Thank you for pointing me to the new Inquiry Skills spreadsheet. I had been using the older FOSIL (2009) Inquiry Skills Framework up to now. Can I ask, is there any blog post written as a how to guide for using the new FOSIL (2019) inquiry skills framework? It would just be helpful to see how the creators of this document envisioned it being used. If there isn’t such a document, how do you use it for curriculum planning and teaching? If I am creating a curriculum map for at what grades levels are teaching which inquiry skills at my school do you think this would be a useful document to reference?
When I got to my school we were using RADCAB, https://www.radcab.com/ I stopped using this and instead used the evaluation criteria recommended in Guided Inquiry by Kulthau et. al. I renamed it QPACE. My experiences with these are that teachers like something that is easy to remember to teach to their students. I agree with you though that it is a much more complex set of skills that we need to teach to our students than just an evaluation checklist.
Some resources that I have found which I want to explore further and incorporate into my information literacy instruction include:
1. Stanford University’s Civic Online Reasoning website, https://cor.stanford.edu/ has lessons that teach students how to evaluate what they read online.
2. the ACRL’s Framework for Information Literacy in Higher Education, https://www.ala.org/acrl/standards/ilframework. I think the ACRL’s decision to rework the information literacy standards into six concepts that can be explored with students has helped to make information literacy a topic that I can discuss with my teachers and students.
The challenge that I see is teachers like all other humans look for something easy they can remember. Teaching a research process is not as easy as teaching them CRAAP or SIFT. So how do we package teaching the research process in a way that gets them onboard with moving past CRAAP and SIFT to teaching a more integrated set of skills to students?
This topic caught my attention in the spring of 2020 when I found myself at home trying to teach library classes online. Since then I have tried to treat each library platform our library catalog, databases, child-friendly search engines, and websites, as platforms that have specific skills that need to be taught to students. When I have the opportunity to collaborate with a teacher I look at which platform would be good to incorporate into the activity and I spend lesson time explicitly teaching students skills they need to access and use that platform.
Long-term what I would like to do is work with the other librarians in my district to define the skills we need to teach students to access and use each platform and decide during what grades we want to teach those skills to the students.
This is a topic that I think we need to spend more time on. We cannot just expect that students will understand how to use our library platforms. We need to work with teachers to plan their use during inquiry projects and then teach them how to use them.
Thank you for sharing the assignment your grade 7 students would be working on. Earlier this year I enjoyed watching The Lost Pirate Kingdom on Netflix, https://www.netflix.com/de-en/title/81035118 I am certain this is a topic your year 7 students will enjoy learning about.
Some thoughts that I had for this were:
1. Arrange the resources according to the inquiry cycle. Which ones are good for gaining an initial overview of the life of a pirate (connect and wonder stage)? Which ones are more specialized which students can select from once they have developed a unique inquiry question to explore (for the investigate stage)? Doing this could help to limit the resources provided as Elizabeth has already mentioned.
2. Select a library resource to introduce to your students to use during the assignment. Does your library encyclopedia have a good article about the life of pirates. Could you list all of the books students can borrow from the library about pirates? You want to get your students used to using your school library for assignments and so using the collaboration to reinforce the habit of them using the library for research can help build this habit.
3. What FOSIL skills do you want your students to focus on during this inquiry? There are many skills that students need to develop over their school careers. Which one do you want them to hone in on during this unit? I imagine this would be done through a discussion with the teacher you are collaborating with and be written on the initial planning sheet.
Thank you for sharing and best of luck with this unit of inquiry.
Hello, my name is Matthew Rose. I am currently the MYP and DP Librarian at the International School of Stuttgart in Stuttgart, Germany where I also coordinate our libraries and educational technology team. I am a qualified librarian and certified elementary school teacher. I have worked for several international schools in Germany and Japan. During this time I have had a number of jobs in international education in the areas of school librarianship, educational technology, design technology, and technical theatre. I have begun to explore using FOSIL at my school in my school library program. I look forward to exploring it with you all in the time to come.