Digital literacy must be embedded across the curriculum to enhance student participation in learning and garner outcomes that will support their current and future learning endeavours. Embedded digital literacy, and to the next level digital fluency, encourages teachers to consider how technology will be used to enhance learning, and encourages students to apply their pre-existing digital knowledge to new and novel learning experiences (Hague & Payton, 2010). To effectively embed these practices, teachers can use a model such as Kuhlthau’s Guided Inquiry Design (Kuhlthau, Caspari, & Maniotes, 2015) or Stripling’s (2010) Model of Inquiry, which require students to practice core digital literacy skills while promoting third space interactions.
Tapping into available technologies and connecting to students’ third space enables constructivist learning that is holistic (cross-curricular), situated and authentic, and inquiry-based where students are active producers and evaluators. These experiences enable students to develop crucial 21st century skills that are required to effectively adapt to changing environments. This combination of declarative, procedural and critical skills enhances higher-order thinking and acquisition of deep understanding (Wheeler & Gerver, 2015). Embedded digital literacy practices through student-centred learning experiences are also likely to strengthen students’ digital fluency, as these experiences require students to use digital technologies strategically to communicate, connect, collaborate, consume, produce, share, evaluate, model and manage (Couros, 2012).
Students’ third space is activated when strategies are put in place to connect students’ first and second spaces.
References
Couros, A. (2012, January 18). Towards digital fluency [Slideshow]. Retrieved from http://www.slideshare.net/courosa/towards-digital-fluency.
Kuhlthau, C. C., Caspari, A. K., & Maniotes, L. K. (2015). Guided Inquiry: Learning in the 21st Century (2nd Ed.). Santa Barbara, California: Libraries Unlimited. Retrieved from EBSCOHost
Stripling, B. (2010). Teaching students to think in the digital environment: Digital literacy and digital inquiry. School Library Monthly, 26(8), 16-19. Retrieved from https://search-proquest-com.ezproxy.csu.edu.au
Wheeler, S., & Gerver, R. (2015). Learning with ‘e’s: Educational theory and practice in the digital age. Retrieved from ProQuest Ebook Central.
I had the opportunity this week to work with Year 10 HPE students for their “Risky Behaviours” unit. In groups, students are to select one area of interest, analyse the topic and statistics, develop guidelines, and produce a presentation. The students had previously visited the library to unpack their assignment by identifying instruction words, key terms, and limiters and to identify and practice effective search skills. The second lesson they had with a TL was to check-in during their exploration stage. This gave me the opportunity to guide students through and out of the dip. I asked questions to gauge their knowledge, interest areas, and chosen avenues. We talked about potential pathways to narrow their topics, Boolean Operators to assist in searching, and helpful databases and websites. While these were all discussed during their first lesson, when students are in the exploration stage they require reminders and guidance to refocus their thoughts and actions. Through these conversations, the students had many light bulb moments by connecting their chosen topic to events they had seen or read in the news. This piqued their interest and was the beginning of the students entering the Third Space. Students went on to discuss, in their groups, their personal experiences and viewpoints on the topic and how it relates to their lives. This session allowed me to remind students to refer back to the task to ensure their research and responses were relevant and would meet task requirements and it allowed me to engage in their research process as a guide and fellow learner. This zone of intervention allows TLs to help students get from exploration to formulation. This practice equips students with the skills to put information into some kind of order to better make sense of what they are finding.
Moving from Explore to Identify. GID Framework by Kuhlthau, C., Maniotes, L. K., & Caspari, A. K. (2012). Light bulb pixabay image by jambulboy https://pixabay.com/en/question-questions-man-head-2519654/ modified under a Creative Commons (0 1.0) license
“DIP sign as mountain seen from the visitor centre in evening” flickr photo by daveynin https://www.flickr.com/photos/daveynin/37451356472 shared under a Creative Commons (BY) license
Reflecting on the need for an evidenced-based inquiry process to support 21st century inquiry, I have come to revisit Kuhlthau’s ISP and GID Framework once more. Currently, the TL programs running at my college include a variety of sessions all intended to enhance the learning outcomes of students while also supporting teachers. A monopoly of reading comprehension and writing sessions has been commonplace this year. While the value of this is unquestionable, the team has realised we also need to refocus to ensure all facets of our role are equally met; curriculum leader, information specialist, and information services manager. While these have not been entirely neglected, they have dipped out of the spotlight. Not only can we support the college in developing effective literacy practices and metalanguage surrounding this, we must also support the information needs of our clients through digital and information literacy programs.
