Daily Archives: 30/04/2019

Guided Inquiry Design – An analysis

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The world is changing before our eyes.  I have previously expounded upon Information society and the literacy that is required in order to engage with this new society, so will not go on about that now.  As teachers we can see the declining literacy ability of our students. We can see their lack of engagement and motivation. We know that this disengagement and apathy leads to poor behaviour within the classroom and consequently, poor life choices externally.  Many students fall through this gap, citing boredom and disconnection to the school paradigm. This is even more true for low achieving students and or students in low socio-economic zones, where education is paramount to break generational cycles of dysfunction.  Some schools focus their teaching and learning to address standardised testing (Kuhlthau et al., 2015). Whilst those schools may test high, their students struggle to translate their learning to an out of school context. As teachers we are frustrated and hamstrung by the politics of school.  

Guided inquiry is a method of teaching and learning that has changed how students learn.  Rather than a behaviourist method with stand alone teacher, GI promotes a constructivist team approach to teaching practices (Garrison & FitzGerald, 2016).  This style of pedagogy promotes students to gain a deep understanding of the curriculum content and learn valuable skills in the process (Kuhlthau et al., 2015).  The benefit is its fluid nature and this allows a flexible approach to learning which can be applied for all abilities and styles, as it seeks to explicitly teach skills rather than content.  This is simply because skills are transferable and therefore of a higher value to both students and teachers. After all, in this information age, everyone can find out anything, provided they have the skills to do so.

A guided inquiry teaching and learning activity is designed to engage students in the content using their own intrinsic motivation (Maniotes, 2019).  By utilising the 3rd space of learning, teachers can challenge students to connect to the curriculum content. This connection, based upon a constructivist ideology, allows students to question, explore and formulate new ideas based upon their own knowledge and perceptions (Kuhlthau et al., 2015, p.4).  The learning itself is involves students finding and using a variety of information, to address an aspect of the content through an inquiry approach.  During this process, students pose questions, make decisions, develop areas of expertise and learn life long skills (Kuhlthau et al., 2015, p4). As an educator there are two steps to GI.  The first step is to apply the GI design framework when creating units of inquiry.  These units incorporate curriculum content, literacy goals and information literacy concepts (Kuhlthau et.al,, 2015) and have specific learning goals as well as skills that will be addressed during the activity.  The second step is to guide students through this learning with interventions, assessments and strategies (Kuhthau et al, 2015).  It is quite common for teachers to explicitly teach ‘just in time’ skills during this process as teaching them any earlier usually has less relevance to them (Maniotes, 2019).

There are seven stages in GID unit.  The stages go from an introduction phase through immersive, gathering, creative and sharing.  As students progress through these stages they develop a whole range of skills and undergo a variety of emotional stress.  It is this emotional stress and achievement over stress that assists with overall competence and self esteem. This figure shows the changing affective stages of an inquiry task.

Inquiry learning has many forms including project based learning; blended learning, International Baccalaureate programs and expeditionary learning.  In Australia there are several IL models including Herring’s 2004 PLUS, NSW information search process, Newman’s 2014 iLEARN and Big6. But the superior form of inquiry learning is Guided inquiry design as it has a research based framework to substantiate its method of practice and the design understands the importance of affect in student behaviour.  This affect is important to understand as it indicates to educators where motivation is and where guiding becomes important.

Whilst students are guided through the project, they get to pose their own question and explore ideas.  This posing of question, is formulated from their own experiences, reflection and understanding. It acknowledges their learning is valid and promotes self esteem and self efficacy.  Guidance can be tailored to individual students needs thus allowing for differentiation. As this process is a collaborative, students work with their peers in creating and investigating together.  This sense of ownership and accomplishment leads to independence, expertise and competence (Kuhthau et al., 2015). Unfortunately, like all skills based learning, regular practice is required to maintain competency. Kong (2014) points out that classroom integration of IL leads to an increase in competency.  Therefore, GI needs to be part of the learning and teaching across all grades and curriculum. It cannot be taught as a single subject in an ad hoc method as information literacy is cumulative (Lupton, 2014).

One of the many positives of Inquiry learning is that it promotes critical thinking skills (CCT).  CCT, as part of the Australian curriculum’s general capabilities, needs to be embedded in teaching and learning practices.  These skills are essential for participation in modern society. Within inquiry learning – CCT assists students in five major components.  Curriculum content, information literacy, learning how to learn, literacy competence and social skills (Kuhlthau and Maniotes, 2010, p.19; Kong, 2014, p.2).  All these skills are interwoven throughout the whole activity and an educator can choose which skill to assess at any given time.

