11 Exploring Social Justice Using Guided Inquiry Design
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Liz Hoggatt
Abstract
Sophomore (second year) students in an English Language Arts (ELA) classroom at Norman High School in Oklahoma in the US researched social justice issues during a Guided Inquiry Design® unit. During the research process, learners constructed an inquiry question, completed academic research, and created an annotated bibliography. Learners synthesized their research to create products using makerspace tools that illustrated the problem, posed a possible solution, and crafted a written rationale connecting the research to the creative product. This chapter explores the most transformative aspects of the teaching and highlights student engagement.
Abstract
Sophomore (second year) students in an English Language Arts (ELA) classroom at Norman High School in Oklahoma in the US researched social justice issues during a Guided Inquiry Design® unit. During the research process, learners constructed an inquiry question, completed academic research, and created an annotated bibliography. Learners synthesized their research to create products using makerspace tools that illustrated the problem, posed a possible solution, and crafted a written rationale connecting the research to the creative product. This chapter explores the most transformative aspects of the teaching and highlights student engagement.
Chapters in this book
- Frontmatter I
- Contents VII
- About IFLA XI
- Messages from the Sponsoring Organisations 1
- Preface 3
-
Part I: Developing Models of Inquiry for Teaching and Learning
- 1 Researching Information and Learning Activities in School Libraries: A Swedish Perspective 7
- 2 Research Supporting Inquiry: The Center for International Scholarship in School Libraries (CISSL) at Rutgers University 22
- 3 The Importance of an Inquiry Model in Teaching and Learning 35
- 4 The Stripling Model of Inquiry 48
- 5 FOSIL: Developing and Extending the Stripling Model of Inquiry 62
- 6 Guided Inquiry Design 77
- 7 Focus on Inquiry: An Information Search Process Model Adapted for Alberta 89
- 8 Informed Learning: Engaging with Information Enables Learning 102
-
Part II: Implementing Models of Inquiry
- 9 Deep Collaboration by Teacher and Librarian to Develop an Inquiry Mindset 115
- 10 Fostering Civic Engagement and Quality Learning through Community-Centered Capstone Projects 136
- 11 Exploring Social Justice Using Guided Inquiry Design 148
- 12 Using the Guided Inquiry Design Model at Shawnee Middle School 162
- 13 Curiosity, Conversation, and Connection Through Guided Inquiry Design 173
- 14 Not the Normal Way: Using Guided Inquiry Design in Australia 188
- 15 Informed Learning and Action Research for Professional Development 201
- 16 Making It Real: Growing Inquiry Learning Instructors 215
- 17 Inquiry Learning Initiatives in Japan 226
- 18 Public School Libraries in Inquiry-Based Learning in Japan 241
- 19 Using the Document de Collecte/ Collection Document with French Secondary Students 253
- 20 Supporting Inquiry-based Learning in a Behaviourist Educational System in England 266
- Contributors 280
Chapters in this book
- Frontmatter I
- Contents VII
- About IFLA XI
- Messages from the Sponsoring Organisations 1
- Preface 3
-
Part I: Developing Models of Inquiry for Teaching and Learning
- 1 Researching Information and Learning Activities in School Libraries: A Swedish Perspective 7
- 2 Research Supporting Inquiry: The Center for International Scholarship in School Libraries (CISSL) at Rutgers University 22
- 3 The Importance of an Inquiry Model in Teaching and Learning 35
- 4 The Stripling Model of Inquiry 48
- 5 FOSIL: Developing and Extending the Stripling Model of Inquiry 62
- 6 Guided Inquiry Design 77
- 7 Focus on Inquiry: An Information Search Process Model Adapted for Alberta 89
- 8 Informed Learning: Engaging with Information Enables Learning 102
-
Part II: Implementing Models of Inquiry
- 9 Deep Collaboration by Teacher and Librarian to Develop an Inquiry Mindset 115
- 10 Fostering Civic Engagement and Quality Learning through Community-Centered Capstone Projects 136
- 11 Exploring Social Justice Using Guided Inquiry Design 148
- 12 Using the Guided Inquiry Design Model at Shawnee Middle School 162
- 13 Curiosity, Conversation, and Connection Through Guided Inquiry Design 173
- 14 Not the Normal Way: Using Guided Inquiry Design in Australia 188
- 15 Informed Learning and Action Research for Professional Development 201
- 16 Making It Real: Growing Inquiry Learning Instructors 215
- 17 Inquiry Learning Initiatives in Japan 226
- 18 Public School Libraries in Inquiry-Based Learning in Japan 241
- 19 Using the Document de Collecte/ Collection Document with French Secondary Students 253
- 20 Supporting Inquiry-based Learning in a Behaviourist Educational System in England 266
- Contributors 280
