personal digital inquiry: connecting learners in ways that matter
TRANSCRIPT
Welcome to the Summer Institute in Digital Literacy“Education is not the filling of a bucket…but the lighting of a fire.” ~ W.B. Yeats
We define digital literacy as having the skills, strategies, and dispositions to use the Internet productively to:
• Generate useful questions to solve problems
• Locate information
• Critically evaluate information
• Synthesize information
• Communicate answers/solutions
Leu, Kinzer, Coiro, Castek & Henry (2013). New literacies: A dual-level theory of the changing nature of literacy, instruction, and assessment. Theoretical Models and Processes of Reading, Sixth Edition.
Others define digital literacy in different ways
Doug Belshaw
Michael Eisenberg
Delia Neuman
Mia MacMeekin
Chris Lehmann
Civic-minded citizens able to… generate their own questions; listen in order to understand; actively co-create their
learning community; critically analyze and reflect on their practices
Dan Gillmor
Personal Digital Inquiry for Digital Media Literacy (PDI-DML)
Digital media literacy competencies
(Renee Hobbs)
are advanced through
regular and intentionally designed
opportunities forinquiry-based
learning(Julie Coiro)
Often, these varied definitions reflect our varied roles in teaching and learning
Technology Specialists
Librarians andLibrary Media
Specialists
Community Media Makers
Researchers & College Professors
Classroom Teachers
But…we have much in common (in addition to special areas of expertise)!
Classroom Teachers
Community Media Makers
Librarians andLibrary Media
Specialists
Researchers & College Professors
Technology Specialists
Turn and Talk (5 minutes)
• Introduce yourself and identify your role/work context
• What does digital literacy mean to you?
• Identify a similarity and a difference compared to your partner’s definition.
Is there enough in common to support each other in designing productive learning experiences?
How might you capitalize on your individual areas of expertise?
The Only Tools You Really NeedPassion, Curiosity and Other People --
Building relationships …. Everyone learns from everyone
Personal Digital Inquiry: Connecting Learners in Ways That Matter
Julie Coiro, Ph.D.
School of Education
University of Rhode Island
uri.academia.edu/JulieCoiro/Papers
Jill Castek, Ph.D.
College of Education
University of Arizona
[email protected]://www.coe.arizona.edu/jill-m-castek
Monday Keynote (on wiki)
Personal vs. Personalized: What’s the difference when it comes to moving toward student directed learning?
• “Personalized” is about a top-down designed or tailored approach to learning; customized for the student, but still controlled by the teacher (serve up learning based on a formula of what a child needs)
• “Personal” is something human where the learner initiates and controls parts or all of the learning process; often emerges from engagement with others about one’s personal wonderings and building relationships in the process.
True personal learning: It’s all about curiosity & relationships!
Where (and how) does STUDENT-DRIVEN INQUIRY fit into digital literacy?
• Quick context setting: Engaging Today’s Learners
• What is important to consider when designing opportunities for personal (student-driven) inquiry?
• What role does the teacher play in the inquiry process?
• How can we choose technologies that can deepen learning meaningful ways as part of the inquiry process?
• What does Personal Digital Inquiry look like in classrooms across different grade levels?
• It sits at the core of everything!
The Challenge: Connecting Learners in Ways That Matter
“We need to move beyond an industrial model of universal school toward new era focused on lifelong learning and individual choice – or we will lose our learners emotionally & physically.”
~ Allan Collins & Richard Halverson (2009)
Gallup Poll (2012) - 500,000 US students, Gr. 5-12Center for EducationPolicy (2012)
The Challenge: Connecting Learners in Ways That Matter
Gallup Poll (2015) – 929,000 US students, Gr. 5-12
Percentage who strongly agreed with the statement: “The adults at my school care about me, “ declined from 67% (Grade 5) to 23% (Grade 11)…
Many students don’t feel individually known or cared for at school. THIS is the PERSONAL we need to focus on!