The other interesting aspect of GI design unit is that the task comes halfway into the unit.  Unlike current pedagogical practices where students get given a summative task at the beginning of the unit and then ‘do what is necessary’ and submit it a few weeks later.  Inquiry tasks take students on an exploration of the unit. They are immersed in the unit of work either with field trips or excursions. They browse broadly among the literature, gaining various perspectives BEFORE the question is even posed.  This means that when the question is posed by the student is truly authentic (Maniotes & Kuhlthau, 2014). It comes from what they DON’T know about a topic, rather than a regurgitation of facts. This process forces student to engage with the unit of work or they simply become mired in an information overload.  This information overload occurs commonly outside school, where adults of all backgrounds, refuse to participate with something because they do not know or understand it. GI teaches students how to persevere and understand what the information is saying.

Collaboration is key to guided inquiry for both teachers and students.  As the creation and implementation of GI units is multifaceted and complex, a team of teachers is required (Kuhlthau & Maniotes 2010). Ideally, this unit has three teachers co-creating the unit with additional experts involved as required. This team approach has the benefit of collaborative learning, in that many minds are better than one.  It also models to students how collaboration occurs in the workspace. Students use the teaching team as role models for their interactions with their peers. These interpersonal skills are essential.

Figure -1 – KUHLTHAU, MANIOTES, CASPARI, 2012

The genius behind GI is that it is based up the information search process model which compares feelings, thoughts and actions  of students as they progress through the unit. This understanding of student’s behaviour is of great insight to the educator. Teachers can predict when students are suffering from confusion and doubt and assist them in finding their way.  I am musing if Marcia’s work on Erik Erikson’s theory of identity development is related to this process. After all, Erikson’s theory about adolescents facing moments of crisis and their response to the crisis shapes their identity. So theoretically, students who have their moment of crisis during an inquiry task move through to identity achievement, in that they have made a commitment to a value or role (David, 2014).  Then once they have formulated a question or concept, students feel a sense of confidence, a sense of purpose. This sense of purpose and confidence translates to other aspects of learning and thus builds self efficacy.

The problem with the Australian curriculum is that IL is not embedded within and across the curriculum in all KLAs.  Information literacy is cumulative. To have an IL education, sustainable development is required across all years and areas of study.  It is should be part of the content, structure and sequence of learning; and definitely not the outcome of a single subject (Lupton, 2014).    There has been some attempt by Bonanno & Fitgerald (2014) to map the Australian curriculum to the Guided inquiry design by Kuhlthau, Maniotes & Caspari (2012).  The scope and sequence suggests the introduction of inquiry skills, which could be adapted throughout the curriculum. Lupton (2014) correctly surmised that inquiry strands are only currently within science, history and geography KLAs.  Whereas Bonanno & Fitzgerald (2014) try to extend those skills in different areas of the curriculum. This is definitely possible as these ‘skills’ are transferable and there is no reason why one can pose a question in History that leads to an insightful understanding of the unit, but cannot do the same in math.  

In summary, GI units of work are designed with the student in mind. They are student centred and place the onus of learning upon the student rather than the teacher.  This is a seismic shift in pedagogy from a behaviourist to constructivist perspective. Students will engage with content if it is in their third space.  They will commit to a task if they have a vested interest in the outcomes. They will learn more in collaborative groups. Mostly, they will work at their level of cognition and thus achieve a sense of accomplishment when the task is completed.  We talk a great deal about student centred learning, about making the student the centre of the pedagogy. Well… lets just do it then.

 

Bonanno, K. with Fitzgerald, L. (2014) F-10 inquiry skills scope and sequence, and F-10 core skills and tools. Eduwebinar Pty Ltd.

David,  L., (2014) “Identity Status Theory (Marcia),” in Learning Theories.  Retrieved from https://www.learning-theories.com/identity-status-theory-marcia.html.

 

Garrison, K., and FitzGerald, L., (2016) ‘It’s like stickers in your brain’: Using the guided inquiry process to support lifelong learning skills in an Australian school library.  A school library built for the digital age.

 

Kuhlthau, C., and Maniotes, L., (2010) Building guided inquiry teams for 21st century learners. ZZ School library monthly.  Volume 26: 5.

