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DTSTART;VALUE=DATE:20210406
DTEND;VALUE=DATE:20210409
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UID:34842-1617667200-1617926399@fosil.org.uk
SUMMARY:UKEdChat | UKEdChat 2021 Online Conference
DESCRIPTION:FOSIL Group member Elizabeth Hutchinson will be presenting at the UKEdChat 2021 Online Conference. \n— \nThe academic value of the school library in inquiry learning \nInquiry learning empowers students to become independent learners and critical thinkers. Collaboration between the school librarian and teachers not only provides students with access to quality resources but also introduces them to the set of skills needed to engage with the world beyond school. I will discuss how the process of inquiry supports students to develop self-confidence\, voice and agency and how an inquiry framework enables students to learn these skills throughout their time at school.
URL:https://fosil.org.uk/event/ukedchat-ukedchat-2021-online-conference/
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BEGIN:VEVENT
DTSTART;TZID=Europe/London:20210412T100000
DTEND;TZID=Europe/London:20210413T170000
DTSTAMP:20260525T011057
CREATED:20210121T121631Z
LAST-MODIFIED:20210214T092936Z
UID:34759-1618221600-1618333200@fosil.org.uk
SUMMARY:ASLA in partnership with SLASA | Keys to Learning
DESCRIPTION:FOSIL Group member Elizabeth Hutchinson will be delivering the opening keynote address at the Australian School Library Association 2021 Virtual National Conference – Keys to Learning – held in partnership with the School Library Association of South Australia. \n— \nThinking and Acting in a Global Village: A Story in Three Parts \nThe IFLA/UNESCO School Library Manifesto declares that “school library is integral to the educational process”. This\, however\, is not the day-to-day experience of many\, if not most\, school librarians around the world\, or their classroom colleagues. There are many and varied reasons for this\, which the Manifesto addresses in principle. The IFLA School Library Guidelines\, which translate the principles of the Manifesto into practical terms\, describe the conditions necessary for the school library to be integral to the educational process\, key to which is a well-trained and highly motivated staff in sufficient numbers – professional and paraprofessional – according to the size of the school and its unique needs. Appropriate library staffing is\, then\, essential for an effective pedagogical program that frames learning through an inquiry process\, such as FOSIL\, which is based on the work of Dr Barbara Stripling as reflected in the Empire State Information Fluency Continuum. FOSIL\, then\, is both a model of the inquiry process and a means for collaboratively structuring teaching around a framework/ continuum of the literacy\, inquiry\, critical thinking\, and technology skills that students must develop at each phase of the inquiry process over their years of school and in the context of subject/ content area learning. This session explores the convergence of the IFLA School Library Guidelines and FOSIL in the Great School Libraries campaign\, a joint initiative of the Chartered Institute of Library and Information Professionals (CILIP)\, CILIP’s School Libraries Group and the School Library Association. \n 
URL:https://fosil.org.uk/event/asla-in-partnership-with-slasa-keys-to-learning/
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DTSTART;TZID=Europe/London:20210428T164500
DTEND;TZID=Europe/London:20210428T171500
DTSTAMP:20260525T011057
CREATED:20210404T172729Z
LAST-MODIFIED:20210411T114508Z
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SUMMARY:The Day | Real-World Learning Live!