The Challenge: Connecting Learners in Ways That Matter
Sense of Belonging – Do I fit in? Am I relevant? Do people care about me?
OECD PISA 2015 Students’ Well Being (April 2017)
• If we engage learners with rigorous academic content and expect them to know why, when, and how to apply knowledge to answer questions & solve problems (National Research Council, 2012)
• We can “lessen the achievement gap in ways that lead to positive adult outcomes for more young people”
• High school students engaged in deep, relevant, and personal (student-driven) learning opportunities:
• Demonstrated higher levels of interpersonal and intrapersonal skills (American Institutes for Research, 2014)
• Achieved better outcomes in every aspect of life, including academic, career, civic, and health (Center for Public Education,
2009)
Optimistic Findings
So how can we use technology (and good teaching) to design personal, student
directed spaces for learning?
Coiro, Castek, & Quinn (2016) The Reading TeacherCoiro, Dobler, & Pelekis(2018) Planning Toward Personal Digital Inquiry
This applies to how we design the Institute experience in ways that model and engage you in the same practices
we hope you will apply to your own projects & teaching.
Choosing technology: What’s the coolest new tool you’ve seen?
Hey, that’s cool!
1.
How could I use that? 2.
Hmmm…how might this
connect with what I teach?
3.
Choosing technology: What’s the coolest new tool you’ve seen?
Hey, that’s cool!
1.
How could I use that? 2.
Hmmm…how might this
connect with what I teach?
3.Turn and talk some more…
Are we asking the right questions?
Hey, that’s cool!
1.
How could I use that? 2.
Hmmm…how might this
connect with what I teach?
3.
But how? Which parts and why? For whom? In which contexts?
How will your learnersactively engage with this tool? To what end?
What will your learners know, understand,and be able to do before/during/after using this tool? How does this connect with the real world?
After exploring digital texts & tools, what if we refocus and flip the sequence of our planning questions for teaching with technology?
1 2 3What will my students know, understand, and be able to do?
How will my students be actively engagedand to what end?
Which digital tool(s) would work best and in what ways?
1. Set learning outcomes
2. Create authentic opportunities for students to be actively engaged
3. Then…make purposeful choices about technology (or no technology)
1. Hey that tool is cool!
2. How could I use that?
3. (maybe) How might this connect with what I teach?
RATHER THAN…
A critical piece is classroom culture…
A classroom culture that values curiosity and honors student voices
while encouraging choice, collaboration, problem solving,
risk taking, and reflection.
Building a culture of inquiry is key!(BEFORE technology can play an effective role
in teaching and learning)
1. Set learning outcomes
2. Create authentic opportunities for students to be actively engaged
3. Then…make purposeful choices about technology (or no technology)
trust and respect
Learning is social and part of a mutually
constructive process that involves face-to-
face talking, listening, and consensus building.
What might a culture of inquiry look and feel like in a digital age? (Four sets of core values/practices)
Generating questions and lived experiences
with real issues is personally fulfilling; Inquiry can happen
on several levels.
Creative learners make personal connections and take action to build awareness and/or foster change. “I belong and I can make a difference”
True inquiry involvescritical analysis, reflection
& self-monitoring, which leads to
more questions.
Wonder & Discover
Wonder & DiscoverGr. 1: What is that ant
going to do next? Gr. 4: What
makes our school great?
Gr. 12: How can I make a difference?
Varied Levels of [Digital] Inquiry
• Modeled inquiry: Students observe models of howthe leader asks questions and makes decisions.
• Structured Inquiry: Students make choices which are dependent upon guidelines and structure given by the leader (may vary).
• Guided Inquiry: Students make choices during inquiry that lead to deeper understanding guidedby some structure given by the leader.
• Open Inquiry: Students make all of the decisions. There is little to no guidance.
