uncertainty

Primarily invitation-al

Topic Selection: Second Stage


To decide on topic for research

Weighing topics against criteria: interest, require-ments, info available, timePredicting outcome of choicesChoosing topic with potential success

ConfusionSometimes anxietyBrief elation after selectionAnticipation of prospective task

Consulting with info mediatorsMaking preliminary searchesUsing info sources

Discussing possible topicsPredicting outcome of choicesUsing general sources for overview of possible topics

Primarily indicative

Prefocus Exploration: Third Stage

Task Thoughts Feelings

Actions Strategies Mood

Investi-gate info with in- intent of finding a focus

Becoming informed about general topicSeeking focusIdentifying possible focusesInability to express precise precise information need

ConfusionDoubtThreaten-ingUncertainty

Locating relevant infoReading to be inform- edTaking notes on facts, ideas Making citations

Reading to learn topicTolerating inconsistency and incom-patibility of info encoun-teredSeeking focus Listing descriptors


Focus Formulation: Fourth Stage


To formulate a focus from the information encountered

Predicting outcome of possible foci using inter-est, require-ments, avail-ability, timeIdentifying ideas in info to form focusMoment of insight

OptimismConfidence in ability to complete task

Reading notes for themes

Making a survey of notesListing possible fociChoosing a focus, discarding othersCombining themes to form focus


Information Collection: Fifth Stage


Gather info that defines, extends, supports focus

Seek info to support focusDefine & extend focus thru infp GatheringPertinent infoOrganizinginfo in notes

Realize ex- tensive work to be doneConfidence in ability to complete taskIncreased interest

Use library to collect pertinent infoRequest specific sources from librarianTake notesnotes& citations

Using descriptors to search out pertinent infoMaking com-prehensive search of various types of materialsUsing indexesRequest help from librarian

Combin-ation of indicative and invitational


To conclude search for information

Identifying need for additional infoConsidering time limitDiminishing relevanceIncreasing redundancyExhausting resources

Sense of reliefSometimes satisfactionSometimes disappoint-ment

Rechecking sources for information initially overlookedConfirming information and citations

Returning to library to make summary searchKeeping books until completion of writing to recheck infor-mation

Indicative

Search Closure: Sixth Stage (Presentation)

Break-out Session

What happens when the information process goes wrong?

What does it look like when students get stuck?thoughtsfeelingsactions

How can the ISP help to diagnose and remediate?

Outcome: A list of symptoms and your diagnoses on newspaper print.

When it goes wrong…

Interpretation of ComplexityConnecting new information into patternsin a continuum

Csikszentmihalyi, Miahly. The Evolving-Self: A Psychology for the Third Millennium, Harperperennial Library, 1994.

Flow is the state of deep but effortless involvement in an activity. Reading “is currently perhaps the mostoften mentioned flow activity in the world.” Csikszentmihalyi, 1991, p. 117

Con

text

Ind

ep

en

den

t

Highly connected; understood

How do we guide the inquiry?

What are you curious about?What do you already know?What personal experiences might you explore?What have you/could you read?

Task Initiation Topic Selection Pre-focus FormulationFocus Formulation Information Collection Closure/Presentation

StrategicReadingthinking about reading in a way that enhances learning and understanding

(Harvey & Goudvis, 2000)

InformationThe raw material

Understanding“being able to explain information, connect it with previous knowledge,

and use information.” (Beck, et al.)

Strategic Reading

Instructional Interventions/Reading Strategies

Scaffolding

Mental modeling (read aloud/think aloud)

Thinking aloud, marking text (sticky notes, highlights; codes totypes of thinking)

Asking questions to track confusion (How do you know when you are confused?; What do you do when confused?)

Making connections (text-text; text-life; text-world)

Asking “What do you wonder?” to promote student Generated questions

ISP is the organizing principle

ISP is the only research-based information search model

ISP is central to guided inquiry

Stages of ISP parallel reading comprehension

Task Initiation: First Stage


Prepare for decision of select-ing a topic

Contemplating assignmentComprehend=ing taskRelating prior knowledgeConsidering possible topics

Apprehen-sionUncertainty

Talking with othersBrowsing library collection

BrainstormingDiscussingContemplating possible topicsTolerating uncertainty

Primarily invitation-al

Establishing Prior Knowledge; Visualization;Concept Maps

Topic Selection: Second StageTask Thoughts Feelings Actions Strategies Mood

To decide on topic for research

Weighing topics against criteria: interest, require-ments, info available, timePredicting outcome of choicesChoosing topic with potential success

