August 20

Critical Reflection of Digital Literature Experiences

It is fair to say I was filled with self-assurance when beginning my digital literature experience this semester. I was confident that I had a solid understanding of what a digital text was and its applied benefits in the field of education. I began perusing links and suggestions before discovering a wealth of various forms of digital literature, some that I struggled to comprehend and others that blew me away with their creativity and coding. It appears I had drastically underestimated my knowledge. Lamb’s (2011) definition of what constitutes a book assisted in my development, with a book being defined as ‘a published collection of related pages or screens’. With that definition and contemplating Walsh’s (2013) features of digital narratives, especially his point on ‘scrolling or ‘mouseover’ effects, I began to grasp how much scope was possible.

What stood out dramatically was the range in the quality of these digital texts. Students need to be engaged with their reading material if the quality of the writing is not evident; it will not matter if the version is digital with all the bells and whistles if the content is substandard. I love to read hard copy novels, the scent of the paper, the sound of turning pages, holding something substantial in my hands. That said, however, I read mostly in digital. Digital literature usually is cheaper, easier to access and are convenient to carry around. I like highlighting and accessing hyperlinks, and it is practical to jump from what is being read to researching words or definitions in another screen. I cannot imagine giving a hard copy away for good, but both have their place.

 

The cognitive research conducted by Gardner (as cited in Lane, n.d.) suggests that students have various ways of learning, remembering and understanding, so need to be taught in ways that support these differences. These multiple intelligences align well with the benefits of digital literature. As stated by Neumann, Finger and Neumann (2016), digital texts can stimulate visual, auditory, kinaesthetic and tactile senses. At the same time, Lamb (2011) explains that eBooks benefit children with learning difficulties and English as second language learners. Digital text provides learners with the ability to hear words and sentences pronounced out loud, read definitions, use digital sticky notes to annotate that display inferencing and analysis and as suggested by Scharaldi (2020) even change the font of the text to one such as Open Dyslexic typeface.

While discovering the diverse range of digital literature available, I came across a number that amazed me for their beauty, depth of story and integrated technology. The one that surprised me the most was Core Values, a digital poem written by Benjamin Laird (2017). This poem surrounds you, incorporates you into it and draws you into another world. The words to this poem scroll across your vision, ensuring that your gaze follows its movements. However, this piece raised in me a concern. It was hard to read; for all its attraction, it was challenging to follow. I realised that Core Values had a readability issue.  Bouchardon and Heckman (2012) believe that digital literature can present several problems, including readability, they suggest that hypertextual navigation contributes to disorientation and compromises the reading. This is significant and should be kept in mind by educators, a poem such as Core Values could be used in a senior classroom as a comparison piece. Still, the difficulty in reading should be highlighted as a potential issue.  

Ascent from Akeron does not have a readability this issue. There is an ease to reading it that differs substantially to Core Values. This interactive graphic novel, written by William Maher releases a frame only when clicked or mouseover’ed by the reader (Maher, 2019). This feature ensures that the reader is in complete control of the events unfolding and that they can read at a pace that suits them. Applications for this piece in the classroom are vast. I could easily see a unit of work built around this graphic novel for use in a year 9 or 10 classes.  An introduction to graphic novel features and metalanguage would begin the unit before reading the four episodes from Ascent from Akeron. This would start a building of knowledge that would include annotating frames, discussing literary devices and analysis of language before moving onto a creative writing piece where the students would write a fifth episode in the series. A unit such as this could assist the students in achieving outcomes for the Victorian Curriculum F-10 in year 9 English in VCELA429, VCELT447, VCELT448 and VCELY450 (VCAA, 2020d).

All I know at the moment is the world of digital literature is evolving and growing rapidly, and if I want to gain back my self-assurance on all things digital, I had better keep searching and reading.