DESCRIPTION:FOSIL Group members Darryl Toerien and Barbara Stripling will be running a workshop at Real-World Learning Live!\, a four-day digital event presented by The Day. \n— \nThoughtful REACTionS to The Day: Framing Inquiry-based Learning \nThe widely influential Brainstorms and blueprints : teaching library research as a thinking process by Barbara Stripling and Judy Pitts\, published in 1988\, introduced their Taxonomy of Thoughtful Research (p. 3) and REACTS Taxonomy of Thoughtful Reactions to Research (pp. 9-10). The crucial insight of Brainstorms and blueprints is that if classroom- and library-based teachers “accept the importance of students’ thinking during research\, [which students do not automatically do]\, then they must also accept the responsibility for teaching thinking skills” (p. 19). This\, in turn\, requires a “thinking frame for research\, which is the research process” (p. 19). This treatment of the research process\, in turn\, laid the foundation for the development of Barbara’s highly influential model of the inquiry process (2003) and underlying framework of inquiry learning skills (2009\, 2019)\, which FOSIL is based on. \nFrom the perspective of FOSIL\, which stands for Framework Of Skills for Inquiry Learning\, and which was developed by Darryl Toerien in 2011\, articles from The Day always lent themselves to thoughtful inquiry\, being “news to open minds” presented thought-provoking way – the most highly-developed example of this being the Year 7 English Inquiry – Science Fictional Writing in the FOSIL Group Forums. \nSome months ago Darryl was invited by Richard Addis to reflect on how the format of The Day articles might lend itself even more to an inquiry-based approach to learning across the curriculum. This period of reflection\, and discussion with Barbara\, produced two insights. The first\, and more obvious\, insight was that the steps to discovery ought to reflect the stages in the inquiry process – in this case FOSIL. The second insight\, which grew out of the first\, was that the Six steps to discovery\, if formulated carefully\, could\, in the process of a well-designed inquiry\, also serve to step students through the six levels of the REACTS Taxonomies. \nThis workshop will consist of two parts. Firstly\, Darryl will share reflections on the new format of The Day articles as they relate to the inquiry process and the REACTS Taxonomies. Then\, Barbara will imagine two very different teaching scenarios based around The Day\, one in which severe time constraints limit inquiry to the article under discussion\, and one in which more generous time constraints extend inquiry well beyond the article under discussion.
URL:https://fosil.org.uk/event/the-day-real-world-learning-live/
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DTSTART;TZID=Europe/London:20210430T094500
DTEND;TZID=Europe/London:20210502T150000
DTSTAMP:20260525T011057
CREATED:20210324T125623Z
LAST-MODIFIED:20210503T140118Z
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SUMMARY:CILIP SLG | Shaping Their Futures
DESCRIPTION:FOSIL Group members Darryl Toerien\, Lee FitzGerald and Olga Nesi will be delivering a keynote address at the School Libraries Group Virtual National Conference 2021 – Shaping Their Futures. \n— \nReading and the information-to-knowledge learning process \nBalzac declared that the world belonged to him because he understood it. Understanding is not possible without knowledge\, and knowledge is constructed from information. Some of our information about the world comes to us directly from experience. However\, most of our information about the world\, especially in the case of school\, comes to us indirectly from what we read in the broadest possible sense of the term (or are told)\, and this is not limited to informational texts. This learning process of constructing knowledge and understanding from information\, which is heavily dependent on reading\, presents us with an opportunity – in that\, if anything\, we know something about reading – and a challenge – in that we need to broaden and deepen our understanding of the integral role of reading\, and ourselves\, in this learning process. \nFollowing a brief introduction by Darryl Toerien\, Head of Library at Oakham School and originator of the FOSIL Group\, he will be joined by two of his colleagues from the FOSIL Group\, Lee FitzGerald and Olga Nesi. \nLee is Adjunct Lecturer in Teacher Librarianship in the School of Information Studies of the Faculty of Education at Charles Sturt University\, and Editor of ACCESS\, the Journal of the Australian School Library Association. Lee will talk about arousing curiosity and empathy through fiction in the early stages of the inquiry learning process\, as well as the need for intervention deep in the inquiry learning process when reading becomes more detailed and complex\, which she will do from the perspective of Guided Inquiry Design (Carol Kuhlthau\, Leslie Maniotes and Ann Caspari). \nOlga is an award-winning School Librarian in the New York City Department of Education at Edward B. Shallow Junior High School. Olga will talk about questioning the text as it drives\, deepens\, and personalizes the inquiry experience as well as the teaching strategies\, including the use of graphic organisers\, that enable students to read deeply and develop new understandings through the inquiry learning process\, which she will do from the perspective of the Empire State Information Fluency Continuum (Barbara Stripling).
URL:https://fosil.org.uk/event/cilip-slg-shaping-their-futures/
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