Kuhlthau, C., Maniotes, L. & Caspari, A. (2012) Guided inquiry design: A framework for inquiry in your school. Libraries Unlimited.

Kuhthau, C., Maniotes, L., and Caspari, A., (2015) Guided inquiry: learning in the 21st century. 2nd Edition. Libraries unlimited, USA.

Maniotes, L., and Kuhlthau, C., (2014) Making the shift. Volume 43:2.

Lupton, M.(2014)  Inquiry skills in the Australian Curriculum v6, Access, November

Maniotes, L., (2019) Guided Inquiry Design: Creating curious inquirers. SYBA Academy workshop. Sydney

Walton, G., Cleland, J., (2016) Information literacy. Empowerment or reproduction in practice? A discourse analysis approach. Journal of Documentation, Vol. 73 Issue: 4, pp.582-594, https://doi.org/10.1108/JD-04-2015-0048

Digital literacy and its impact on pedagogy and the role of a TL.

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The world’s economy has evolved with the transfer from production lines to one structured upon the creation and dissemination of information.  This era has been revolutionised by the ubiquitous presence of the internet and the speed in which it is generated. Combined with rapidly evolving technology; access, use and production of information is easier.  The education sector has been particularly affected by this insurgence of documentation and the skill sets required to seek, harness and use information successfully. This essay will define digital literacy and its pivotal role in information seeking behaviour trend of adolescents, its impact on educational practices and the role of the teacher librarian in this knowledge society.

Literacy has evolved from simply being able to read and write in text form into something more dynamic.  ACARA (2016a) has expanded the definition to include; the ability to interact with, engage and use language across modalities for a variety of purposes and a diversity of contexts.  In this knowledge rich society, information is available in multiple formats and can be often simultaneously engaged with (Jacobson et al., 2018). Therefore, digital literacy (DL) is the ability to appreciate the need for; the expertise to access; the capacity to evaluate, use and integrate information within the school environment and in general society (Lofton, 2016).   Thomas et al. (2018) acknowledge, even though access is widespread, individuals are grappling with the ability to use the new technologies in all areas of life (p.12).

The modern student is heavily reliant upon the internet for both information seeking and retrieval due to the widespread availability of mobile devices (McGrew et al., 2018, Mussell & Croft, 2013, Lanning & Mallek, 2017 and Mills & Angnakoon, 2015).   Teachers are often frustrated at student’s poor information seeking behaviour (ISB) and vexed by their blind dedication to Google and Wikipedia, despite a lifetime exposure to technology (Saunders et al., 2017).  The exasperation tends to peak at the student’s inability to successfully identify relevant and reliable resources online.  Unlike a library, where the librarian acts like a gatekeeper, the internet and thus everything on there, including unsubstantiated and vitriolic materials, are freely accessible.  Search engines are the most common starting point as students are familiar with their visual design, their mechanism and are viewed as fast and reliable (Lanning & Mallek, 2017; Qayyum & Smith, 2018 and Mussell & Croft, 2013).  Adolescents often base their entire study upon the virtue of Wikipedia and Google (Ricautre, 2016 and Qayyum & Smith 2018).  Wikipedia, as Ricautre (2016) elaborates, is built upon the concept of crowd-sourcing, as the public is encouraged to contribute information.  Whilst understandably these parameters allow for open dialogue and the precept of an open learning environment, it brings validity and accuracy of information presented into disrepute.

Google is an omnipresent search engine in modern society. Its pervasive presence has led to ‘google it’ often replacing ‘search for it’ in modern jargon.   Regrettably, as McGrew et al., (2018) point out, students determine the usefulness of a website based upon superficial points, such as the hierarchy of results displayed by Google.  Students fail to comprehend that Google, a corporation, controls results based upon an algorithm determined by the user’s own personal digital history (Ricautre, 2016).  In this way, Google ensures that the search results match closely to the user’s state of mind, previous search parameters and thus is more likely to be accepted (Ricautre 2016).  Some students do not even open up the individual sources but rather just peruse the content on the main search page and accept the information as correct without understanding context (Russell & Callegaro, 2019).   Other students rarely venture away from the initial website due to insufficient DL skills, so they accept information without verifying authenticity and or bias (McGrew et al., 2018). This creates a moral dilemma as they are willingly restricting access to information simply because it is easier.

