The Azure Blue Indoor Pool at Hearst Castle

I will be using a Visible Thinking routine called Connect, Extend, Challenge to scaffold my reflection.


How were the ideas and information presented in INF506 connected to what you already knew?

I was able to connect straight into INF506 as I had a working knowledge of many of the web2.0 tools that were mentioned in Modules 1 and 2. I had enjoyed using web2.0 to grow a global network of learners as a classroom teacher and blogger. I used social networks to ask for and receive help, ideas, professional development and support as I learned alongside my students the benefits, responsibilities and joys in establishing global networks for learning.

I have always believed that school and learning is all about relationships, and I could connect with the idea that social networking is all about relationships too – relationships with customers, with colleagues, with information and with services. According to Mott (2012) it’s “the relationships you build, the ideas you share and the purpose and passion you bring” but I still needed to learn how to fully develop these relationships from an Information Professional viewpoint, but I knew that relationships were at the heart of providing essential services on behalf of Belmore South Public School (BSPS) library.



What new ideas did you get from INF506 that extended or pushed your thinking in new directions?

The idea that connecting with users was much more than a one way street, that information, opinions, viewpoints and ideas came in as well as went out from the library and its online presence extended my thinking around the use of social media in my library. That together students, staff and school could build a learning place that brings in the combined knowledge and interests of participants as well as sending out new knowledge and interests made me sit up and think carefully about the ways I had been using my library blog. In an attempt to move my established classroom blog to a Library blog, I was simply providing content about what classes had been doing. Schrier (2011) warns against using social media merely to promote content and suggests that establishing trusting relationships with users should be the priority or purpose to using social media.

Schrier goes on to list five principles to use to plan for effective social media use: listening, participation, transparency, policy and planning.  I found these principles to be a useful list to start to think more deeply about the reasons to use social media, the people to connect with, the multiple ways to link authentically with customers, the need for explicit policies and planning for an integrated, thoughtful and focused move into social media use. The simple principles enabled me to start linking the (so far) disparate parts of social media into a useful whole.

My thinking and learning as a social networker was also extended by the many varied examples of libraries already using social media as integral components of their work. In the course modules example after example was given, showing ways in which blogs, wikis, Facebook, podcasting, and Twitter were being used to inform, educate, answer and entertain library users. I found this exciting and at times overwhelming as I realized that social media and social networking, whilst seen as still quite innovative and new in schools, is embraced as the norm outside of school.

To have models of practice available as demonstrations to scaffold my learning regarding the uses of social networking within the library  disrupted my current knowledge and forced me to take on board the fact that I still did not have a deep understanding of the principles and processes that a successful librarian2.0 needed. I had been quite comfortable using web2.0 tools and apps in my classroom, but I would definitely need to step up to live up to Librarian2.0!



What is still challenging or confusing for you to get your mind around? What questions, wonderings or puzzles do you now have?

I realize that I have consistently seen the role of the library and the Teacher Librarian as one of providing services to students; neglecting to focus on the responsibility I have to the staff and school and providing for their needs as well. The challenge for me is to position the library at the centre of the learning that happens at BSPS; to move it from its current irrelevance to that of a partner in the learning and information needs of the school and staff (as well as the students).

I need to meet staff where they are, to demonstrate my knowledge and understanding of social media to make our school library visible and important to the functioning of the school. I need to position myself, in my use of social media and social networks, to be able to become a librarian2.0 to fully support and enhance the learning programmes offered by my school and staff.

This session I have learnt a lot about social media, but I have learnt more about myself as a learner and a social networker and Information Professional. I have some way to go but am confident that I am developing the skills and strategies I need to get there 🙂 .




