Making time for inquiry: a #thoughtvectors post

Earlier this spring I stumbled across a four-week online ALA class called Dynamic One-Shot Library Instruction.  After playing around in #DS106 for a few rounds, I knew this ALA class could be absolutely unbearable.  However, the ALA class turned out to be the very thing I needed.  Heidi Buchanan and Beth McDonough, the course instructors and authors of The One-Shot Library Instruction Survival Guide stymied a looming existential crisis.

For a while I’ve been thinking about the library instruction that I do here at school.  Most of it involves a 15-minute introduction to databases that students may find useful for a research project.  The “instruction” was my absolute least favorite thing to do.  I was bored.  The kids were bored.  Change was needed.

After a week at Constructing Modern Knowledge last summer and rolling the article, “Beyond Active Learning: A Constructivist Approach to Learning” around in my head, I was asking how DOES one apply Constructivist approaches to library instruction, especially instruction that may be one 45-minute class period?

Jessica Gordon, in her explanation of the “Brainstorming for Inquiry Project” for TeamCreate, poses some excellent questions that one hopes all curious people ask:

1.  What do you want to find out?

2.  What have you always been curious about?

3.  What do you wonder?

My question is how do you get a disengaged student sitting in an English class that he/she may not want to be in (but has to take) to ask the above questions about The Great Gatsby or Beowulf?

Leonardo Dicaprio in Baz Luhrmann's Gatsby.

How could you not care about me?

 

 

 

 

 

 

 

After all, research projects/papers/products exist as does needed to get credits in X subject whether you care about that subject or not.

I kind of have an answer to my own question.  One of the many things I’m enjoying about #thoughtvectors is the time for reflection.  Students reflect on readings in their nuggets.  They explore associative trails.  There are concept experiences where students put the theories into action.  This time carved out for thoughtful, reflective, exploration is key to question asking.  Even for the student who could give two s***s about Jane Austen.

I think I can safely make the broad statement that just because we are human beings, we have thoughts and/or questions about things we may not care much about. It’s the capturing of those thoughts/questions rather than letting them flit away that’s important.  Essential really.

I’m impressed by #thoughtvectors, because it’s time (an entire course!  EIGHT WEEKS!) dedicated to thinking about thinking/inquiry/questions/passions/research.  It’s not inquiry as a unit, research as a box to check off, or inquiry as an afterthought.  Making the time to reflect on the content and information our students encounter both in and out of school is bound to result in better questions, and connection/sense-making.

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