Guided inquiry: learning in the 21st century school
Gespeichert in:
| Hauptverfasser: | , , |
|---|---|
| Format: | Buch |
| Sprache: | English |
| Veröffentlicht: |
Westport, Conn. [u.a.]
Libraries Unlimited
2007
|
| Schlagworte: | |
| Online-Zugang: | Table of contents only Inhaltsverzeichnis |
| Beschreibung: | Includes bibliographical references and index |
| Beschreibung: | XVII, 170 S. |
| ISBN: | 9781591584353 |
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| 100 | 1 | |a Kuhlthau, Carol Collier |e Verfasser |4 aut | |
| 245 | 1 | 0 | |a Guided inquiry |b learning in the 21st century school |c Carol C. Kuhlthau, Ann K. Caspari, and Leslie K. Maniotes |
| 264 | 1 | |a Westport, Conn. [u.a.] |b Libraries Unlimited |c 2007 | |
| 300 | |a XVII, 170 S. | ||
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| 500 | |a Includes bibliographical references and index | ||
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| 650 | 4 | |a læring | |
| 650 | 4 | |a Learning | |
| 650 | 4 | |a Motivation in education | |
| 650 | 4 | |a Information literacy |x Study and teaching (Higher) | |
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| 700 | 1 | |a Caspari, Ann K. |e Verfasser |4 aut | |
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Datensatz im Suchindex
| _version_ | 1804137239705288704 |
|---|---|
| adam_text | Titel: Guided inquiry
Autor: Kuhlthau, Carol Collier
Jahr: 2007
Contents
List of Illustrations.....................................................xiii
Preface...............................................................xv
Chapter 1—Introduction to Guided Inquiry: What Is It, What s New, Why Now?.....1
Preparing Students for a Changing World....................................1
Inquiry Learning........................................................2
Guiding Students Inquiry.................................................2
What s New About Guided Inquiry?........................................3
What s the Difference Between Guided Inquiry and Other Types of Instruction?......4
What Are the Benefits for Students, Teachers, and Librarians?....................6
What Are the Benefits for Administrators and Parents?..........................7
What Are the Benefits for Me?.............................................8
Raising the Standard of My Research Assignments..........................8
Increasing the Depth and Breadth of What I Can Offer........................8
Role of Assessment in Guided Inquiry....................................9
Research on the Impact of School Libraries on Student Learning..................9
Leaving the 20th Century Behind..........................................10
Chapter 2—The Theory and Research Basis for Guided Inquiry................13
Constructivist Approach to Learning.......................................13
Constructivist Theory of John Dewey.......................................14
The Interplay of Thinking, Feeling, and Acting...............................15
Research Base for Guided Inquiry.....................................___16
An Important Discovery.................................................17
Kuhlthau s Model of the Information Search Process..........................17
Fact Finding or Deep Understanding.......................................20
Students Perspectives on the Inquiry Process................................22
Vygotsky s Notion of Intervention.........................................23
Developing Basic Inquiry Abilities in Young Children.........................24
Six Principles of Guided Inquiry...........................................24
Children Learn by Being Actively Engaged in and Reflecting on an Experience... 25
Children Learn by Building on What They Already Know....................25
Children Develop Higher-Order Thinking Through Guidance at Critical
Points in the Learning Process.....................................26
Children Have Different Ways and Modes of Learning......................27
Children Learn Through Social Interaction with Others......................27
VII
viii Contents
Chapter 2—The Theory and Research Basis for Guided Inquiry (Cont.)