Mott, E. (2012). 7 tips to take social to the next level. In iMedia Connection. Retrieved from

Schrier, R.A. (2011). Digital librarianship & social media: The digital library as conversation facilitator, D-Lib Magazine, 17(7/8) July/August 2011. Retrieved from


Image: ‘The Azure Blue Indoor Pool at Hearst+Castle
The Azure Blue Indoor Pool at Hearst Castle
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My social networking practices are in the area of professional training and development – I use Twitter and Facebook to connect with and learn from other educators around the world. I continue to build a Personal Learning Network that supports and encourages me, especially in the area of Teacher Librarianship as I am very new to this role. INF506 expanded my understanding of the role social media could play in defining my role as TL (Teacher Librarian), in providing a way to connect and a means to present and share the story of my library and learners. I still have a lot to learn about effectively using social media in the Library, but my current understandings have been heavily impacted by my participation in INF506.

Librarian 2.0 was a concept explained in detail in Module 3 and was one of the most interesting and inspiring parts of the session. A number of important concepts, theories and practices of Library2.0 were introduced in the module and collaboration, conversations, community and creation were shown as the 4c’s of Web2.0. (Hay, Wallis, O’Connell, Crease, 2013). In the blog post “Librarian2.0 Essentials” I was able to identify a number of aspects that really excite me about working with the school community to provide, share and create new learning and knowledge.

Collaborating with current and prospective customers and working with them to provide for their needs and wants is the first step in building a vital community of users, who are willing and able to share conversations around the core business of Library. With the goal of creating together new learning and understandings, the TL 2.0 needs to be ready, willing and able to source information, products and experiences that will enable and enhance the work and recreational needs and wants of the customers (in my case the students and staff).

Much of the essential knowledge, skills and attributes of an information professional in a Web 2.0 world as discussed in my blog post (“Librarian2.0 Essentials”) relate to the critical examination of various social networking tools to meet the information needs of my students. I feel that a TL2.0 must be

  • fearless and courageous – in providing information in the required formats such as blogging to inform and share and wikis to collate information,
  • be a lifelong learner – delivering the best programs and facilities for the community it serves. For example,  by  exploring game based learning and Edmodo,
  • respond positively –  and back up opinions and views with cohesive examples and research of the successful use of social tools and apps to support learning and sharing,
  •  play with change – use it as a chance to experiment and work to take advantage of new tools, apps, services and ways of approaching information collection, curation and communication.

All of these skills and attitudes result in being willing and able to effectively examine the features  and functions of  new tools and apps in order to select the best ones for the many purposes within the school. As an advocate for staff and students in the field of information literacy, I have shown, in my blog post that this is a responsibility of a Librarian2.0.

In my blog post “Participate!” I commented on a number of important new literacy skills that addressed participatory culture and how this could support the informational and collaborative needs of our students. In his paper, Jenkins (2006) puts forward eleven new skills that he recommends to educators to harness the social communities our students are already engaged with in a more educationally explicit manner.

Many social networking technologies are already being used by students out of school and whilst some of these technologies are not supported yet within schools, the idea of using social media for learning is starting to take hold and apps such as Edmodo, wikis and blogs are seen to be educationally relevant and support the informational, collaborative and safety needs of students, staff and schools.

Investigating some of the social, cultural, educational, ethical, and technical management issues that exist in a socially networked world was another important area of INF506 in which I had a lot to learn. Using the You Tube clip “Did You Know v.4” as a provocative starting point  I was able to use the scenarios it brought up to reflect on the readings I had undertaken in Module 5 in my blog post “Did You Know?”.

A number of interesting points were made by Bryson (2007, p. 125) in regards to information policies that I found to be well supported in this clip. The use of policies can be general or specific and can help to:

  • Solve a recurrent problem
  • Provide guidance in decision making
  • Ensure consistency in approach across the organization
  • Declare an intention or enable a stance to be taken on a contemporary issue
  • Clarify organizational values and intentions
  • Make a commitment
  • Grant rights or entitlements

INF506 has enabled me to reflect on my use of social media and has informed and challenged me to use social media in a deliberate and mindful manner as part of my library 2.0 toolkit.


