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DTSTART;TZID=Europe/London:20210605T090000
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SUMMARY:SLANSW | Inquiry-based Teaching and Learning: A Re-imagination Journey with Dr Barbara Stripling
DESCRIPTION:FOSIL Group member Barbara Stripling will be running a workshop titled Inquiry-based Teaching and Learning: A Re-imagination Journey with Dr Barbara Stripling on 5 June from 9:00 am – 11:00 am (UTC+10:00) as part of the School Library Association of New South Wales International Speaker Series. \n— \nJoin Barbara Stripling on a journey to re-imagine inquiry-based teaching and learning through the school library.  In this workshop\, you will discover the reasons to move from a research process to an inquiry process\, the foundations of the Stripling Model of Inquiry\, and the merit of a REACTS taxonomy of creative and authentic assessment products. We will also explore the value of a comprehensive K-12 information fluency continuum that articulates Anchor Standards (Inquiry and Design Thinking\, Multiple Literacies\, Social and Civic Responsibility\, and Personal Growth and Agency) and frames the development of students as information-fluent learners. \nWe will take a deep dive into the priority skills of information fluency using the Empire State Information Fluency Continuum’s (ESIFC) scope and sequence\, and discover the power of graphic organizers to guide students as they learn new inquiry skills.  Finally\, you will be invited to start your own re-imagination journey by glimpsing Stripling’s newest areas of investigation and having an opportunity to develop your own practice in small-group collaboration with colleagues.
URL:https://fosil.org.uk/event/slansw-inquiry-based-teaching-and-learning-a-re-imagination-journey-with-dr-barbara-stripling/
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DTSTART;TZID=Europe/London:20210612T134500
DTEND;TZID=Europe/London:20210612T144500
DTSTAMP:20260524T231320
CREATED:20210307T110820Z
LAST-MODIFIED:20210523T105751Z
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SUMMARY:SLA | Leading School Libraries:  Library\, School\, Sector
DESCRIPTION:FOSIL Group members Darryl Toerien and Barbara Stripling will be delivering a keynote address at the School Library Association Weekend Course 2021 – Leading School Libraries: Library\, School\, Sector. \n— \nInquiry: an educational and moral imperative \nThe IFLA School Library Guidelines\, rooted in the IFLA/UNESCO School Library Manifesto\, remind us that the school library exists to serve its educational purpose – improving teaching and learning for all – and its moral purpose – making a difference in the lives of young people. While equally important\, our educational purpose forms the frontline of our struggle to secure a vital future for our libraries. In order to fulfil our educational purpose\, we must actually be essential to the educational process\, as both the Manifesto and Guidelines proclaim. As a student-centred educational process to which the school library is essential\, inquiry not only enables us to fulfil our educational purpose\, but also our moral purpose\, and so becomes our educational and moral imperative.
URL:https://fosil.org.uk/event/sla-leading-school-libraries-library-school-sector/
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DTSTART;TZID=Europe/London:20210616T160000
DTEND;TZID=Europe/London:20210616T180000
DTSTAMP:20260524T231320
CREATED:20210420T182802Z
LAST-MODIFIED:20210420T183436Z
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SUMMARY:CILIP SLG Scotland | Librarians as Teachers of Sense Making Skills
DESCRIPTION:FOSIL Group member Elizabeth Hutchinson will be sharing with colleagues at a free CILIP School Libraries Group Scotland CPD event. \n— \nLibrarians as teachers of sense-making skills: Framing the learning process through FOSIL \nFOSIL Group member Dr Barbara Striping\, whose influential work informs the ongoing development of FOSIL\, makes the point in E&L Memo 1 | Learning to know and understand through inquiry that “[John] Dewey’s recognition of the need for both content and skills provided solid justification for the role of a school librarian as a teacher of sense-making skills”. \nThis is important for two reasons. Firstly\, it identifies the librarian as a teacher and locates them within a learning process – that of constructing knowledge and understanding from information\, which is an inquiry learning process. Secondly\, it identifies the specialist teaching contribution that the librarian makes to this inquiry learning process – that of enabling students to develop the skills that will empower them to learn by finding out for themselves. \nThis matters\, because being integral to the educational process – as the IFLA/UNESCO School Library Manifesto declares in principle and the IFLA School Library Guidelines affirm in practical terms – requires becoming teachers of these sense-making skills. \nNow inquiry – understood as a stance of wonder and puzzlement that gives rise to a dynamic process of coming to know and understand the world and ourselves in it as the basis for responsible participation in society – is a learning process that depends on these sense-making skills\, which are metacognitive\, cognitive\, affective/ emotional and social. For these skills to be transformational\, both inwardly and outwardly\, they need to be developed systematically and progressively within a sound instructional model of the inquiry learning process\, and in the context of content area teaching. \nFOSIL is both such a model and a PK-12 (age 4-18) framework of these sense-making skills\, along with a growing collection of graphic organizers for developing these skills within the inquiry learning process. More broadly\, and through the FOSIL Group\, FOSIL is also a collaborative and supportive community of inquiry. Viewed and approached in this way\, FOSIL-based inquiry is an effective means for librarians to become instructional partners with their classroom colleagues to the lasting benefit of their students. \nThis talk will provide a background to FOSIL\, an overview of the model and an exploration of how it works by way of diverse practical examples drawn from content area and extracurricular learning.
URL:https://fosil.org.uk/event/cilip-slg-scotland-librarians-as-teachers-of-sense-making-skills/
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