 

References

Heckman, D. & Bourchardon, S. (2012). Digital manipulability and digital literature. Electronic Book Review. http://www.electronicbookreview.com/thread/electropoetics/heuristic

Lamb, A. (2011). Reading redefined for a transmedia universe. Learning and Leading with Technology, 39(3), 12-17. Retrieved from http://ezproxy.csu.edu.au/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=ehh&AN=67371172&site=ehost-live

Laird, B. (2017). Core values [Digital literature]. https://poetry.codetext.net/core-values/

Lane, C. (n.d.). The distance learning technology resource guide. https://www.tecweb.org/styles/gardner.html

Maher, W. (Author), & Garcia, G. (Illustrator). (2019). Ascent from Akeron [Interactive graphic novel]. https://www.ascentfromakeron.com/   

Neumann, M., Finger, G., & Neumann, D. (2016). A conceptual framework for emergent digital literacy. Early Childhood Education Journal, 45(4), 471-479. doi: 10.1007/s10643-016-0792-z   

Victorian Curriculum and Assessment Authority. (2020d). Victorian Curriculum: Foundation-10; English: Level 9. https://victoriancurriculum.vcaa.vic.edu.au/english/english/curriculum/f-10?layout=1&y=9&s=R&s=W&s=SL

Walsh, M. (2013). Literature in a digital environment (Ch. 13). In L. McDonald (Ed.), A literature companion for teachers. Marrickville, NSW: Primary English Teaching Association Australia (PETAA).  https://doms.csu.edu.au/csu/file/863c5c8d-9f3f-439f-a7e3-2c2c67ddbfa8/1/ALiteratureCompanionforTeachers.pdf  

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June 9

Two units left – time to reflect a little

Two units remaining and I will have completed my Masters. What a ride this has been. Next semester I will do Literature in the digital environment and my Professional practice – take two after a false start on this subject last semester due to Covid-19. So as I sit here contemplating the last two year and the remaining six months. I have begun to consider what I have learnt, what I still want to learn and if there are things that I know, but that I’m not aware yet of.

So what do I know? Do I feel ready to be a teacher-librarian (TL)? Yes, I do, I have been doing the job for a while now but a standalone TL? No, probably not. I can’t imagine putting a budget proposal together. I also shudder at the thought of having to do a stocktake. I must admit that while I’ve been doing the job, I have a lot of help. We employ someone to do all purchasing and acquisitions. He does all the data entry and cataloguing of the resources as well as book list for the school. The head of the library takes care of budgets, rosters and staying in touch with leadership. While the other TL looks after copyright and room bookings, I could probably be okay with most of that on reflection, but it would be overwhelming without help.

We currently don’t have any library policies, and I would like to produce a collection management policy at some stage as I was taught in ETL503 Resourcing the curriculum. I think having clear guidelines for procedures would make me feel more comfortable and ensure my ability to do my job correctly. I think I could produce this document with what I learnt during this unit and subsequent units that relate to it.

I would also love to use the knowledge I formed during ETL402 Literature across the curriculum. I think one of the more essential areas a TL can be involved in is collaborative teaching. The idea intrigues me, planning alongside another teacher and delivering lessons on researching skills would be interesting and make me feel like I was doing my job as a TL.

When I stop to think about what I don’t realise I know, I think about EER500 Intro to educational research. That unit just about sent me around the twist, but I received decent grades in. I suppose the idea of research scares me, but for me, it is probably achievable should the need arise. I believe I have learnt some useful skills during that unit that I could apply to my school library setting.

Library promotion is something I’ve always enjoyed, and I love that this is part of the role. In 2018 I compiled a proposal to develop and maintain a library Instagram page. It was accepted and I love curating this channel. I also enjoy coming up with new ways to promote library services, running competitions and creating displays.

What do I still want to learn? So much. I would like to learn more about how to be a curriculum leader. The Australian Schools Library Association (ASLA) website suggests that TLs are involved in curriculum planning and school curriculum committees. I think maintaining literacy is an essential component of being a curriculum leader, and I have just signed on to head up a reading program at our junior campus.

ASLA also discusses how TLs are information service managers. That they develop and implement strategies for evaluating the resource collection and determine curriculum and student needs. This is something I have been trying to implement for some time. I would like to develop our relationship with the faculty heads to the point where they share ahead of time the areas the students will study throughout the year. I would then like to use that information to develop the collection to reflect those areas of study.

 

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April 13

Isolation 2020 – or #ISO

So as mentioned in my last post I’m completing ETL505 and while it’s not my favourite subject I’m glad I was able to enter it late and complete it this semester. I am still working toward my goal of completing my masters and becoming a qualified teacher-librarian. The world has completely turned upside down this year making me wonder occasionally if a teacher-librarian is a good career move, Covid-19 lives on cardboard for up to two weeks! I have to remember that not all of my jobs deal with physical books, that mostly it deals with people.