Alberta Inquiry Model of Inquiry Based Learning (2004)
Four places to start to let go
Four places to start to let go
Four places to start to let go
Four places to start to let go
Social Practices: Request & give information; jointly
acknowledge, evaluate, & build on partner’s contributions
Cognitive Strategies: Read, question, monitor, repair, infer, connect, clarify, and interpret
Collaborate & Discuss
Renee Hobbs (2013)
The Life Of AHomeless Person
(after a photo walk Discovery)
Discussion… Research….
Composition…Revision…
10 page Comic book
Create & Take Action
Learning Task: Gr. 9Research a global issue; Engage in advocacy on a local level
Blue Pride: Collected 500 signatures to banplastic bags and use reusable shopping bags
Next Steps: Class has ended buton to legislators…
I belong to this community and I can make a difference!
Create & Take Action
What’s important to you? (Fostering student agency, sense of belonging & personal voice)
Create & Take Action
What decisions informed your design of your Wonder Project?
Analyze & Reflect
Reflection as assessment AND peer teaching as a form of creating & taking action (increasing awareness)
Analyze & Reflect
Reflection can include people too!
Analyze & Reflect
In reality – these four core elements are iterative, dynamic, & interdependent practices
that vary with each situation & context
1. Set learning outcomes
2. Create authentic opportunities for students to be actively engaged
WONDER & DISCOVER
COLLABORATE & DISCUSS
CREATE & TAKE ACTION
ANALYZE & REFLECT
Within the culture of these four sets of inquiry practices,
3. Then…make purposeful choices about technology (or no technology)
Knowledge-Based Learning Outcomes How will students use their knowledge?
Access Knowledge
Build Knowledge
Express Knowledge
Reflect OnKnowledge
Act On Knowledge
Learners passively receive
[digital] information
given or modeled by
others
Learners [use technology to] connect
new information
to prior knowledge
Learners [use technology to] share their new
knowledge with others
Learners [use technology
to] reflect on and evaluate their inquiry
processes and products
Learners [use technology to] translate their
knowledge into action for
real-worldpurpose
Lower OrderThinking
Higher OrderThinking
Purposeful Technology UseHow can technology support or enhance learning?
Varied Purposes for Using Technology to Support Digital Inquiry
Access Knowledge
Build Knowledge
Express Knowledge
Reflect OnKnowledge
Act On Knowledge
Teachers point learners
to specificwebsites (UN,
CNN) and these have additional links with resources
Learners locate online sources & use Google Docs to create source analysis documents; Use email, Hangouts,Twitter to contact experts in fields related to their topic.
Learners use Google Slides Presentations to pitch initial findings; present from websites, infographics, Twitter, and YouTube in Community Showcase
Technology not used in
this capacity in this project.
Learners use technology to communicate
suggested action steps to stakeholders
and raise awareness for
the causes.
Lower OrderThinking
Higher OrderThinking
Gr. 9 Global Advocacy Project
DEPENDING ON THE CONTEXT & PURPOSE, choices in inquiry-based learning can move from teachers using technology for giving information and prompting deeper thinking toward students actively using technology to make and reflect on new content
Designing Opportunities for Personal Digital Inquiry with the PDI Planning Guide
Learning Outcomes Student-Centered Inquiry Practices (modeled > prompted > guided > open)
Curricular: (subject-specific or
multidisciplinary)
Participatory: (join partners, start
conversations, raise awareness, take action, change minds)
Standards: Digital Competencies:
Wonder & Discover:
Collaborate & Discuss:
Create & Take Action:
Analyze & Reflect:
[Digital] Experiences to Deepen Learning & Increase Engagement
Acquire Knowledge
Build Knowledge
ExpressKnowledge
Reflect On Knowledge
Act On Knowledge
1 2>
3
>
To help you visualize core elements of your inquiry project before you create all of the details…
• What are the key learning and participatory outcomes?
• How do these align with standards and digital media literacy competencies?
• How will your students actively engage in each of the four sets of inquiry practices to accomplish these outcomes?
• What level(s) of support will you provide during their inquiry? (model > structure > guide > open)
• Which digital texts and tools might work best to support learners and increase their personal engagement?