The problems with students’ ISB are numerous.  Firstly, their techniques used to seek information are based most often on predetermined algorithms, ineffective search terms and minimum effort expended.  In order to cope with the overload of information available, students covertly reduce their search techniques so as to minimize the amount they are presented with (Qayyum & Smith, 2018).  Russell & Callegaro, (2019) point out correctly, that students place the whole query into the search bar and expect a complete response instantly, as there is an unwillingness to construct a bank of knowledge (Mussell & Croft 2013).  Qayyum & Smith (2018) corroborate, by suggesting that the speed in which the internet produces results prevents reflection of content. The DL skills of skimming and scanning cannot keep up with the flow of information and sources are rejected if not exactly correct.

Kobayashi (2018) found that whilst students preferred engaging with technology, they are unwilling to use advanced software and hardware, as they are unable to troubleshoot.  This self-censorship is due to an inability to interpret multimodal sources with a rich media presence (Head et al., 2018, p.4, Jacobson et al 2018; Kobayashi, 2018). This is especially true for students, who already have low literacy, as they often get overwhelmed by embedded multimedia, slowing comprehension (Kobayashi, 2018).  Other students find the layering of sources distracting which also slows cognition down. The majority of adolescents are unable to use search terms properly and when faced with an overwhelming number of sources, they simply use the first few and disregard the rest, despite the possibility of their importance (Mussell & Croft, 2013).  Their ability to navigate the internet is hampered by a lack of literacy and critical thinking skills.

Once students have managed to find sources they understand, they are unable to determine veracity.  McGrew et al., (2018), in their study, concluded that the pattern in which students investigate the reliability of a website is mainly determined by the visual appeal and seemingly professional appearance, whilst often disregarding the bias and or dubious authorship.  Jacobson et al (2018) argued that students are receptive to emotive language and the presence of speculative data was used as evidence of reliability (McGrew et al 2018). Students will also accept the reliability of sources if they subconsciously agree with the information and disregard sources that they disagree with, due to the challenges this new data imposes upon them (Jacobson et al 2018 and Russell & Callegaro 2019).   Even when presented with alternate sources, like databases, many preferred search engines due to the visual appeal and navigation ease (Lanning & Mallek, 2017, and Mussell & Croft, 2013). Shenton (2018) attributes this literacy to, in that students with lower literacy are often unable to decode more complex text and use familiarity of structure to determine reliability and rationality. In terms of DL, this ISB highlights a lack of critical thinking skills, as accessibility is preferred over validity, which is a significant issue for education and beyond.

The presence of the internet has forever changed how public policy and societal issues are addressed, and it is imperative that students are proficient at ISB so that they can do the same hereafter (McGrew et al., 2018 and Thomas et al., 2018).  DL is a citizenship issue and true democratic societies require the voter to be able to find reliable information, evaluate multiple perspectives and communicate their ideas on current issues (McGrew et al., 2018; Jacobson et al., 2018). If students are incapable of DL at school when investigating tasks simple and direct, then their ability to navigate for information on more controversial topics is hampered (McGrew et al., 2018).  This is particularly evident in an election year when society is bombarded multi-modally in an effort to persuade the voter. If one is unable to filter, understand and evaluate the information effectively, then the scope of information is greatly narrowed. One only has to look at the media about the upcoming federal election to realise how important DL is within society.

Modern pedagogy is shifting to a digital interface and it’s important that the DL skills are taught so that students and their teachers engage successfully (Jacobson et al., 2018 and Qayyum and Smith, 2018, p257).  As each generation learns to use, transfer and create knowledge in schools, it is logical that in schools, effort should be placed in establishing digital literacy and efficacious use of technology (Ricautre, 2016, McGrew et al., 2018; Berg, 2018).   A liberal attitude to DL by educational authorities will lead to an ineffectuality for critical thinking and targets for scammers such as the Nigerian scam that has played havoc within numerous households across Australia (ACCC, n.d.). It is evident that digital literacy is important in ISB beyond the classroom.

The dramatic change in ISB and budgetary squeeze has added pressure onto teacher librarians (TL) to adapt their roles to ensure their viability in the school context (Lamb, 2011, p.27).  This adaptation has redefined the role of the TL from an archivist and curator of knowledge, into facilitators of knowledge or information specialists, curriculum leaders, information management leaders (CC, ALIA & ASLA, 2016).  This facilitation ranges from the acquisition of materials that build a school collection, text and digital, and the implicit and explicit teaching of life long skills. From their central position within the library, a TL is able to view the school as a whole and identify and analyze learning holistically (ACT Directorate, n.d.).  As the information specialist and curator of knowledge, a TL is able to assist in building positive ISB by embedding DL through the curriculum (McGrew et al., 2018; Berg, 2018). In the instructional partner role, a TL can instigate various pedagogical practices to support teaching and learning via implicit and explicit actions. Implicit methods could be characterised by the presence of maker spaces within the library, embedding of skills into curriculum units, the inclusion of carefully curated resources that support learning, and explicitly via direct instruction and assessment of skills in tasks.  