Bryson, J. (2007). Chapter 10: Policy making. Managing information services: A transformational approach (pp/125-130). Burlington, Vt.: Ashgate e-Book. [ebook]

Hay, L., Wallis, J., O’Connell, J., Crease, R. (2013). What is Library 2.0? [INF506 Module 3] Retrieved May 30, 2013, from Charles Sturt University website:

Jenkins, H., Clinton, K., Purushotma, R., Robison, A. J., & Weigel, M. (2006). Confronting the challenges of participatory culture: Media education for the 21st century. Available

Xplanevisualthinking (2009,September 14,). Did You Know v.4[Video file]. Retrieved from

 Image:  “chapter 8 – community building through social+networking”
chapter 8 - community building through social networking
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In learning about and working with social networking and social media it becomes abundantly clear that information literacies and digital literacies are of utmost importance. I had known, of course, about information literacy and digital literacy from a teaching viewpoint: I was now TL (Teacher Librarian) so had the responsibility for leading the school in teaching these literacies.

Jenkins’ paper “Confronting the Challenges of Participatory Culture: Media Education for the 21st Century” highlights that students are already using social media as a means of connecting in social groups and puts forward eleven new skills that shift “the focus of literacy from one of individual expression to community involvement” (Jenkins, 2006, p. 4).

The new skills are:

Play the capacity to experiment with one’s surroundings as a from of problem solving
Performance the ability to adopt alternative identities for the purpose of improvisation and discovery 
Simulation the ability to interpret and construct dynamic models of real-world processes 
Appropriation the ability to meaningfully sample and remix media content 
Multitasking the ability to scan one’s environment and shift focus as needed to salient details 
Distributed Cognition  the ability to interact meaningfully with tools that expand mental capacities
Collective Intelligence  the ability  to pool knowledge and compare notes with others towards a common goal
Judgement the ability to evaluate the reliability and credibility of different information sources 
Transmedia Navigation  the ability to follow the flow of stories and information across multiple modalities
Networking the ability to search for, synthesise, and disseminate information 
Negotiation the ability to travel across diverse communities, discerning and respecting multiple perspectives, and grasping and following alternative norms


Of these skills, three are particularly relevant to a TL – Judgement, Transmedia Navigation and Networking. They relate to the location, gathering, synthesizing and presentation of information – traditionally the domain of the Information Process required of the TL.

The really interesting aspect is that students need to learn how to utilise these skills in a group and not just individually, which is the way that information skills have traditionally been approached. Because students are participating as a group, they need to be able to:

  •  Investigate the purposes, perspectives and veracity of the sources of information because information is coming from various people from various sources
  • Critically question the information gathered to order to synthesise large amounts of possibly conflicting information
  • Choose the most effective mode for purpose in the presentation of new learning
  • Be articulate in the language of and for multimodal representations
  • Use their skills to network across social communities to share and disperse their own products

My take from this paper is that students need to be working in groups solving real problems, in an on-line environment is a necessity today to ensure our students are learning with and through social networks to learn effective, efficient and ethical ways to manage their learning.



Jenkins, H., Clinton, K., Purushotma, R., Robison, A. J., & Weigel, M. (2006). Confronting the challenges of participatory culture: Media education for the 21st century. Available

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Did You Know?

We were set to watch this video as part of my Social Networking subject. I had seen it before but the associated task really got me thinking 🙂


Below are five policy issues identified in the “Did You Know” video. They are are all intriguing and complex, and I must admit to giving little thought to Information Policies and how the behaviours of the general populace impact on the need for, and development of, information policy development of organisations. Here are my very new and probably very basic thoughts:

1. More video was uploaded to You Tube in the last 2 months than if the 3 US commercial TV channels had been airing continuously since 1948.

Access to information in it’s variety of forms is rapidly changing, resulting in changing business practices, government policies and governmental control of broadcasting and news services (Dearnley and Feather, 2001 pg 85).