Let me quickly explain what is going on in 2020. Covid-19 or the Novel Coronavirus is a respiratory illness caused by a new virus. They think it originated in a wet market in China – bats or an armadillo. The fact that we live in such a hyper-connected world with people flying all over the world regularly meant that the virus spread around the globe rapidly. Thankfully the Australian government has had the balls to lock us down. All international borders are as good as closed and Australians flying home have to be quarantined for 2 weeks upon entering. All state borders are closed as well. We are urged to stay at home, with fines issued if we leave the house for unnecessary trips.

The only reasons to leave include groceries, chemist, bank or post office or exercise. Stores like Bunnings are still open and lots of people are doing home renovations and gendering. All cafes and restaurants are closed except for takeaway. Schools closed early and as of tomorrow, I will be remote teaching – teaching from home. Which sounds so weird but I’m up for the challenge, though I’m nervous about helping my son with his online learning. It’s hard to imagine if someone had told me about this pandemic last year and how everyone around the world’s lives would be changed, I doubt I would have believed it.

A few statistics: America has currently the most dead from covid-19, 22,106 dead Spain has 17,209, while Italy has 19,899. Australia isn’t doing too bad with 61 dead. It’s weird to think of America being a first world country and they have to have mass burials of their unclaimed dead. Interestingly petrol is cheap – under $1 a litre (it hasn’t been that price in 10 years or more) but we can’t go anywhere so no one is buying it anyway. Toilet paper is finally back in stock in supermarkets after panic buying saw it disappear for 6 weeks. Only 10 people can go to a funeral and 5 to a wedding, there is tape on the floor in shops to keep us 1.5 metres apart.

How your weekly food shop is changing with social distancing | The ...

They say it might be 6 months before we can go back to work/school in a physical sense and I worry for our current year 12 students. I wonder how this will change the way we interact with each other in the long term and how this will affect our economy going forward – the current unemployment rate seems in increase daily and the government is subsiding a lot. I’m so very thankful I have a permanent position at school and that position is not under threat. In fact, teaching jobs are one of the most secure along with health care workers.

Most days my son and I spend our life inside. I’ve converted the garage to a home gym and we’ve put a herb garden in. Study is keeping me busy. While the PlayStation and Netflix occupy my son. I look forward to the day when I can see my extended family again, it’s been so long since I’ve hugged them. There is so much to be grateful for at the moment, but life is changing and I have to change with it. Uni studies sometimes feel a useless activity but it does keep my mind active which is vitally important at the moment.

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January 21

Reflecting on ETL402

Rounding out the first year of my masters, is the completion of my sixth subject, ETL402 Literature across the curriculum. What can I say? I liked this unit. It was practical and immediately useful to me in my position. The first assignment, producing a rationale for fiction, allowed me to dig deep into the inclusion of fiction in the library collection to support a subject specific area. As a Teacher Librarian (TL)—in training—based at a senior secondary school that does not currently do this, I had never considered the benefits of it.

A requirement of the curriculum is the study of the World Wars, but as time marches forth we become further removed from the events. The students today have not been personally impacted by them. Reading about the events in a text book will give them the facts and figures but will not generate an image of the impact on humanity. Fiction does this. I have always enjoyed reading fiction but I never stopped to consider what a book such as  The tattooist of Auschwitz (Morris, 2019) was giving me. As discussed by Rodwell (2013) there is no history without the people, their emotions and actions. Learning about these people helps the reader to develop empathy and allows us to connect to the humanity in the event.

While a work of fiction is not completely true, there are many historical accurate novels based on true events. Students are able to learn about the lives of the people being portrayed and can then apply that contextual knowledge when reading a nonfiction textbook (Sliwka, 2008).  They can evaluate the information and use higher order thinking skills to engage meaningful with it (Krathwohl, 2002). As I mentioned in the discussion board forum for module one (Taylor, 2019), when information is presented in a story format, readers are able to comprehend and retain key narrative information and concepts more readily (Haven, 2007).

In the second assessment, I continued the historical fiction theme. It required a resource kit to be developed to support the integration of children’s literature in curriculum delivery for a specific subject area. I wanted this assessment to be as authentic as possible, so after speaking to the humanities faculty leader at my school, I decided to base it around the Rights and Freedoms unit we run for year 10 students at my school. I know she is looking forward to seeing the completed kit when school returns for the year, which provides added incentive to do well.