Educators need to realise that DL is not independently discovered during research tasks but rather they need to be explicitly taught and then assessed to evaluate understanding (McGrew et al., 2018).  Explicitly teaching DL in collaboration with other staff, TL can assist students in improving their ISB across the school (Shenton, 2018). As technology is an augmentation of learning, regular pedagogy on DL can increase the confidence of students in their ability to use media rich resources for example Google Docs, OneDrive and Endnote (Ricautre, 201; Berg, 2018).  This increase in digital self-efficacy will allow students to engage with more diverse sources and improve their ability to troubleshoot any potential challenges (Kobayashi, 2017).   Makerspaces are an alternative, as they encourage students to be creative, collaborate, problem solve, research and experiment and challenge the student into higher order thinking (Lofton, 2016, p.18; Berg, 2018).  A TL is an ideal person to facilitate these activities, as they are curriculum leaders, and the information expert in the school (CC, ALIA & ASLA, 2016). They can support all forms of inquiry learning and research, by either explicitly teaching correct ISB, and or implicitly, by assisting colleagues in creating coursework and assessments with supporting resources and technology.

Another method is to teach alternate methods of ISB, such as the use of the library catalogue and databases (El-Khayat, 2016).  Mussell & Croft, (2013) determined that many students were unaware of the presence of catalogue and often made it synonymous with a database search. Saunders et al., (2017) and Qayyum & Smith, (2018 p259) advocate that the explicit teaching of search terms, synonyms, and key words is the most fundamental skill, as it is the underpinning concept that illustrates critical thinking and evaluation.  Shenton (2018) interestingly noted that whilst students can often be persuaded to use databases for educational goals, this does not extend elsewhere. There appears to be a dichotomy when it comes to obtaining information. This bears thought of where do these adolescents go to access information for personal or professional reasons? Unfortunately, Google and Wikipedia continue to be the main tools of information seeking, which in itself is fraught with complications.  McGrew et al., (2018) and Lanning & Mallek (2018) both propose that DL be a course that is explicitly taught and formally assessed as a unit of work.   Lanning & Mallek (2017) counsels DL in standardised tests to monitor student progress and the recent move by NAPLAN to online testing could be a step in the right direction in assessing DL skills as DL is pivotal to academic success (ACARA 2016a; ACARA 2016b). Lanning & Mallek (2018) surmises that this is due to the student’s reluctance to learn skills unless there is an assessment attached,  which is just an unfortunate testament to the current education system’ assessment focused approach.

Occasionally, teachers do forget that students can be ignorant of digital practice such as search terms or database availability (Qayyum & Smith, 2018, p259; Miller, 2018).  This is very common in schools with a transient student population. Instead of exhibiting frustration, a TL can use this opportunity as a refresher activity, to explicitly teach that particular skill to the entire cohort in collaboration with colleagues (Qayyum & Smith 2018 p259).  Teaching suggestions include rewording search terms into keywords, keeping extra tabs open in order to read broadly , and realising that the perfect answer rarely comes up within the first few responses (Russell & Callegaro, 2019; Berg, 2018). Head et al., (2018) suggests that teachers and teacher librarians are trusted to provide access to reliable sources by students even if they may not be (p27).  Consequently, teachers themselves need to be digitally literate in order to assist their students in their learning, which is why the presence of a qualified TL is paramount.

Budgetary constraints and a lack of understanding of digital literacy have led to many schools dispensing with a qualified TL and or the library itself (Wood, 2017).  This poses a great problem for students and their ability to engage with the digital world (Berg et al., 2018). Some argue that digital resources and new seeking software is so instinctive that it compensates for student inadequacies and librarians are unnecessary (Saunders et al., 2017).  But it seems impractical to depend on an algorithm and its superficial limitation of results. This is just censorship under an alias. Others suggest the pervasive mobile device does not warrant the cost of outfitting hardware. This is a fallacy, as mobile only users, individuals with a disability and ethnic minorities are sub sections of society who are digitally disadvantaged (Thomas et al., 2018, p.16).  Mobile only users in particular are reluctant to engage in media rich practices as their device often does not have the speed and data allowance (Thomas et al., 2018 p.16). Considering the diversity within schools, the lack of a school library and TL is a clear affront to educational needs.