With global collaboration and sharing now achievable by individuals with computer access, information policy makers have wide ranging and overwhelming decisions and viewpoints to take account of: from those of multinational interests to the rights and responsibilities of governments and individuals.

The huge and unimaginable amounts of information being constructed shared and accessed globally challenges many current information policies in a myriad of ways.

2. Social networking sites (myspace, You Tube, Facebook) get, collectively,  250 million unique visitors every month. None of these sites existed 6 years ago.

Positive information policies can actually enable and encourage the uptake of new means of communication and uses of technology on a large scale, when policies acknowledge converging technologies and are able to respond to these by using and adapting regulations.

As the information needs and wants of people change and adapt to technological change, governments and global policy makers are capable of moving forward and responding positively to change. Unfortunately there is a time lag as issues are debated and settled, but this can also allow time for considered and adaptable innovations to policies that will take our new Information society forward (Deranley, 2001, pg 77).

3. 95% of songs downloaded weren’t paid for.

Information policy covers the area of copyright and the unlawful copying or use of an author’s (in this case the lyricists’ or composers’) work; as well as the intellectual property and financial investment of an individual and the right to be recompensed for the work/innovation.

In the sharing and collaborative web2.0 world copyright standards are changing to encompass creative commons – which has a number of levels of sharing, remixing and adapting work to make new works, sometimes even for commercial purposes.

4. 17% of large US companies have disciplined an employee for violating social networking policy.

This demonstrates the need for not only having an Information Policy, but in requiring staff to be aware of the policy and how it relates to them in fulfilling their job and the day to day interactions they have at work.

With social networks and social media crossing the boundaries between work and private use, companies must spell out their requirements and policies so that their social media needs are being met by individuals in their employ while the individual’s need to connect and share are not flying in the face of anyone else’s rights and responsibilities.

5. Mobile device will be the world’s primary connection tool in 2020.

The mobile nature of information is a huge jump for policy makers to understand and cater for in a considered and pre-emptive manner. Ubiquitous use of information across a variety of formats places huge demands on governments to ensure equity of access, security of information, privacy and freedom of speech.

There must be “a compromise between the rights of individuals and the needs and demands of business and the state” (Dearnley and Feather, 2001, pg 76).


Dearnley, J. & Feather, J. (2001). Information policy. In The wired world : an introduction to the theory and practice of the information society (pp. 60-93). London : Library Association.

A to Z

Library 2.0 is an interesting concept that places the relationships between a library and its users in the hands of the librarian, who is charged with enabling open access to collections, services and knowledge through the thoughtful, judicious and calculated use of web2.0 applications.

My school library blog is a work in progress: moving it from a class based blog to one that demonstrates the learning that takes place in the library has been quite straight forward, but I am realizing that it will not take the place of a Library website as it is – there are changes to be made .

The post A to Z of Social Networking for Libraries (22 January, 2010) on the Social Networking for Libraries blog puts forward a number of ways that a librarian may use social media to extend the reach of the traditional library using web2.0 technologies. I will take five of the suggestions and reflect on how well (or not) these may be applied to my blog to help it embrace a Library 2.0 ethos.

“A = Active. In order for your library patrons to view you as being serious about your social networking and for it to work for you and your library, you need to use it on a regular basis.”

A timely (and time – less) problem for me at the moment. I am not posting as regularly as I could due for the most part to the fact that it is just me writing and posting with no feedback or responses AT ALL!  There is no student voice on the blog at the moment, no posts by students, no comments or interactions amongst students, no sharing of work that makes THE STUDENTS proud.

I must establish links with other libraries and classes studying similar topics to encourage sharing and commenting. I need to encourage students to write posts about what they are doing and learning, and share this with the school and wider community.

“D = Direction.  What are you planning to accomplish for your library with social networking?”

