Okay, my first assignment is handed in and now I am ready to tackle my blog. The first thing I want to ‘blog’ about is research models. As I said in my post on this subject, most research models I have read about seem “one and the same” to me and originally I didn’t have much of an opinion about any favourites. However, once I delved deeper I realized there was one that I did like best: the Research Quest developed by the BC Teacher-Librarians Association (BCTLA). Though as a TOC I haven’t had the opportunity to use research models to any great extent, I felt that because of its “simplicity and adaptability”, the Research Quest Model would suit me best as a teacher-librarian.
After posting these thoughts I decided to check out the Points of Inquiry model from the BCTLA that Lindsay wrote about in her post. I hadn’t heard of it before and I was expecting it to be similar to the other models I had already read about. I have to say I was pleasantly surprised. I found out it is not a typical research model but instead, as the title of the article states, “a framework for information literacy and the 21st century learner.” As I said in my first post, the importance of information literacy is a major part of why I am interested in becoming a teacher-librarian, and two of the articles I reviewed for assignment #1 were about information literacy.
I have learned that the definition of information literacy is changing. In the past it used to be a library issue; students were taught how to use library resources like searching the library catalogue and databases, interpreting bibliographic records etc. (Van de Vord 170-175). In other words, it consisted of the skills necessary to locate and use information. However Van de Vord states that information literacy now needs to “more broadly encompass the ability to critically analyze and skeptically reflect on media text.” In the Points of Inquiry article Barbara Stripling (the originator of this model) is quoted as saying “Information literacy is the ability to use information meaningfully in all aspects of our daily lives.” The new definition of information literacy places emphasis on students acquiring the skills to understand and interpret meaning of information, not just the ability to locate it. It is increasingly important that students gain these skills because due to technology, teachers have lost some control of where students get their information.
The Points of Inquiry model attempts to address this issue and I liked how the article laid out each point (Connect and Wonder, Investigate, Construct, Express, Reflect): clear expectations for student reading and learning at different grade levels, and examples of tools and strategies to use. It leaves room for students and teachers to establish what works best for them in terms of the process taken to meet these expectations. I agree with Lindsay that this is where we, as educators, “should be headed”, but I think we have a long way to go.
Ekdahl, M., M. Farquharson, J. Robinson, L. Turner. ” The Points of Inquiry: A Framework for Information Literacy and the 21st Century Learner.” British Columbia Teacher-Librarians Association, Vancouver, BC. 2010. http://bctf.ca/bctla/pub/documents/Points%20of%20Inquiry/PointsofInquiry.pdf
Van de Vord, Rebecca. “Distance students and online research: Promoting information literacy through media literacy.” Internet and Higher Education. 13.3. (2010): 170-175. Web. 21 Sep. 2012. http://dx.doi.org/10.1016/j.iheduc.2010.03.001