Reading over a blog post of mine I wrote prior to compiling assessment one Knowing children’s literature, I realise how far I have come. I did not even realise children’s literature included young adult (YA) books, let alone put much value in the fiction collection, bar for its entertainment value. My vision for the future of children’s literature post says it all really, I did not have one. Now after completing ETL402? I definitely do. My vision is that our fiction collection has substance, that it’s a collection that includes sophisticated picture books, historical accurate novels and engaging nonfiction narratives. That this collection is supported by a highly motivated TL (me) who can provide curated resources to subject teachers and literacy strategies to complement them.

 

 

References

Haven, K. F. (2007). We’ve reached the research results: The science behind the startling power of story. Retrieved from https://ebookcentral.proquest.com

Krathwohl, D. R. (2002). A Revision of Bloom’s Taxonomy: An Overview. Theory Into Practice, 41(4), 212-218. doi:10.1207/s15430421tip4104_2

Morris, H. (2019). The Tattooist of Auschwitz: Young Adult Edition. Australia: Allen & Unwin.

Sliwka, C. (2008). Connecting to history through historical fiction. Language arts journal of Michigan, 23(2). Retrieved from  https://scholarworks.gvsu.edu/cgi/viewcontent.cgi?article=1125&context=lajm

Taylor, J. (2019, Nov 17). Why read? [Online discussion comment]. Retrieved from Charles Sturt University website: https://interact2.csu.edu.au/webapps/discussionboard/do/message?action=list_messages&course_id=_38049_1&nav=discussion_board_entry&conf_id=_74552_1&forum_id=_177192_1&message_id=_2578564_1

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October 3

ETL504 Reflection

Challenging, confronting, though provoking, demanding, all words that sum up my feelings while undertaking ETL504. Reflecting on this unit, I can say I am surprised I survived. Often I shook my head and questioned my reasons for studying at all. As the unit draws to a close, I am proud of myself, I persevered in the face of adversity. If I can do this, I can be a Teacher Librarian (TL), I can be a leader. It turns out the questionnaire for Module 3 on conflict resolution was incorrect – I’m not an avoider after all, though I did consider this to be the case in my blog post at that time, Think and Reflect Module 3. (Taylor, 2019, August 4).

ETL504 saw the creation of study groups, I was placed in group 1. This group consisted of five very dedicated TLs in training. I call myself fortunate to be placed in such a proactive and supportive group. McNee and Radmer (2017) suggest it is through collaboration with the teacher librarian that provides deeper learning. From my experience with this group, it certainly does. This was evidenced when reading groups members’ thoughts. In case study 5 (Group 1, 2019) Gillian suggested an alternate idea to my own. I was able to mesh the two ideas together to form a solid understanding of the issue.

Each week we would give our initial thoughts to the scenario and leave feedback on others. We had no designated leader, in fact everyone stepped up seamlessly as if by plan. This to me seemed to highlight Gottlieb’s (2012) Leading from the middle. We brought out the best in each and we helped each other step into our own potential (Gottlieb, 2012). Each of us was both a leader and a follower, it was an ideal way to work.

The content of the scenarios itself seemed to come straight from my reality. With similar situations arsing at my school, though I never had to deal with them as directly as in the scenario. I mention the role my boss—the Head of Information Services—holds in my first blog post for this unit in My current understanding of leadership for a TL (Taylor, 2019, July 11), it scared me then, now? I am really in awe of what she does every day. She collaborates with other teachers daily and manages a team of ten, yet she helps us all develop our best practice. This to me demonstrates she’s using an instructional leadership style. As Green (2011) suggests this style of leadership sees the TL provide connected learning role and nurtures relationships.

Case Study 4 (Group1, 2019a) for me was the most engaging and relevant. Our group discussed the importance of having shared vision, which prior to this I only saw as necessary so we progressed to the same place. Now I realise that having shared vision enables the team to share skills and develop them amongst the team. As Karlene Irving (2019) mentions in her blog post Online Collaborations: Navigating the Way Part 2! A shared collegial vision leads to the teams’ capacity to build knowledge.

So key takeaways for me?

  • Do not be scared – I can do anything I set my mind too.
  • Research and research some more, a good leader knows the job.
  • Surround yourself with positive likeminded individuals – you encourage each other.