As a starting point in my Library 2.0 journey, I think that my Library blog is an effective way to form ongoing relationships with students and their families across the school. As a vehicle for sharing what is happening in the Library, the blog is great, however other essential aspects of the library such as information literacy, reference materials and reading advocacy must be available for students and families as well.

“G = Good Reads. Do your patrons need some ideas of what to read? Help them out with Good Reads.”

Now I know that Good reads have very recently been swallowed up by Amazon, but the idea of providing students with suggestions for what to read next is a good one! I know that Shelfari displays books that you are reading as a widget on your blog, but I will have to investigate if the group sharing part of the site is appropriate for primary school children.

“H = Help. Relying on only one or two people to build your library’s social networking presence will not work. It needs to be a whole team effort on behalf of your entire library staff.”

Haha – I AM the entire library staff! It is me or no-one :-0


“Z = Zeal. Is your library staff excited about the possibilities that social networking can offer your library?” 

YES! I am excited about the possibilities of social networking for my library. I follow many librarians from around the world and am inspired by the many wonderful ways they engage with students and each other as part of the everyday work going on in a school library. I am determined to work some of their magic as a TL in a Library 2.0.

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Social Networking for Information Professionals – that’s me?

Personal Definition:

Social networking occurs when groups of people, who share a specific concern or interest, connect with each other to share, compare and collaborate with each to expand knowledge, understanding and learning. A community forms that enriches members through sharing, commenting, helping, feedback, advice and support.


Use of Social Network Technologies so far:

I have been using a number of social networking technologies in my role as Primary school teacher since 2006 – most of these technologies stem from the class blog and the resulting connections and collaborations made with other teachers and classes around the world. Social networking technologies have allowed me (and my students) to feel as if we are learning for real purposes and in real or authentic ways.

Social networking has resulted in meeting other teachers and educational professionals from around the world – both in each other’s classrooms and at conferences and in homes. The feelings of being a part of a community, and the responsibilities that entails made the learning that was happening (both for myself professionally and for the students in my classroom) vitally important, meaningful and bigger than just attending school.

Some of the social networking sites I currently use are:

  • Blogs
  • Wikis
  • Twitter
  • Facebook
  • Picassa
  • Pinterest
  • Instagram
  • Linkedin

It is interesting to note that it is difficult to separate them into work, personal or study groups as they overlap so much.

Now in my second year as a Teacher Librarian I want to learn how to use social networking technologies to:

  •  Expand the opportunities of students across the school – to demonstrate and use social networking technologies to connect with information: experts, peers, an audience and collaborators for their learning.
  • Support teaches in their use of these technologies for personal professional development and classroom use (to flatten walls and connect to the “outside” world).
  • Harness the powers of these technologies to enhance the usefulness and authenticity of the school library in its role of providing information and recreational services to the school.

Expectations of INF506:

I expect to transfer or transform what I know about social networks and social media into a basis for pedagogically sound, innovative and authentic uses in the school library setting.

I expect to see best practice libraries and the uses they have for social media.

I expect to become far more knowledgeable on the legalities and technicalities of using social media and social networks across a whole school setting.

I expect to build a Professional Learning Network of informational professionals who can guide, support and who I can learn alongside of.

I expect to learn and think and collaborate and question and do!

Image: ‘Jump on the social media bandwagon‘ By Matt Hamm

Looking, seeing, visioning

I am currently procrastinating on an assignment that asks me to articulate a vision for my school library. It is a pretty exciting assignment because I am gathering (far too much) information on what a library can be, what it can provide and how it can position itself as the hub of the school.

I have pages of quotes and examples of what I want my library to be and this is the reason I am procrastinating – how to meld all of the ideas, suggestions and scenarios into a succinct, cohesive and do-able vision for the next three years.

As a very new TL in training (I still haven’t been in the library for a full year yet or completed my TL course) I am finding it a tad overwhelming trying to sort out and deal with the number of roles the literature expects me to fulfill.