ConfusionSometimes anxietyBrief elation after selectionAnticipation of prospective task

Consulting with info mediatorsMaking preliminary searchesUsing info sources

Discussing possible topicsPredicting outcome of choicesUsing general sources for overview of possible topics


Asking questions before, during, after reading“What do you wonder?”; Mental modeling

Prefocus Exploration: Third StageTask Thoughts Feeling

sActions Strategies Mood

Investi-gate info with in- intent of finding a focus

Becoming informed about general topicSeeking focusIdentifying possible focusesInability to express precise precise information need

ConfusionDoubtThreaten-ingUncertainty

Locating relevant infoReading to be inform- edTaking notes on facts, ideas Making citations

Reading to learn topicTolerating inconsistency and incom-patibility of info encoun-teredSeeking focus Listing descriptors


Monitoring comprehension; clarifying, summariz--ing, predicting, fix-up (repair) strategies

Focus Formulation: Fourth StageTask Thoughts Feelings Actions Strategies Mood

To formulate a focus from the information encounter-ed

Predict out-come of foci using inter-est, require-ments,avail ability, timeIdentifying ideas in info to focusSudden moment of insight

OptimismConfidence in ability to complete task

Reading notes for themes

Making a survey of notesListing possible fociChoosing a focus, discarding othersCombining themes to form focus


Determining what is important; graphic organizersSticky notes; highlighting

Information Collection: Fifth StageTask Thoughts Feelings Actions Strategies Mood

Gather info that defines, extends, supports focus

Seek info to support focusDefine & extend focus thru infp GatheringPertinent infoOrganizinginfo in notes

Realize ex- tensive work to be doneConfidence in ability to complete taskIncreased interest

Use library to collect pertinent infoRequest specific sources from librarianTake notesnotes& citations

Using descriptors to search out pertinent infoMaking com-prehensive search of various types of materialsUsing indexesRequest help from librarian

Combin-ation of indicative and invitational

Inferences, connections; graphic organizers for notes/analysis


To conclude search for information

Identifying need for additional infoConsidering time limitDiminishing relevanceIncreasing redundancyExhausting resources

Sense of reliefSometimes satisfactionSometimes disappoint-ment

Rechecking sources for information initially overlookedConfirming information and citations

Returning to library to make summary searchKeeping books until completion of writing to recheck infor-mation

Indicative

Search Closure: Sixth Stage (Presentation)

Synthesizing information; Making connections (text-life; text-other texts; text-world)

Support for the Research Process

Making a Difference

School Library Association of Victoriahttp://www.slav.schools.net.au/

Click on Publications

Download order form

Break-out SessionReflect on and discuss your practice and the

opportunities for remediation in the context of actual projects you have designed and/or taught. Use your work from last session.

How can you use instructional interventions that Help information search process problems?Promote reading for understanding?

How could the ISP have helped?How could you have used reading strategies, as well as

information problems, to help your student.

Outcome: Create a list of problems and interventions.

Reading Takes You Places

The BHS Story

http://www.barnstable.k12.ma.us/bhs/Library/SummerReadingProgram.htm

What can we learn about the reading behaviors and attitudes of students from a web-based summer reading program/

How can we use this evidence to revise the program?

Research Questions

Findings of the Barnstable Study

Participation in summer reading Non-participants: 10% (14% of males; 4% of females) CP1s had highest non-participatory rate (33%) 11th and 12th grades had higher non-participatory rate

What students liked Choice; non-graded lists; multiple (12) lists High and average achieving students enjoyed freedom to

browse and liked the choices of lists and titles Most popular lists for girls was Best Sellers; for boys Non-

fiction. The other 2 most popular: YA (Quick Reads), Student and Staff Pix.

Choice of project work, e.g., writing, art… (more project submitted)

What were the reading behaviors?What students didn’t like or respond to “Digital natives” underused features of an interactive digital environment

(blogging, linking to school library and public library networked collaborative, linking to virtual book stores, using NoveList to find more books like the featured title of each list

Boys were not happy with reading lists, preferring non-fiction (only one list of twelve were non-fiction)

Students wanted more specific categories (boy/girls books; sports)

Where students got their books for summer reading Students read an average of 3.26 books (3 were required) CP1 average of books read was 1.2 books 40% got their books from local bookstore; 38% of books were borrowed from

public libraries; 36% read books from home; 15% got books from school library; 13% from a friend or relative; 7% purchased books online.