This got me thinking about our recent lessons with Year 7 HPE students. The TL team held interactive lessons with all classes to develop their search and retrieval skills, as students are about to embark on several small research activities throughout the term. These lessons were buzzing with student and teacher engagement. Students learnt, first-hand, the power of key words and Boolean phrases. Now, as I think back to Kuhlthau’s Information Search Process [ISP], I see it would be highly beneficial to revisit each class while they’re in the exploration stage and perhaps feeling the sudden and stabbing pangs of uncertainty and research anxiety (Kuhlthau, 2004). I experienced this myself during my last assignment for this semester. I had never felt such anxiety or uncertainty around a topic and my thinking. I was overwhelmed with the information and could not see a way out. I was in the dip and it was quickly becoming an abyss. With a moment of clarity, I sought intervention. The information barrier had led to a total cognitive and affective meltdown but, with intervention, I regained my certainty and refocused my thinking (Kuhlthau & Cole, 2013). If that is not ISP in action I don’t know what is. If this was my extreme, how are the Year 7s currently coping with only infantile inquiry capabilities?
Well, the Year 7 HPE students are approaching the danger zone (Kuhlthau & Cole, 2013). So, how can I, as a TL, support them? Kuhlthau and Cole (2013) suggest tapping into the Third Space. It is now, in this space of uncertainty, that students need reminding to tap into their prior knowledge. As a true constructivist approach, GID reminds students to build on and reflect on their knowledge and belief systems. We must revisit the search process, collaborate and share findings and thinking, relate the new information to old, and engage with the wider community to expand understanding and connect the new information to the world. Students must first be encouraged to relax, slow down, read without distraction and reflect on the information (Kuhlthau, Maniotes, & Caspari, 2012). There are many stages of intervention throughout the ISP; however, the dip requires particular attention because it could make or break knowledge construction and task engagement. A series of reflective questions helps at this stage. Kuhlthau, Maniotes and Caspari (2012) recommend asking students what they have found interesting thus far, what they’d like to share with others, and what questions they have. Engaging with others provides students with an opportunity to further tap into the Third Space, to connect the academic world to their world. The Third Space allows students to connect to their world to construct new ideas and perspectives (Kuhlthau, Maniotes & Caspari, 2007). Providing students with these opportunities will be more important than ever, as the revised senior curriculum will require students to develop unique inquiries and responses. Not only does it support expectations from QCAA, it also aligns with the social and personalised learning preferences of Gen Z (Gudowski, 2018; Zozinsky, 2017). The GID Framework is flexible enough to support 21st century students and their ways of learning.
I realise, on reflection, the Year 7 HPE unit could have been an excellent opportunity to engage the department in using the full GID Framework and work with the teachers and students throughout the entire process – not just sporadically. This is something I will endeavour to do next year, as GID is students’ GPS through the information search process.
Kuhlthau, C. C. (2004). Seeking meaning: A process approach to library and information services (2nd ed). Westport, Connecticut: Libraries Unlimited.
Kuhlthau, C. & Cole, C. (2013). Third space as an information system and services intervention methodology for engaging the user’s deepest levels of information need. American Society for Information Science and Technology, 49(1), 1-6. doi: 10.1002/meet.14504901074
Kuhlthau, C. C., Maniotes, L. K., & Caspari, A. K. (2007). Guided inquiry: Learning in the 21st century. Retrieved from EBSCOhost
Kuhlthau, C. C., Maniotes, L. K., & Caspari, A. K. (2012). Guided inquiry design: A framework for inquiry in your school. Retrieved from ProQuest Ebook Central
