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[Vittoria Hawksworth Participant]

Hello Darryl, Elizabeth and Lucy,

thank you for your replies which are very clear and very useful.

Darryl, of course feel free to move this discussion wherever you prefer;  your reply is very useful because it has helped me visualise how the group would work together in a workshop;  [I can see a workshop/brain storming session where the children work through the concepts (what do I know? what do I want to know? etc) and then they could begin to investigate etc.]   Your reply has also given me a much better image of what a Resource Pack might look like;  I was thinking of including pages from some reference book from our library plus the Britannica, as you mentioned.  (You can see that one of my weak areas is connecting images to words… I need to “see” something in order to have a “mental image” of it…  I think there’s a bit of Plato there somewhere…).  “The evolution of enquiry” is great – really useful guide to refer to.  I agree that enquiry led learning is not a straightforward A>B pathway but rather may require going back for a second or more bite of information before attempting to construct and express.  My modest take on enquiry led learning is that the teacher or librarian needs at least a passing knowledge of the subject;  you don’t need to be an expert because teaching is learning, but you need to be a step ahead if you are to lead.  As I mentioned in my post above, I thought my critical skills were good, but I decided to attempt the King Alfred paper as an exercise.

Thank you for your message Lucy;  I realise a year 7 child will think very differently but I just wanted to practise, so if a see a child is struggling I can try and “scaffold” – or point them in the right direction; I hope I am making sense.

Elizabeth – thank you for your reply.  The link to the document for year 7 to 13 will be particularly useful.  I already had the primary school ones – either you or someone else from Guernsey must have emailed them to me a couple of years ago – I cannot find the emails although I had saved the documents – this will remain a mystery!  But thank you once again for your encouragement and the information!

Thank you all very much for the time you have taken to reply and all the information and links you have generously shared,

Kind regards

Vittoria

 

 

 

 

 

[Vittoria Hawksworth Participant]

Hello Darryl,

I have to say you and Jenny really are an information powerhouse and a “fountain of wisdom”!  I am very grateful for your answer and for the linked article which have been very helpful and clear.

Curiously, a few days ago while googling I happened to find that you had been planning to attend the Roma Tre University Seminar.  Roma Tre University is very close to where I was brought up but was not founded until 1992, long after I had moved to London.

I hope you manage to track down Barbara Stripling as I do not doubt the New York experience would be useful in taking enquiry led learning forward “organically”.

Thank you very much to you and Jenny once again,

Kind regards

Vittoria

 

 

 

[Vittoria Hawksworth Participant]

Hello Elizabeth, thank you very much for your reply.  The TED talk is very interesting.

I am pleased to say that I have always worked in settings where good questioning was encouraged: asking questions to work out *how* the student knows, how they are thinking, to support higher level thinking.  My last school was very keen on Bloom’s Taxonomy and we had to show what we were doing to move children’s thinking to higher levels.

My fascination with critical thinking dates back to 1996 when, as part of my degree, I took a foundation module entitled “Theory and Society”.   We did not use the word “critical thinking” then.  The learning outcomes included: “understand the distinctions drawn between fact, opinion and value judgement; and between a line of argument, its assumptions and the evidence use to support it – both within academic discussion and other forms of discourse; understand the various ground rules and conventions that shape social scientific theory-building and research and know how to begin to assess the quality of the knowledge claims generated within the social sciences; identify different modes of reasoning and arriving at defensible conclusions; and identify what makes some ways of presenting argument and evidence seem more compelling than others.
I can honestly say that doing this module changed my way of reasoning and understanding what I read in the news etc.

My problem at the moment is that I am practising on the King Alfred the Great paper and… I am not making any progress.  I thought it would be easy but I just cannot move on from Connect.  (I have posted separately about this).

Anyway, thank you very much for all the replies.  It is all stimulating.

[Vittoria Hawksworth Participant]

Thank you very much Darryl, amazing reply and very useful!

[Vittoria Hawksworth Participant]

Hello Darryl,

thank you for your reply regarding the Information Pack and for this message.

The questions are asked during the webinar – in case they are of general interest – were:

1) Are there any case studies of schools in New York that have successfully embedded information literacy across the curriculum?

2) Is “enquiry based learning” a theory of learning?  (Under the constructivist umbrella I suppose).

Thank you once again

Vittoria

 

[Vittoria Hawksworth Participant]

Hello Elizabeth, thank  you for your message;  yes, I am a member of the SLA (many, many years ago I was a student member of both The Library Association and The Institute of Information Scientists – later merged to form CILIP – but that’s another story); I recently attended a webinar and I meant to attend more but forgot – I am losing my sense of time a bit.  Anyway, I have remedied now by booking two webinars with you (16th April and 7th May) as well as another one on 23rd April.

Kind regards

Vittoria

 

 

[Vittoria Hawksworth Participant]

Thank you Darryl and Elizabeth for your replies and the leaflet.  I would be very interested in the webinars by the way.

I am going to tell you more about my background.  I may have mentioned that I previously worked as Teaching Assistant and School Librarian in a primary school.  A couple of years ago I was very interested in introducing information literacy in the primary school;  I did some homework, made a lot of enquities; someone who was a school librarian in Guernsey emailed me all the “Lesson Ideas and Support from your SLS Librarian” for years 1 to 6.  Unfortunately I can’t remember who sent them to me as I have the saved documents but cannot find the emails.  At about the same time I had downloaded a six page document entitled “Information Literacy Framework for Primary Schools (CWICER)”.  Lesson ideas seemed to be based on the CWICER document but with some changes and additional information.  So in a sense I have come full circle by finding this Forum…
Anyway, unfortunately my primary school was too small and had simply no capacity to support such a project.  In January I started a new job in a secondary school library and while I’m home because of COVID, the library line manager asked me to consider how we could introduce information literacy.
Initially I had “homed in” on PLUS.  I had found articles and examples relating to its adoption at Ripon Grammar School and I thought I would be able to run some workshops based on that.
Now of course I have discovered FOSIL and I have had to reconsider some plans I had begun to make;
so now you know about my journey which has only just begun.
Thank you for your help!

[Vittoria Hawksworth Participant]

Dear all, am I right in thinking that FOSIL is closely related to or derived from CWICER?  How does it differ?  I am feeling overwhelmed with information at the moment… Many thanks…

[Vittoria Hawksworth Participant]

Hello, I am Vittoria, and I started a new job as a Library Assistant (Assistant Librarian on my school ID) in a secondary school in London in January 2020.  Prior to this I was a TA in a primary school where I created the school library “from the ground up”.  I wanted to concentrate on working in the library and was lucky to secure my current role.

I also work as a casual, zero hour library assistant in the Wandsworth public libraries at the week ends;  until isolation I was working every Saturday and Sunday and rarely had a day off…

I am interested in bringing information literacy into the school and I used the last few days since isolation to research this;  it has been a steep learning curve.  I think I can do with all the help I can get…

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