It was a long time ago when I began to enjoy inquiry learning journeys. I have been on many expeditions in the past wandering uphill and downhill, on windy and uneven paths, and making many wrong turns with lost time and even dead ends. Nonetheless, I have long felt that the meandering and wandering is worth it for the thrill of the exploring and learning along the way and the excitement of the final destination.
My name is Leanne Morgan. I have been a Humanities teacher (especially Modern History) for over ten years. I believe I have a strong understanding of inquiry learning, especially as it applies to history, and have adopted inquiry learning in my classes on many occasions. The current Queensland Modern History syllabus, which has been in use since 2004, emphasises critical inquiry – the process of gathering and evaluating information, ideas and assumptions from multiple perspectives to produce well-reasoned analysis and understanding, and leading to new ideas, applications and questions (USCA, 2018).
I understand inquiry learning through this lens as student-driven, question-focused investigative learning. I have used various inquiry learning models, including school-devised models to support students through their inquiry tasks and I love to help students develop a love of research. I see information literacy as the backpack of supplies needed for the journey. At times, you need to use the supplies in your backpack to help you progress on the journey. Other times, you need to add tools to your backpack in order to help clear the path and advance further.
And so I set out with my backpack once again to explore another path on my inquiry learning journey.