 

 

References

Group 1. (2019, September 20). Thread: group 1 Stephanie Baker, Gillian Cornwell, Karlene Irving, Jannet Taylor, Kerrie-Anne Watt [Online discussion comment]. Retrieved from Charles Sturt University website:  https://interact2.csu.edu.au/webapps/discussionboard/do/message?action=list_messages&course_id=_42385_1&nav=discussion_board_entry&conf_id=_78888_1&forum_id=_164188_1&message_id=_2499607_1

Group 1. (2019a, September 6). Group 1 [Online discussion comment]. Retrieved from Charles Sturt University website: https://interact2.csu.edu.au/webapps/discussionboard/do/message?action=list_messages&course_id=_42385_1&nav=discussion_board_entry&conf_id=_78888_1&forum_id=_164189_1&message_id=_2467906_1

Gottlieb, H. (2012). Leading from the middle: bringing out the best in everyone [Blog post]. Retrieved from https://creatingthefuture.org/leading-from-the-middle-bringing-out-the-best-in-everyone/

Green, G. (2011). Learning leadership through the school library. Access, 25(4), 22-26. Retrieved from https://search-proquest-com.ezproxy.csu.edu.au/docview/911088452?accountid=10344

Irving, K. (2019, September 18). Online Collaborations: Part 2! [Blog post]. Retrieved from http://thinkspace.csu.edu.au/karleneirving/2019/09/18/online-collaborations-navigating-the-way-part-2/

McNee, D. & Radmer, E. (2017). Librarians and learning: The impact of collaboration. English Leadership Quarterly, 40 (1), 6-9. Retrieved from https://search-proquest-com.ezproxy.csu.edu.au/docview/1929035671/fulltextPDF/5BAF868D2A304220PQ/1?accountid=10344

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August 16

A blog about a blog

So it turns out writing my own blog has led to me reading other peoples blogs. In a lot of cases I find them a little too academic to engage me. I guess when I’m reading a blog I want the language to be casual and engaging, as well as being thought provoking and interesting. Lori’s blog posts are like this. Lori being one of my tutors for ETL504. Her weekly blog posts are both a round up and an almost practical application of the weekly concepts.

This week Lori’s blog post Leading from the middle: An environmental scan, looked at how the TL can be a leader even if that is not in their job description. How a TL can lead from the middle. Lori reflects on the influence that a TL can have in their role and delves into the importance of scanning the environment a TL inhabits. This environmental scan allows someone to look at the big picture they find themselves in, and what they impact or ‘influence’, including both internal and external influences. This scan can result in a TL identifying areas or gaps, such as professional development or service provisions. I can see myself attempting to do my own environmental scan using the coogle software.

I’m not sure I lead from the middle very well yet. While I do try to lead by example and be a force for change (Gottlieb, 2012). I don’t think I make enough effort at that. I think I try to fly under the radar a little too often so as not to create waves and not allow room for error. Maybe I need to trust myself more. Perhaps the further into this degree I get, I might generate a bit more courage.

 

References

Gottlieb, H. (2012, October 30). Leading from the middle: Bringing out the best in everyone [Blog post]. Retrieved from https://creatingthefuture.org/leading-from-the-middle-bringing-out-the-best-in-everyone/

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July 11

My current understanding of leadership for a TL

Well here I am about to begin a new semester and with it another unit. Only one though this time. I found that undertaking two units while working full time, trying to run a household and maintaining my fitness and friendships a little overwhelming. The plan is to do one unit now and take two on in semester three, over summer holidays.  So unit 504 this time, Teacher Librarian as a Leader. I am sitting here contemplating the role and I can admit here the thought is scary. My boss is the Head of Information Services and I see the work she undertakes and I’m not sure I could manage it. I guess that’s why I’m doing my masters, to learn.

So what is my current understanding of leadership as a TL? A person who runs a team of staff who are highly qualified in their own right. A person who has a deep understanding of all facets of the job and the people who do them.  A person who is able to determine the appropriate course of action given a set a wildly different variables. A quote I read “A leader is one who knows the way, goes the way, and shows the way” by John C. Maxwell, strikes home to me.

A leader needs to know all parts of the job to be able to assist those that work under them, but to also know if the job is being done correctly. They also need to be able to put their words into practice. It’s not enough to sit there are instruct others on how to do a job, they need to see you doing it. That a particular job is not beneath you or that it’s not important so you don’t have to do it.