Children Learn Through Instruction and Experience in Accord with Their
Cognitive Development..........................................28
Chapter 3—Connecting to the Students World...............................29
Building on Students Questions...........................................29
Third Space: Merging Curriculum and Questions.............................31
The Students World as First Space........................................32
The Curriculum as Second Space..........................................33
Creating Third Space....................................................34
Establishing a Community of Learners......................................35
Advantages of Small, Flexible Groups...................................36
Planning for Third Space in Guided Inquiry...............................37
Strategies for Creating Third Space........................................38
Modeling..........................................................39
Encouraging........................................................39
Listening..........................................................40
Learning from Informational Texts.........................................42
Inquiry Circles: Learning in Small Groups...................................43
Staying on Task........................................................45
Guided Inquiry: An Alternative for All Students..............................46
Chapter 4—The Guided Inquiry Team......................................47
Taking Advantage of Expertise in the School................................. 48
Three-Member Instructional Teams........................................48
School Librarians in Information Age Schools................................49
Implementing a Team Approach to Guided Inquiry: What Research Tells Us.......50
Factors That Inhibit Success...........................................51
Lack of Time....................................................51
Confusion of Roles................................................51
Poorly Designed Assignments..............-........................51
Factors That Enable Success...........................................52
Constructivist View of Learning.....................................52
Team Approach to Teaching........................................52
Competence in Designing Assignments................................53
Commitment to Developing Information Literacy........................53
Roles of Team Members in the Case Study School..........................53
Roles of the Guided Inquiry Team.........................................54
Role of School Administrators............................................55
Role of Teachers.......................................................56
Role of the School Librarian..............................................57
Role of Experts in the Community.........................................58
Other People Who Influence Implementation of Guided Inquiry..................59
Building the Guided Inquiry Team.........................................59
Contents ix
Chapter 5—Resources for a Rich Learning Environment......................61
Different Ways of Knowing..............................................62
The School Library as an Inquiry Lab......................................63
School Library Resources................................................63
Resources Outside the School.............................................66
Using the Internet for Guided Inquiry....................................66
Public Libraries.....................................................67
Museums..........................................................67
Museums on the Internet...........................................69
Object-Based Learning.............................................70
Community Resources................................................71
Museums as Community Resources.....................................72
Creating a Link with the Community.....................................72
Bringing in Experts..................................................73
Using the Range of Resources for Guided Inquiry.............................74
Chapter 6—Information Literacy Through Guided Inquiry....................77
Call for a New Type of Literacy...........................................77
Information Literacy Standards............................................78
A Concepts Approach to Information Literacy................................79
Concepts for Locating, Evaluating, and Using Information......................79
Concepts for Locating................................................80
Library as a Lab for Information Literacy..............................80
An Organized Collection...........................................81
Title and Author Access: When You Know the Name.....................81
Subject Access: Words That Lead to Information........................81
Indexes: Tools That Lead to Information...............................82
Trails and Paths: Finding the Way....................................82
Four Types of Searches: Searching Along the Way.......................84
Concepts for Evaluating...............................................85
Choosing Formats for Reading, Listening, Viewing, and Experiencing.......85
Structure Offers Clues for Evaluating Information.......................85
Five Characteristics for Evaluating Sources.............................86
Concepts for Using...................................................87
Determining Importance: From Relevance to Pertinence...................88
Forming a Focus..................................................88
Deciding What Is Enough...........................................88
Managing Inquiry: Keeping Track Along the Way.......................89
Interpreting Facts and Organizing Ideas................................90
Sharing with a Community of Learners-----............................90
Information Literacy Through Guided Inquiry................................91
Chapter 7—Meeting Content Area Curricular Standards Through Guided Inquiry ... 93
Curriculum Area National Standards.......................................93
Common Themes in National Standards.....................................94
Choosing Standards for Guided Inquiry.....................................95
National Standards for English Language Arts................................95
Obtaining Information................................................96
x Contents
Chapter 7—Meeting Content Area Curricular Standards Through Guided Inquiry (ConL)
Literary Expression..................................................96
Learning and Reflection...............................................97
Problem Solving and Application.......................................97
12 Language Arts Standards.........................................97
National Mathematics Standards...........................................98
