Guided Inquiry 2: Teaching Retrieving Skills - Prep For Retrieving

photo by D'arcy Norman

One of the main concepts of Guided Inquiry is that learning should be authentic and not isolated pieces devoid of student relevancy. Kuhlthau et al have stressed that in Guided Inquiry, students "locate, evaluate and use information while learning the content of the subject area" (94). That learning in context will likely include building information technology skills in the search stage, but that does not mean that students should not be prepared to make the most of their information retrieval time. Focus on Inquiry suggests that:

Students will be more successful in inquiry when teachers provide, in the context of classroom activities, opportunities for students to:
- refine and develop a list of search terms, keywords and subject headings prior to searching
- use online library catalogues to locate materials in school and public libraries
- use the Online Reference Centre (www.LearnAlberta.ca)to locate information
- use full-text databases (e.g., SIRS, eLibrary)
- use indexes to locate print, nonprint and electronic information
-learn how to efficiently use the Internet to locate information
develop and practise interview questions and techniques (FOI)

In my practice I have found that introducing all of these skills at once is counter-productive. For example, I once worked with a teacher-librarian who had created a little booklet in order for students to be introduced to/review the kinds of skills listed above. Although this was a grade 10 course, many students struggled with numerous aspects of the booklet. The teacher-librarian and I should have planned better. Kuhlthau has addressed the shift in teachers and librarians:

"They are especially careful not to give too much too soon and to assist in pacing the use of resources by suggesting strategies for exploring information to form a focus for research. Librarians planning instructional sessions describe being more cautious about offering one-shot sessions where students are expected to learn everything at once. Instead they are accommodating the user's constructive process by giving a series of instructional sessions spread over a period of time aimed at different tasks in the stages of the ISP. Once aware of the ISP, teachers also change the way they design assignments to give more time for exploring and formulating. They are acknowledging the learning process and finding new ways to access and evaluate the construction process of students."

Focus on Inquiry states that students will learn to: "understand that successful retrieving depends on preplanning" (57), but I do not think that we gave learners enough direction in that area. The skills were being taught for a specific purpose, so we tried to make the learning relevant to the subject at hand. We also tried to increase engagement by allowing students to choose their topics, but many of them they did not have enough prior knowledge to make their search fruitful. Students also did not have enough time to explore and to reflect upon their learning. We were rushing students through each lesson/skill without sufficent time and guidance.

In short, it was a learning experience for me. I wish I could have referred to Cecile McVittie's Planning: the foundation of Guided Inquiry beforehand. The next time I teach these skills, I will not devote one week of classes to important researching strategies and skills. If possible, I will devote proper time to each aspect prior to beginning guided inquiry, so that we can do a review before a more encompassing bout of information retrieval is begun. If we cannot do that before beginning guided inquiry, I will ensure that students are given sufficient time in the information retrieval stage of the inquiry.


References

Alberta Learning (2004). Focus on inquiry: A teacher’s guide to implementing inquiry-based learning. Edmonton, AB: Alberta Learning. Available at http://www.education.gov.ab.ca/k_12/curriculum/bySubject/focusoninquiry.pdf

Kuhlthau, Carol C. (1999) "Accommodating the User's Information Search Process: challenges for Information retrieval System Designers." Bulletin of the American Society for Information Science, vol. 25, no 3, 1999. Available from: http://www.asis.org/Bulletin/Feb-99/kuhlthau.html