Monday, June 21, 2010

End of the Year Data Collection!

On June 10, 2010, I published a year end report on year two of the Maine Literacy and Technology Pilot.  Today, I would like to post some reflections and observations on those results.   These are thoughts from my perspective.

Looking at guided inquiry and the requirements for integration and collaboration, the elementary classrooms appear to incorporate these elements on a daily basis.  It seems to me that this would be the most fertile environment for integrating literacy and technology.  This logic is further supported by the elementary school's focus on acquiring literacy.  This rationale needs to be considered.

One of the most crucial pieces of data regards the lack of information literacy being taught in all classrooms.

There are many reasons for this.  Mostly, in my opinion, it has to do with the amount of time required for teaching guided inquiry - as well as the philosophical foundation - co-constructivism.  In many instances, it is almost impossible to mesh the current school curriculums and required assessments with this philosophy.

There are many varieties of inquiry practiced.

Guided inquiry - according to Caspari, Ann, Kuhlthau, Carol, Maniotes, Leslie (2007), Guided inquiry, learning in the 21st century.  Westport, Connecticut: Libraries Unlimited - includes all of the elements necessary for students to learn how to process information in the 21st century in an objective, intelligent manner.  It has its foundations in the Big 6 - listed above - but has evolved beyond this starting point.

Participants in this study, are practicing strong meta-cognitive strategies and students are embedding them in their thinking.  This instructional format requires a type of co-construction - just not as time consuming as guided inquiry. 

During year three, we will look at guided inquiry with a focus on collaboration and essential questions based on the Maine Learning Results and school curriuculum. 

Next year will be an exciting one.  Stay tuned!

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