What were the benefits?

Teachers: Mixed Responses Students: Latent reading effects

Student accountabilityGrading non-written projectsBeing fair about grades Confusing students with too many listsSome thought SRP should be curricular, academicSome thought SRP should be fun, motivatingStudents seemed to read moreMore projects submittedSome did not mind students re-read a book or read below level

Projects were fun, creativeRead more booksEnjoyed browsing Learned vocabulary; “stuff” about Civil War and globalizationLearned how to solve problems, meet challenges such as “read-ing disability”, “self-esteem” time management, “friends who smoke”, sharing what they learned with friends, “think stuff through before acting”, “not to give up enven with times are hard.”

Questions for further study

What is the purpose of summer reading?

How can we motivate low achieving students to read?Outlier: “I feel I can read anything now.” CP1 student

How can we better address the reading needs of boys?

How can the public library play a significant role in supporting the school’s goals for summer reading?

Warrior Librarians

The Good Days to Come

In these volatile rooms bursting with riotous thought, with question on the brink of answer, with the insistency of every story ever told, every word ever laid down, there is enough energy to rock the world. All librarians know this. They know that perseverance and change are essential in the face of this die-hard effort to define a single moment, the mystery of coming to know. That’s why we do not whisper here. Why there are solid professionals who do not contain their enthusiasm. Why there is disorder on the shelves as young minds discover that the wonders of a universe are within their grasp. Say a prayer when you enter, hang onto your hat. Anything can happen. This is a library.

Print Resources

Beck, I. L.., M. G. McKeown, & L. Kucan. 1997. Questioning the author: An approach for enhancing student engagement with text. Newark, DE: International Reading Association.

De Bono, E. 1999. Six thinking hats. Boston: Little, Brown & Co.Harvey, S. 1998. Nonfiction matters. Portland ME: StenhouseHarvey, S. & Goudvis, A. 2000. Strategies that work. Portland ME:

StenhouseKuhlthau, C. C. 2004. Seeking meaning: A process approach to library and

information services. 2nd ed..Westport, CT: Libraries Unlimited.National Institute for Child Health and Human Development (NICHD).

2000. Report of the National Reading Panel. Teaching children to read: An evidence-based assessment of the scientific research literature on reading and its implications for reading instruction. (NIH Publication No. 00-4769.) Washington D.C.: U. S. Government Printing Office.

RAND Reading Study Group. 2002. Reading for understanding: Toward and R & D program in reading comprehension. Santa Monica, CA: RAND.

Tovani, C. 2000. I read it, but I don’t get it. Portland ME: Stenhouse

Web ResourcesCenter for International Scholarship in School Libraries. Accessed February 20, 2007.

http://www.sciles.rutgers.edu/guided inquiry/introduction.htmlNational Center on Education and the Economy. 2006. Tough times or tough choices: Executive

Summary. Accessed February 15, 2007. <http://www.skillscommission.org/pdf/exec_sum/ToughChoices_EXECSUM.pdf>

Thinkfinity. Literacy, Education and Technology. Verizon. http://www.thinkfinity.org/home.aspxThe National Reading Panel’s Report, Teaching Children to Read, Partnership for 21st Century

Skills. 2006. Results that matter: 21st century skills and high school reform. Accessed February 15, 2007. <http://www.21stcenturyskills.org/documents/RTM2006.pdf>

NGA Center for Best Practices. 2006. Closing the achievement Gap. Washington, D.C. < http://www.subnet.nga.org/educlear/achievement/>Partnership for 21st Century Skills. Are they really ready to work? Employers’ perspectives on

the basic knowledge and applied skills of new entrants to the 21st century U.S. workforce. http://www. Accessed February 15, 2006. <21stcenturyskills.org

Educational Testing Service. 2006. College students fall short in demonstrating the ICT literacy skills necessary for success in college and the workplace. Accessed February 15, 2007. <http://www.ets.org/portal/site/ets/menuitem.c988ba)e5dd572bada20bc47c392150972/?vgnextoid=340051e5122ee010VgnVCM10000022f95190RCRD&VGNEXTCHANNEL=DD2D253B164F4010VgnVCM10000022f951190RCRD>

dr. carol gordon center for international scholarship in school libraries rutgers, the state...

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