Numbers and Operations..............................................99
Algebra............................................................99
Geometry..........................................................99
Measurement......................................................100
Data Analysis and Probability.........................................100
Problem Solving....................................................100
Connections.......................................................101
Communication....................................................101
Reasoning and Proof................................................101
Representation.....................................................101
National Science Standards..............................................102
Unifying Concepts and Processes......................................103
Science as Inquiry..................................................103
Physical, Life, and Earth and Space Sciences.............................103
Science and Technology.............................................104
Science in Personal and Social Perspectives..............................104
History and Nature of Science.........................................105
National Social Studies Standards........................................105
Ten Themes of the Social Studies Standards..............................106
Culture and Cultural Diversity.........................................106
Time, Continuity, and Change: The Way Human Beings View Themselves
in and over Time..............................................106
People, Places, and Environments......................................107
Individual Identity and Development....................................107
Interactions Among Individuals, Groups, and Institutions...................107
How People Create and Change Structures of Power, Authority, and Governance ... 107
How People Organize the Production, Distribution, and Consumption of Goods
and Services..................................................108
Relationships Among Science, Technology, and Society....................108
Global Connections and Interdependence................................108
The Ideals, Principles, and Practices of Citizenship in a Democratic Republic___108
Students Meeting Standards.............................................109
Chapter 8—Assessment in Guided Inquiry.................................Ill
Complexity of Assessing Inquiry Learning.................................112
Research on Assessment of Learning in School Libraries......................113
Research on Librarians Assessment of Student Learning......................113
Indicators of Learning...............................................115
Methods for Assessing Inquiry Learning...................................116
Observation.......................................................116
Student Performance................................................119
Contents xi
Conferences.......................................................120
Portfolios.........................................................122
Products and Tests..................................................123
Employing Rubrics....................................................124
Assessing Inquiry Learning over Time.....................................125
Self-Assessment......................................................125
Developing an Instrument for Assessing Inquiry Learning: Student Surveys.......126
Student Learning Through Inquiry Measure: SLIM........................127
Many Ways of Assessing for Guided Inquiry................................130
Chapter 9—Interventions for Guiding Inquiry..............................133
Open-Ended Questions.................................................134
Basic Inquiry Abilities.................................................135
Strategies for Inquiry Learning...........................................137
Zones of Intervention..................................................139
Intervention for Five Kinds of Learning....................................141
Connecting to the Students World........................................143
Intervention for a Community of Learners..................................144
Planning for Guided Inquiry.............................................145
Chapter 10—Meeting the Challenge of the 21st-century School................147
Workforce Readiness..................................................147
Lifelong Learning for Citizenship and Daily Living..........................148
A Balanced Approach to Teaching and Learning.............................148
Getting Started and Sustaining Change.....................................149
Gain Systemic Support...............................................149
Develop an Implementation Plan.......................................149
Create Networks for Sharing Stories....................................150
School Libraries in 21st-century Schools...................................150
References...........................................................151
Index...............................................................157
|
| adam_txt |
Titel: Guided inquiry
Autor: Kuhlthau, Carol Collier
Jahr: 2007
Contents
List of Illustrations.xiii
Preface.xv
Chapter 1—Introduction to Guided Inquiry: What Is It, What's New, Why Now?.1
Preparing Students for a Changing World.1
Inquiry Learning.2
Guiding Students' Inquiry.2
What's New About Guided Inquiry?.3
What's the Difference Between Guided Inquiry and Other Types of Instruction?.4
What Are the Benefits for Students, Teachers, and Librarians?.6
What Are the Benefits for Administrators and Parents?.7
What Are the Benefits for Me?.8
Raising the Standard of My Research Assignments.8
Increasing the Depth and Breadth of What I Can Offer.8
Role of Assessment in Guided Inquiry.9
Research on the Impact of School Libraries on Student Learning.9
Leaving the 20th Century Behind.10
Chapter 2—The Theory and Research Basis for Guided Inquiry.13
Constructivist Approach to Learning.13
Constructivist Theory of John Dewey.14
The Interplay of Thinking, Feeling, and Acting.15
Research Base for Guided Inquiry._16
An Important Discovery.17
Kuhlthau's Model of the Information Search Process.17
Fact Finding or Deep Understanding.20
Students' Perspectives on the Inquiry Process.22
Vygotsky's Notion of Intervention.23
Developing Basic Inquiry Abilities in Young Children.24
Six Principles of Guided Inquiry.24
Children Learn by Being Actively Engaged in and Reflecting on an Experience. 25
Children Learn by Building on What They Already Know.25
Children Develop Higher-Order Thinking Through Guidance at Critical
Points in the Learning Process.26
Children Have Different Ways and Modes of Learning.27
Children Learn Through Social Interaction with Others.27
VII
viii Contents
Chapter 2—The Theory and Research Basis for Guided Inquiry (Cont.)