I am beginning to see, however, that this assignment is helping me to pare down these expectations and take hold of the aspects that are important for the students and school community at my school in the next little while. This is a great chance for me to really focus in on the roles and functions that I can best undertake to move us from where we are now.

It doesn’t matter what we should have been doing, where we should have been working, how we should have been learning – we have the power and the ability to move forward confidently in a way that is authentic and purposeful and relevant to US.

This is truly exhilarating and scary as well. Yet, through the structuring and direction of my learning so far, I know that I can do this, I have to do this, it is my responsibility to do this – with the strategies and skills I am developing as I am learning.

Articulating my vision will help to tie up the many stems of my learning: it will enable me to really develop learning experiences around what is important, it will help me to provide learning opportunities for all students and it will  enable me to collect evidence that supports and celebrates the learning occurring throughout the library and school.

If I could just finish this assignment and start putting it all into action …….



ETL401 Assignment 2 Reflection Post

My teacher-librarian (TL) learning journey started with me deliberately and defiantly staying exactly where I was! In starting this course I was completely overwhelmed with the amount of information I was processing from the readings, and trying to cope with running the library at my school for the first time ever, that I concluded that the primary and over arching role of the TL was that of a teacher.

I now know, through a Kuhlthau reading that I was doing what George Kelly called “forming new constructs and reconstructing old ones” (Kuhlthau, 2004, p. 17). Having been a classroom teacher for over twenty years I needed to keep the pattern or frame of reference of what I knew when confronted with new experiences. I felt that teaching students and staff, contributing to student outcomes and making a difference in the way teaches taught and students learnt was the role that a TL was expected to play. Ideas and thoughts firmly rooted in my classroom teacher perspective.

Contributing to the Topic 3 Forum on “TL and the Curriculum” I was beginning to look at a bigger picture view of what the TL offered to the staff and students in a school. From planning with staff across the school and for various stage groups of students, through sharing expertise and knowledge of the curriculum K-6, to what I, as the TL, would add to the planning, I was beginning to see that the TL role encompassed more specialized knowledge and skills particularly in the are of information specialist.

The Kuhlthau reading from Module 4: Information Literacy really grabbed my attention, and impacted on my understanding of the role of the TL as information specialist (Kuhlthau, 2004). I had positioned myself in my “What sort of library?” post as aiming for an active, learner-centered library. This reading walked me through constructivist theory, which gave me confidence and background information about learning.

The exploration of information literacy and the various models, processes and definitions opened my eyes to the ways in which the TL worked with information to develop the skills and competencies in students so that learning could take place. The TL role in providing multiple perspectives, formats and types of information to both students and staff was also made clear and reflected on in my Information Literacy and The Constructive Process posts

Reading the AASL Standards for the 21st-Century Learner document really tied up all of the aspects of the TL role neatly for me. In the Topic 4 Forum I shared how this document really positioned the learner at the centre of their learning and demonstrated how learners needed to be very proactive in their own learning.

This document also brought home to me the importance of ethical and moral use of information. Once again it was a case of a reading tying up my ideas neatly, and then enlarging or expanding my thinking and knowledge. The linking of information literacy and technology was made in a Forum 4 posting and I began thinking of how my role of TL was about “enabling [students] to make informed and positive choices in the future, [so that] we are doing what we can to ensure that whatever technologies come our way we and our students have the skills and knowledge to work with them.”

Over the ETL401 course, my knowledge and understandings about the role of the TL have grown and developed along side my knowledge and understandings of the power and pervasiveness of information. Although I am in no way ready to call myself an information specialist, I can see that this is one area that a TL must have deep knowledge and understanding in. In this information age it is necessary to ensure that all students have the skills, strategies and mindsets to be able to critically, competently and confidently navigate with information to make informed decisions. This is one of the most important roles of the TL and the one that has made the most impact on me over the semester.


