4 Replies to “Infographic: Destination”

  1. Your infographic looks awesome Leanne. It is clear and easy to follow. I like how you have included the feelings that may be encountered during the inquiry-process (number 4). This is not something I would have ever thought to explicitly teach, although I agree that we should.
    Reading your infographic was like following a path, so it is fine that the reader has to scroll to read it, however I would have loved to be able to look at the whole thing at a glance.

    1. Hi Donna,
      Thank you for your feedback. I, too, was surprised at just how valuable the teaching of the affective as well as the cognitive process of research could be. I think it is really useful to students to see that there is some predictability in the messiness of inquiry learning. As I mentioned in my final reflection, I found it surprisingly reassuring to know that the frustration that I felt during the exploration phase of my research was completely normal.
      You have mentioned the need to keep scrolling to read the whole infographic. I have added a zoom functionality so that you can zoom in on certain sections but I don’t think that it works if you’re on a phone.
      Thanks again for your feedback.

  2. Leanne, your infographic is styled to be easy to follow and understand. I like how you used the idea of a pathway or journey and demonstrated how each tip contributes to the students’ inquiry experience. Your inclusion of the inquiry model as your first tip made me think. I had taken it for granted that students would be working with some kind of guided model (rather than an open inquiry), but I had not considered this (obvious) factor in planning for IL skills within the inquiry.
    I also wondered about your use of the word ‘evaluate’ in your metacognitive tip, because evaluating sources of information is also an important skill of IL (but I acknowledging that evaluating your own thinking processes is also an important part of inquiry).
    I think you have synthesised an incredible amount of information into one very useful place.

    1. Hi Penny,
      I think that I might have taken the importance of the inquiry model to support information literacy for granted too prior to this study. I love inquiry models and I think that they are a great support for student research, but they can also help support information literacy too.
      You make a very valid point about the use of evaluation having two meanings in the context of metacognition and information literacy. Evaluation in the information literacy context is certainly very different to evaluating your thinking processes as with metacognition. Maybe I should change it to ‘self’ evaluation?

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