Children Learn Through Instruction and Experience in Accord with Their
Cognitive Development.28
Chapter 3—Connecting to the Students' World.29
Building on Students' Questions.29
Third Space: Merging Curriculum and Questions.31
The Students' World as First Space.32
The Curriculum as Second Space.33
Creating Third Space.34
Establishing a Community of Learners.35
Advantages of Small, Flexible Groups.36
Planning for Third Space in Guided Inquiry.37
Strategies for Creating Third Space.38
Modeling.39
Encouraging.39
Listening.40
Learning from Informational Texts.42
Inquiry Circles: Learning in Small Groups.43
Staying on Task.45
Guided Inquiry: An Alternative for All Students.46
Chapter 4—The Guided Inquiry Team.47
Taking Advantage of Expertise in the School. 48
Three-Member Instructional Teams.48
School Librarians in Information Age Schools.49
Implementing a Team Approach to Guided Inquiry: What Research Tells Us.50
Factors That Inhibit Success.51
Lack of Time.51
Confusion of Roles.51
Poorly Designed Assignments.-.51
Factors That Enable Success.52
Constructivist View of Learning.52
Team Approach to Teaching.52
Competence in Designing Assignments.53
Commitment to Developing Information Literacy.53
Roles of Team Members in the Case Study School.53
Roles of the Guided Inquiry Team.54
Role of School Administrators.55
Role of Teachers.56
Role of the School Librarian.57
Role of Experts in the Community.58
Other People Who Influence Implementation of Guided Inquiry.59
Building the Guided Inquiry Team.59
Contents ix
Chapter 5—Resources for a Rich Learning Environment.61
Different Ways of Knowing.62
The School Library as an Inquiry Lab.63
School Library Resources.63
Resources Outside the School.66
Using the Internet for Guided Inquiry.66
Public Libraries.67
Museums.67
Museums on the Internet.69
Object-Based Learning.70
Community Resources.71
Museums as Community Resources.72
Creating a Link with the Community.72
Bringing in Experts.73
Using the Range of Resources for Guided Inquiry.74
Chapter 6—Information Literacy Through Guided Inquiry.77
Call for a New Type of Literacy.77
Information Literacy Standards.78
A Concepts Approach to Information Literacy.79
Concepts for Locating, Evaluating, and Using Information.79
Concepts for Locating.80
Library as a Lab for Information Literacy.80
An Organized Collection.81
Title and Author Access: When You Know the Name.81
Subject Access: Words That Lead to Information.81
Indexes: Tools That Lead to Information.82
Trails and Paths: Finding the Way.82
Four Types of Searches: Searching Along the Way.84
Concepts for Evaluating.85
Choosing Formats for Reading, Listening, Viewing, and Experiencing.85
Structure Offers Clues for Evaluating Information.85
Five Characteristics for Evaluating Sources.86
Concepts for Using.87
Determining Importance: From Relevance to Pertinence.88
Forming a Focus.88
Deciding What Is Enough.88
Managing Inquiry: Keeping Track Along the Way.89
Interpreting Facts and Organizing Ideas.90
Sharing with a Community of Learners-----.90
Information Literacy Through Guided Inquiry.91
Chapter 7—Meeting Content Area Curricular Standards Through Guided Inquiry . 93
Curriculum Area National Standards.93
Common Themes in National Standards.94
Choosing Standards for Guided Inquiry.95
National Standards for English Language Arts.95
Obtaining Information.96
x Contents
Chapter 7—Meeting Content Area Curricular Standards Through Guided Inquiry (ConL)
Literary Expression.96
Learning and Reflection.97
Problem Solving and Application.97
12 Language Arts Standards.97
National Mathematics Standards.98
Numbers and Operations.99
Algebra.99
Geometry.99
Measurement.100
Data Analysis and Probability.100
Problem Solving.100
Connections.101
Communication.101
Reasoning and Proof.101
Representation.101
National Science Standards.102
Unifying Concepts and Processes.103
Science as Inquiry.103
Physical, Life, and Earth and Space Sciences.103
Science and Technology.104
Science in Personal and Social Perspectives.104
History and Nature of Science.105
National Social Studies Standards.105
Ten Themes of the Social Studies Standards.106
Culture and Cultural Diversity.106
Time, Continuity, and Change: The Way Human Beings View Themselves
in and over Time.106
People, Places, and Environments.107
Individual Identity and Development.107
Interactions Among Individuals, Groups, and Institutions.107
How People Create and Change Structures of Power, Authority, and Governance . 107
How People Organize the Production, Distribution, and Consumption of Goods
and Services.108
Relationships Among Science, Technology, and Society.108
Global Connections and Interdependence.108
The Ideals, Principles, and Practices of Citizenship in a Democratic Republic_108
Students Meeting Standards.109
Chapter 8—Assessment in Guided Inquiry.Ill
Complexity of Assessing Inquiry Learning.112
Research on Assessment of Learning in School Libraries.113
Research on Librarians' Assessment of Student Learning.113