Leadership is a role many TLs will find themselves in I believe. Many schools only employ one qualified TL or if they do have other TLs with them, there are other staff – technicians and assistants that need to take instruction from them. A teacher librarian needs to understand their role within the library, but also that the wider school community requires their advocacy. For without the advocacy of those most passionate about the library, it will lose its significance and its value.

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May 19

Reflective Practice

The 21st-century learner is bombarded with vibrant, disorderly and often chaotic streams of information, delivered to them via multiple platforms. Students today might be digital natives, but that does not mean that know how to judge quality information. Learning needs to be a collaborative effort between students, as well as between student and teacher. Information Literacy (IL) and IL models help to guide students through the process of discovery and to make judgments into the quality of the resource. My own learning of IL has developed significantly over the last 11 weeks while undertaking my masters. I went from considering the Teacher Librarians (TL) role in curriculum planning as an afterthought, seen in my blog post Understanding the role of TLs in school on March 3rd, to ensuring that assessment 3 was aligned with current school needs.

Information literacy is a basic human right, as set down by the Alexandria Proclamation (United Nations Education, Scientific and Cultural Organisation, 2005). Every person needs to have the tools to navigate the digital landscape of today. IL models help to provide that knowledge. FitzGerald (2016) identifies the skills required of a 21st-century learner and they include being digitally fluent and a critical thinker. This understanding is a huge jump for me as initially, I struggled to even define what IL meant. The blog writing process itself proved helpful here. As I reflected on my learning, I was able to consider the elements that resonated with me. This is evident to me in my blog post Information Literacy on April 18th. I was able to define what IL was and I can see evidence of my growing understanding of its relevance to my TL practice.

CILIP Information Literacy Group (2016) defines IL as the ability to think critically and make balanced judgments about any information we find and use. IL gives us the skills to navigate information. IL models, on the other hand, provide a process to assist in learning these skills. There are many IL models and thorough investigation is required by a TL to decide on the most appropriate one to use in their school’s context. When I began my reading into IL models the first one that jumped out at me was Six frames for information literacy education: a conceptual framework for interpreting the relationships between theory and practice (Bruce, Edwards & Lupton, 2007). I believe I gravitated to this model as I am primarily teaching the Victorian Certificate of Applied Learning (VCAL) program and this is very much project-based learning and correlates strongly to Bruce, Edwards and Lupton’s model (Kuhlthau, Caspian & Maniotes, 2015). I do discus this further in my blog post The TLs role in Information Literacy on April 19th, but reflecting on that post, I see I was naïve to not consider how I as a TL, could collaborate with other teachers using an IL model.

The most significant element I have learned is to read and read some more, and then when I take a break from reading, go talk to people, namely classroom teachers at my school. As mentioned I initially questioned my role as a TL in the inquiry learning process, but after reading through the various articles attached to module 5 on the various IL models, I began to have a better concept of the role I could potentially play. That of collaborator and partner, an integral part of helping learners move into the third space, where the student’s world and the world of curriculum, come together to allow the students to create world views of their own (FitzGerald, 2016). I came upon the Guided Inquiry Design (GID) framework developed by Kuhlthau, Maniotes, and Caspari (2012) in one of the readings. Further investigation led me to my own school libraries catalogue. It turned out that not only did we have copies of the text, but it was well borrowed amongst the faculty. I got in touch with the Humanities faculty head teacher and she was able to provide me with her wishes for a unit of inquiry using the GID-model as its base.

As a consequence, I centred my topic around World War 1 for my assessment 3 piece, as this aligned with the schools need. The faculty head has yet to read it, but I hope that it will prove useful and I will have the opportunity to join the teaching team as the TL and be responsible for the information literacy skills. I believe this knowledge of IL and IL models will be useful to me as a practitioner because I am now better able to visualise my role as a TL more clearly.

 

References

Bruce, C., Edwards, C., & Lupton, M. (2007). Six frames for information literacy education. In S. Andretta (Ed.). Change and Challenge: Information Literacy for the 21st Century. DOI:10.11120/ital.2006.05010002

Fitzgerald, L. (2016). Does Guided Inquiry Enhance Learning and Metacognition? Synergy, 14(1). Retrieved from https://search-informit-com-au.ezproxy.csu.edu.au/fullText;dn=216728;res=AEIPT

Kuhlthau, C. C., Maniotes, L. K., & Caspari, A. K. (2012). Guided Inquiry Design: A Framework for Inquiry in your School. Santa Barbara, CA: Libraries Unlimited.

 

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