“A journey of 1000 miles begins with just one step.” ~ Lao Tzu
When I see students in the years after they have graduated from high school, they often tell me how much they learnt about how to research from being in my classes. I think part of this comes from the nature of Modern History as a subject. It may also come from how passionate I am about teaching students how to research and challenging students to think about the information that is presented in sources, especially when time has passed and contemporary understanding of events, issues or people has changed in comparison to the sources from the time. Students find inquiry learning very challenging and I am always seeking to teach students effective strategies for developing competency in information literacy.
Through this study, my own inquiry learning journey, I want to understand more about how inquiry learning helps support student development of information literacy and how teachers can support students to locate, select and evaluate the abundance of information that is available to them. This blog will document my journey as I seek to find the answers to the following Initial Questions:
- How can inquiry learning support the development of information literacy?
- What pedagogical practices (classroom strategies) are needed by teachers and teacher librarians throughout inquiry learning units to teach students information literacy?
- If information literacy is taught throughout inquiry learning units, is it possible to ensure students develop information literacy skills across the curriculum?
I’ve decided to focus on Question Two. As part of my expeditionary planning, I created the mind map below to outline where I am heading.