THE INQUIRY CURRICULUM

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THE INQUIRY CURRICULUM

• PROSPECTS FOR THE INSTRUCTION LIBRARIAN IN THE
  CHANGING RESEARCH UNIVERSITY
• RANDY BURKE HENSLEY, University of Hawaii at Manoa

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WAYS OF THINKING

• PROCESSES OF DISCOVERING HOW INFORMATION BECOMES
  KNOWLEDGE AND HOW DATA IS TRANSFORMED INTO MEANING

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INQUIRY AND RESEARCH

• QUESTIONING
• STRUCTURED MECHANISMS
• DISCOURSE

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HALLMARK

• EXPERIENTIAL AND EXPERIMENTAL

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HALLMARK

• DISCOVERY

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HALLMARK

• ENGAGING

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HALLMARK

• COLLABORATIVE

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DISCOURSE

• KNOWLEDGE CREATED BY MEANS OF A DYNAMIC
  QUESTIONING, DISCOVERY, AND EVALUATIVE
  CONVERSATION

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INFORMATION LITERACY

• DETERMINE THE EXTENT OF INFORMATION NEEDED
• ACCESS THE NEEDED INFORMATION EFFECTIVELY AND
  EFFICIENTLY
• EVALUATE INFORMATION AND ITS SOURCES CRITICALLY
• INCORPORATE SELECTED INFORMATION INTO ONES
  KNOWLEDGE BASE
• USE INFORMATION EFFECTIVELY TO ACCOMPLISH A
  SPECIFIC PURPOSE
• UNDERSTAND THE ECONOMIC, LEGAL, AND SOCIAL ISSUES
  SURROUNDING THE USE OF INFORMATION, AND ACCESS
  AND USE INFORMATION ETHICALLY AND LEGALLY

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UNDERGRADUATE STUDENTS

• DONT UNDERSTAND RESEARCH AS CENTRAL CONSTRUCTION
  OF KNOWLEDGE
• DONT APPRECIATE DISCOURSE AS CORE DYNAMIC OF
  RESEARCH
• DONT UNDERSTAND RESEARCH AS A BROADLY APPLICABLE
  COGNITIVE PROCESS FOR PROBLEM SOLVING IN THEIR
  DAILY LIVES
• DONT PERCEIVE RESEARCH AS THE EMBODIMENT OF
  VALUES AND PERSONAL CHARACTERISTICS THEY SHOULD
  WANT AS THEIR OWN

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DR. MEL SCARLETT. THE GREAT RIP-OFF IN AMERICAN
EDUCATION UNDERGRADS UNDERSERVED. NY PROMETHEUS
BOOKS, 2004.

• BOYER COMMISSION. Reinventing Undergraduate
  Education A Blueprint for Americas Research
  Universities.
• INQUIRY-BASED LEARNING
• DISCOVERY-BASED METHODS
• NOT FACULTY RESEARCH OVER TEACHING BUT RESEARCH
  AS TEACHING

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SCARLETT

• All the skills of research developed in earlier
  work should be marshaled in a project that
  demands the framing of a significant question or
  set of questions, the research or creative
  exploration to find answers, and the
  communication skills to convey the results to
  audiences both expert and uninitiated in the
  subject matter.

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John Scanzoni. Universities As If Students
Mattered. Rowman Littlefield Publisher, inc. 2005.

• The influential twentieth-century pragmatic
  philosopher John Dewey argued that learning
  happens best in the context of reflective
  thinking. And one learns how to think (analyze,
  evaluate, synthesize) by doing--specifically,
  trying to solve a problem, that is, seeking to
  answer a question.

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SCANZONI

• The capability of making knowledge is seen as
  the essence of the post-industrial information
  age. And persons who are skilled at doing that
  can be expected to do well in the Twenty-first
  Century--both in the marketplace and in civic
  society.

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And finally SCANZONI

• Problem solving and the cultivation of human
  capital skills are team-based. Peers learn from
  each other. And, although the coach is
  presumably more experienced in and capable than
  the players and the interns at such problem
  solving, the coaches fully expect to learn from
  and to grow alongside the players and interns.

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BRIDGET D. AREND. New Patterns of Student
Engagement Lessons From a Laptop University.
ABOUT CAMPUS, JULY-AUGUST, 2004, 30-32.

• Engagement, defined simply as the time and
  effort spent on activities, has become an
  established means of understanding the experience
  and quality of student learning in higher
  education.
• Here the goal is not simply to use technology to
  automate what we already do but to take advantage
  of innovations to change our work and make that
  work better.

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ARTHUR SANDEEN. Enhancing Student Engagement On
Campus. University Press of America, 2003.

• some of the best learning occurs as a result of
  trial and error, and where there is rarely a
  good substitute for self-discovery.

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GEORGE D. KUH AND PAUL D. UMBACH. College and
Character Insights from the National Survey of
Student Engagement. NEW DIRECTIONS FOR
INSTITUTIONAL RESEARCH 122 (SUMMER 2004) 37-54.

• The college experience was intended to shape
  student attitudes and values as much as stretch
  their intellect and expand their knowledge of the
  world.

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RICHARD J. LIGHT. Writing and Students
Engagement. ASSOCIATION OF AMERICAN COLLEGES AND
UNIVERSITIES PEER REVIEW (FALL 2003) 28-31.

• The relationship between the amount of writing
  for a course and students level of
  engagement--whether engagement is measured by
  time spent on the course, or the intellectual
  challenge it presents, or students level of
  interest in it--is stronger than the relationship
  between students engagement and any other course
  characteristic.

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STEPHEN BOWEN. Engaged learning Are We All On
the Same Page? Association of American Colleges
and Universities, Peer Review (Winter 2005) 4-7.

• WITH THE LEARNING PROCESS
• WITH THE OBJECT OF STUDY
• WITH CONTEXTS
• WITH THE HUMAN CONDITION

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LIS100 LIBRARIES, SCHOLARSHIP, AND TECHNOLOGY

• NARRATIVE
• ASKING QUESTIONS
• RESEARCH ELEMENTS
• VALUES, PERSPECTIVE, AND SIGNIFICANT INFORMATION
• CLARITY, COHERENCE, CREATIVITY, AND CORRECT
• ACTIVE LEARNING
• LINKS TO CAMPUS AND COMMUNITY
• RESEARCH TEAMS
• ETHICS
• APPLICATION

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IMPLICATIONS FOR LIBRARIANS

• ADDITIONAL COACHES
• TECHNOLOGY ABILITIES
• KNOWLEDGE OF THE MESS
• CULTIVATORS OF STORY AND PERSPECTIVE
• CRITICAL THINKING
• TEACHING WRITING

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WHAT OUR TEACHING LOOKS LIKE

• BEYOND SKILLS FOR REGURGITATING KNOWLEDGE
• FROM WHAT AND WHERE TO WHY
• WHY HOW DO WE KNOW?
• WHATS THE STORY BEING TOLD?
• INFORMATION LITERACY STUDENT LEARNING OUTCOMES
  FOR RESEARCH

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IN CONCLUSION
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NO! THIS ONE.