• What questions remain to guide the next steps of your own inquiry during the week?
Personal Digital Inquiry Planning Guide
In Summary• The Personal Digital Inquiry (PDI) Framework for Digital
Media Literacy and Planning Guide can serve as a springboard to inspire ideas for engaging learners in the full range of digital inquiry practices while intentionally planning for how students use technology to acquire, build, express, reflect on, and
act on the knowledge gained during their inquiry.
PDI Framework for DML
PDI Planning Guide
Possibilities: Using Inquiry and Technology to Enhance Wondering, Discussion, Creation & Reflection in Kindergarten
Karen’s Think-AloudGrade 1: Garden Inquiry
Jen’s Think-AloudMS Library Unit
I DO
WE DO
YOU DOA successful past project from your
experience
Digging Deeper…
Varied Purposes for Using Technology to Support Digital Inquiry
Access Knowledge
Build Knowledge Express Knowledge
Reflect OnKnowledge
Act On Knowledge
Teachersshows online resources &
videos to build
background; teachers and students take
photos in garden to
use in writing
Students use Pebble Go for research to build knowledge &
vocab; Research about how to stop insects from eating
garden plants; students use online
resources and decide what info. to include
in posters
Student pairs create poster on selected plant topic
using creativity software
(Pixie)
Collaborative pairs evaluate
content on digital posters
(accuracy, detail, layout,
clarity) and make changes
as needed
Students share digital posters with
buddy classes (K
and Gr. 5) to teach others and answers
questions about plant
topics
Lower OrderThinking
Higher OrderThinking
Gr. 1 Garden Inquiry Project
STRUCTURED INQUIRY GRADE 1: THE PLANT CYCLE
Reflect on a successful project you have designed (or would like to design) involving inquiry and/or technology.
Discuss with a partner and reflect on.…What’s present
and what’s absent? How might it better align with PDI?
Your task this week: What might a culture of personal digital inquiry look like in YOUR work context?
Personal Digital Inquiry: Connecting Learners in Ways That Matter
Julie Coiro, Ph.D.
School of Education
University of Rhode Island
uri.academia.edu/JulieCoiro/Papers
Jill Castek, Ph.D.
College of Education
University of Arizona
[email protected]://www.coe.arizona.edu/jill-m-castek
Monday Keynote (on wiki)
1
Digging Deeper: PDI Planning Worksheet1. UNDERSTANDING YOUR IDENTITIES, MUTUAL INTERESTS, AND TYPES OF LEARNERS
3. ONE PERSONAL DIGITAL INQUIRY PLAN (developed over course of this week)
4. TWO DIGITAL PRODUCTS CREATED (teaching artifact & learning artifact)
5. PROJECT ABSTRACT, FINAL SUMMARY, AND PROJECT REFLECTION
6. SHARE YOUR PLAN WITH OTHERS
2. INITIAL PDI PLANNING GUIDE (brainstorming)
Design Studio Process: Planning for Personal Digital Inquiry
Intentionally design opportunities for inquiry-based learning
aligned to high-level knowledge outcomes
Integrate ways of applying digital media literacy
competencies forauthentic purposes
Visualize digital inquiry experiencesaligned with learning outcomes with
aim of deepening learning and increasing learner engagement
(and sense of belonging)
GUIDED INQUIRY GRADE 4: THE HUMAN BODYReflecting on learning products
GUIDED INQUIRY GRADES 4-5 (RHYS DAUNIC) Applying/reflecting on media literacy competencies
OPEN INQUIRY GRADE 9: Global Issue & AdvocacyI belong to this community and I can make a difference!
Learning Task:Research a global issue; Engage in advocacy on a local level
Blue Pride: Collected 500 signatures to banplastic bags and use reusable shopping bags
Next Steps: Class has ended buton to legislators…
OPEN INQUIRY GRADE 9: Global Issue & AdvocacyI belong to this community and I can make a difference!