Students with low DL will have poor decision making skills due to an inability to filter, evaluate and critically analyse information (Berg 2018, Wood, 2017; Kachel, 2016).  This inefficacy with DL is further pronounced in lower socio-economic households where there are already hurdles due to lack of access, generational disadvantage and disability (DIIS, 2016; Thomas et al., 2018). The removal of libraries and teacher librarians infringe upon the freedom and right to access information (OIAC, N.D; UN, 1948).  Libraries seek to provide equity of access to students, and teacher librarians seek to provide self-efficacy in digital literacy to both students and teachers, for the successful navigation in this current knowledge society. The irony is that under legislation, prisons must have a library and a qualified librarian, but not schools (Kechel 2015, ALIA 2015; Bevan, 1984).

Digital literacy is essential and plays a vital role in ISB as the behaviour practiced in school is repeated in adulthood.  There is a strong correlation between low DL and poor ISB, which impacts pedagogical practices. The role of the TL in this changing information landscape, is to ensure that all students have access to information and have the ability to seek, use and share that information in a variety of formats.   In a world where there is a constant barrage of information, fake news interspersed with real news, a digitally illiterate citizen will be isolated, vulnerable and unable to self-advocate. They will be unable to participate wholly with this new society as an economic contributant. Access to the digital world is a necessity in modern times, as is the ability to navigate this information age.

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Information Literacy – 21st Century skills

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The fact we live in an information society will come to no surprise to anyone.  Our lives are constantly bombarded with information, some real, some fake, most of it tainted.  Active and informed citizens need to be literate in this information society in order to be able to differentiate between the facts and fallacies.  They need to be able to seek, identify, use, evaluate and create information in all formats; for economic, social, vocational and recreational purposes.  Governments and in turn education sectors, seek to ensure that the current and future generations of youth are equipped to deal with this information overload in the present and in the future (Kaplowitz, 2014; Kong, 2015).   Information literacy is the phrase used to describe this skill set.

Information literacy within education as described by Lloyd (2010) is often viewed as literacy in a digital format, with close association to searching, analysing and evaluation skill with information.  Kong (2015) describes it as a “mastery of necessary knowledge to identify a need for; seek, use, interpret and synthesise information” (p.2). But before we can progress too far, we need to clarify what information is?  Information is a separate entity and that it needs to be discoverable by an individual (Lloyd, 2010). Its format can vary from text, audio, oral and visual images; but the result is it is absorbed by the brain and converted to information.  These groupings of data, now identified as information, are available to be discovered and made sense of by an individual’s cognition power. The process in which information is identified, collated, synthesised and comprehended can be assessed using benchmarks as a guide.  These benchmarks are most commonly known as rubrics, which place results on a continuum of learning.

 

A information literate person would have competency due to their cognitive approach.  This approach ensures that competency is achieved in knowledge, skills, abilities and attitudes; which correlate to literacy standards (Lloyd, 2010).  As competency is achieved through multiple applications, the assumption is that once students are unconsciously competent in information literacy, they are able to transfer those skills outside the classroom.  This need for literacy to be transferable to life outside school means that information literacy needs to be embedded across the curriculum and year levels. It cannot be the outcome of a single subject or taught in an ad hoc manner as this is a cumulative process.

 

The other important aspect of information literacy is that it is collaborative (Lloyd, 2010).  Many educators would agree that learning is a social construct, as the collaborative gain of ideas far outweigh a single person’s cognitive strength.  This need to collaborate means that students are learning interpersonal and communicative skills at the same time as they are investigating. This holistic style of learning seeks to fulfil the emotional affect and cognitive strength of an individual.  

 

Kaplowitz, J., (2014) Designing information literacy instruction: the teaching tripod approach. Lanham: Rowman & Littlefield. ISBN : 9780810885851. Retrieved from https://ebookcentral.proquest.com/lib/csuau/reader.action?docID=1687304&ppg=6

Llyod, A., (2010) Chapter: 6 Landscapes of information literacy. Information literacy landscapes. Elseview.  DOI: https://doi.org/10.1016/B978-1-84334-507-7.50006-9