Kuhlthau, C.C. (2004). Learning as a process, in Seeking meaning: A process approach to library and information services, Westport, Conn.: Libraries Unlimited.


Learning As A Process

'I am Here for the Learning Revolution' photo (c) 2008, Wesley Fryer - license:

Kuhlthaus’ “Learning as a Process”chapter was an important reading for me professionally.

I articulated in a recent post “What sort of library?” the aspects of the learning environment I was striving for – and then I read this chapter! The learning environment I am aiming for is constructivist, where the learning is active and dynamic.

It was enlightening and exciting to read and understand the theories explained by Kuhlthau in this chapter. I had lots of “a-ha” moments and “so that’s why!” and “I’ve seen that too” thoughts.

I will scaffold my thoughts and responses using a Visible Thinking routine called “Connect, Extend, Challenge”:

CONNECT: How are the ideas and information presented 
CONNECTED to what you already knew?
  •  learning is active and dynamic
  • students are “constructing their own personal worlds”
  • students construct their own knowledge from the information they collect
  • information seeking to broaden their understanding of the world
  • thinking and reflecting go hand in hand with learning by doing -> higher order thinking skills and metacognitive thinking. Visible thinking routines can be used to scaffold student thinking and reflection.
  • the idea that the “Problem and solution stand out completely at the same time” (Dewey quoted in Kuhlthau, 2004, p.16). Often we can see the solution to a problem at the very same time as the problem itself becomes clear, this is especially the case when researching – clarity and a sense of “a – ha” that’s the answer happens at exactly the time that you understand or “get” the problem that you were struggling with.
EXTEND:                   What new ideas did you get that EXTENDED or pushed your thinking in new directions?
  • to provide useful and appropriate scaffolding that will support students to take control of the process. Students need to be able to confidently be able to use routines and scaffolds that they know will help them organise their thinking.
  • knowing how to learn – empowering and enabling students to have the responsibility = skills, strategies and processes
  • working towards deep understanding and being able to transfer it to other situations. In the rush of the classroom we have to have strong convictions to give over the time to support and promote learning experiences that contribute to deep understanding. It can be done, and very rewarding when it is done.
CHALLENGE:             What is still CHALLENGING or confusing for you to get your mind around? What questions, wonderings or puzzles do you now have?
  • Making inferences  – jumping from the known and beyond the given information is the aim of learning and what the students I teach find very difficult to do. I’m not sure if it lack of opportunity to do this, lack of scaffolding or something else? Is  it because they haven’t gone through the entire phases of reflective thinking – maybe they are stuck on conceptualizing the problem and are therefore unable to make the jump to tentative interpretation/ hypothesis making.

The Constructive Process

In her work on inquiry learning, Carol Kuhlthau is heralded as being the first person to incorporate feelings into a model of the  inquiry learning process. Upon reflection, there is a lot more to incorporating thinking, feeling and acting in learning than just identifying the feelings students are having at particular times in the process. Kuhlthau’s model has let me know where in the inquiry learning process my students are most likely to have uncomfortable and negative feelings, and be ready to give up. But more importantly, she has matched these feelings with what the students are doing cognitively at this time.

This will enable me to provide scaffolds, organisers and learning experiences to support my students in their cognitive tasks at these points in the process.

By electing to use these scaffolds, organisers and learning experiences students should be able to reflect, infer, predict or see patterns in their information and therefore technically be in a better, more supported/confident/aware and positive position to make the jump to the next step in the inquiry learning process.

So my role is to have on hand a selection of learning experiences, scaffolds and routines for students to use at various times in the learning process, but especially at those times when their feelings are low and negative.

My learning of and about the inquiry learning process is deepening my understandings of what is involved in the information process and will hopefully lead me to be able to transfer this knowledge in practical and meaningful ways across age groups, grade levels and Key Learning Areas.


Image: “Icelandic Faces”

Icelandic Faces