Indicators of Learning.115
Methods for Assessing Inquiry Learning.116
Observation.116
Student Performance.119
Contents xi
Conferences.120
Portfolios.122
Products and Tests.123
Employing Rubrics.124
Assessing Inquiry Learning over Time.125
Self-Assessment.125
Developing an Instrument for Assessing Inquiry Learning: Student Surveys.126
Student Learning Through Inquiry Measure: SLIM.127
Many Ways of Assessing for Guided Inquiry.130
Chapter 9—Interventions for Guiding Inquiry.133
Open-Ended Questions.134
Basic Inquiry Abilities.135
Strategies for Inquiry Learning.137
Zones of Intervention.139
Intervention for Five Kinds of Learning.141
Connecting to the Students' World.143
Intervention for a Community of Learners.144
Planning for Guided Inquiry.145
Chapter 10—Meeting the Challenge of the 21st-century School.147
Workforce Readiness.147
Lifelong Learning for Citizenship and Daily Living.148
A Balanced Approach to Teaching and Learning.148
Getting Started and Sustaining Change.149
Gain Systemic Support.149
Develop an Implementation Plan.149
Create Networks for Sharing Stories.150
School Libraries in 21st-century Schools.150
References.151
Index.157 |
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| id | DE-604.BV023020291 |
| illustrated | Not Illustrated |
| index_date | 2024-07-02T19:12:50Z |
| indexdate | 2024-07-09T21:09:08Z |
| institution | BVB |
| isbn | 9781591584353 |
| language | English |
| lccn | 2007017725 |
| oai_aleph_id | oai:aleph.bib-bvb.de:BVB01-016224373 |
| oclc_num | 465516454 |
| open_access_boolean | |
| owner | DE-29 |
| owner_facet | DE-29 |
| physical | XVII, 170 S. |
| publishDate | 2007 |
| publishDateSearch | 2007 |
| publishDateSort | 2007 |
| publisher | Libraries Unlimited |
| record_format | marc |
| spelling | Kuhlthau, Carol Collier Verfasser aut Guided inquiry learning in the 21st century school Carol C. Kuhlthau, Ann K. Caspari, and Leslie K. Maniotes Westport, Conn. [u.a.] Libraries Unlimited 2007 XVII, 170 S. txt rdacontent n rdamedia nc rdacarrier Includes bibliographical references and index informationskompetence informationssøgning læring Learning Motivation in education Information literacy Study and teaching (Higher) Information technology Neue Medien (DE-588)4196910-8 gnd rswk-swf Internet (DE-588)4308416-3 gnd rswk-swf Lehrmittel (DE-588)4074111-4 gnd rswk-swf Lernmotivation (DE-588)4074164-3 gnd rswk-swf Neue Medien (DE-588)4196910-8 s Internet (DE-588)4308416-3 s Lehrmittel (DE-588)4074111-4 s DE-604 Lernmotivation (DE-588)4074164-3 s Maniotes, Leslie K. Verfasser aut Caspari, Ann K. Verfasser aut http://www.loc.gov/catdir/toc/ecip0719/2007017725.html Table of contents only HBZ Datenaustausch application/pdf http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=016224373&sequence=000006&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA Inhaltsverzeichnis |
| spellingShingle | Kuhlthau, Carol Collier Maniotes, Leslie K. Caspari, Ann K. Guided inquiry learning in the 21st century school informationskompetence informationssøgning læring Learning Motivation in education Information literacy Study and teaching (Higher) Information technology Neue Medien (DE-588)4196910-8 gnd Internet (DE-588)4308416-3 gnd Lehrmittel (DE-588)4074111-4 gnd Lernmotivation (DE-588)4074164-3 gnd |
| subject_GND | (DE-588)4196910-8 (DE-588)4308416-3 (DE-588)4074111-4 (DE-588)4074164-3 |
| title | Guided inquiry learning in the 21st century school |
| title_auth | Guided inquiry learning in the 21st century school |
| title_exact_search | Guided inquiry learning in the 21st century school |
| title_exact_search_txtP | Guided inquiry learning in the 21st century school |
| title_full | Guided inquiry learning in the 21st century school Carol C. Kuhlthau, Ann K. Caspari, and Leslie K. Maniotes |
| title_fullStr | Guided inquiry learning in the 21st century school Carol C. Kuhlthau, Ann K. Caspari, and Leslie K. Maniotes |
| title_full_unstemmed | Guided inquiry learning in the 21st century school Carol C. Kuhlthau, Ann K. Caspari, and Leslie K. Maniotes |
| title_short | Guided inquiry |
| title_sort | guided inquiry learning in the 21st century school |
| title_sub | learning in the 21st century school |
| topic | informationskompetence informationssøgning læring Learning Motivation in education Information literacy Study and teaching (Higher) Information technology Neue Medien (DE-588)4196910-8 gnd Internet (DE-588)4308416-3 gnd Lehrmittel (DE-588)4074111-4 gnd Lernmotivation (DE-588)4074164-3 gnd |
| topic_facet | informationskompetence informationssøgning læring Learning Motivation in education Information literacy Study and teaching (Higher) Information technology Neue Medien Internet Lehrmittel Lernmotivation |
| url | http://www.loc.gov/catdir/toc/ecip0719/2007017725.html http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=016224373&sequence=000006&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA |
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