ethanporcaro/eric-fulltext-meta huggingface dataset:
Real-Life Research: Project Runway Makeover Model
Author: Jaeger, Paige
Date: 2014-00-00
Type: Journal Articles
Subjects: Student Research,State Standards,Relevance (Education),Inquiry,College Readiness,Career Readiness,Educational Practices,Assignments,Educational Change

Real-life research is incredibly varied. We research cars. We research lawn problems. We research child behavior problems, health issues, possible vacation destinations, and prices to stretch our budgets. No two scenarios are ever alike, and no two health issues should be assumed to be the same. That is reality, and that is a picture of what the Common Core State Standards call &quot;real world problems.&quot; So if real-world problems are never the same, why are so many research activities designed in a one-size-fits-all fashion? Why do students have to fact-fetch for fill-in-the-blanks, when they have been asked to &quot;solve real-world problems&quot; and &quot;research to build and present knowledge&quot;? These low-level no-thought &quot;research&quot; tasks have got to go, and school librarians could be hosting lunchtime professional development shows dubbed &quot;Research Project Runway Models--Let us make over your unit.&quot; School librarians should be in the transformation business. They should be transforming old information units into student-centered, inquiry-based learning adventures that encourage students to build knowledge, rather than merely collect information. The Common Core State Standards (CCSS) call for rigor and relevance, and fill-in-the blank research packets are neither rigorous nor relevant. A &quot;packet&quot; is a teacher's assignment and a teacher's creation. When teachers embark on student-centered inquiry-based research projects, assignments become learning adventures, rather than information packets that have to be completed for a grade. When research is performed with the goal of sharing knowledge, the purpose is more than a grade. Only through teachers' letting go will students be empowered to define direction and investigate. The authors provide five steps designed to help teachers make over their research packets.
When a Body Meets a Body: An Exploration of the Negative Impact of Social Interactions on Museum Experiences of Art
Author: Pelowski, Matthew
Date: 2014-10-01
Type: Journal Articles
Subjects: Art Education,Museums,Interpersonal Relationship,Case Studies,Foreign Countries,Art Expression,Art Appreciation,Social Attitudes,Social Influences,Aesthetics,Surveys,Followup Studies,Emotional Experience

We consider the phenomenon of social interactions within the art museum, arguing that even the bare possibility of meeting others or intruding into their gaze can have a profoundly detrimental effect on art experience. This is done by tracing a finding from our previous studies in which we considered three museum galleries--each with the same artist's paintings and basic layout; the only major difference being design elements within one space encouraging social interaction and in turn causing repressed enjoyment, negative emotional experience and negative art evaluation. We use this example as a frame for introducing a model of the psychological impact of social interaction on the behavioral and cognitive experience of art, considering its implications for education--which often focuses on the social--as well as implications for personal or introspective art engagement. We also consider a number of measures and aspects that relate to this model and which might be considered by educators in their planning and art study. We conclude with a followup study of the same gallery, after its physical renovation to minimize social interactions within the space, and showing significant increases in pleasurable or rewarding outcomes as well as increased positive evaluations of the same art.
Deepening Inquiry: What Processes of Making Music Can Teach Us about Creativity and Ontology for Inquiry Based Science Education
Author: Gershon, Walter S.
Date: 2014-11-01
Type: Journal Articles
Subjects: Music Education,Music Activities,Creativity,Science Education,Inquiry,STEM Education,Interdisciplinary Approach,Science Process Skills,Grade 8,Secondary School Students,Science Projects,Vignettes,Teaching Methods,Aesthetics

Drawing from their respective work at the intersection of music and science, the coauthors argue that engaging in processes of making music can help students more deeply engage in the kinds of creativity associated with inquiry based science education (IBSE) and scientists better convey their ideas to others. Of equal importance, the processes of music making can provide students a means to experience another central aspect of IBSE, the liminal ontological experience of being utterly lost in the inquiry process. This piece is also part of burgeoning studies documenting the use of the arts in STEM education (STEAM).
Narrative Form and Yam Lau&apos;s &quot;Room&quot;: The Encounter in Arts Based Research
Author: Boulton-Funke, Adrienne
Date: 2014-10-10
Type: Journal Articles
Subjects: Visual Arts,Research Methodology,Criticism,Artists,Films,Humanism,Qualitative Research,Educational Research,Secondary School Teachers,Preservice Teachers,Teaching Methods,Art Teachers,Teacher Education,Art Education,Educational Philosophy

In this paper, I consider &quot;the encounter&quot; (O&apos;Sullivan, 2006) and conceptualizations of subjectivity and identity proposed by post qualitative scholars (Jackson &amp; Mazzei, 2012; Lather &amp; St. Pierre, 2013; Lenz Taguchi, 2012; MacLure, 2013; St. Pierre, 2010) and contemporary art theory (O&apos;Sullivan, 2006; 2012) to attend to the potentialities for visual arts-based research to provoke rather than represent thought. Traditional narrative inquiry is critiqued as affirming representational thought while the methodological implications of duration will be explored as a psychical site for new thought creation. I draw on my encounter with Canadian artist, Yam Lau&apos;s film/CG animation, &quot;Room&quot; (2004) and the works of Deleuze and Guattari to critique the narrative form and persistent humanist notions of subjectivity in qualitative research. I argue for the potentiality of the encounter in creating conditions for an affective disruption to perceptions and suggest future implications for arts-based educational research and pedagogy with secondary teacher candidates.
Making the Shift: From Traditional Research Assignments to Guiding Inquiry Learning
Author: Maniotes, Leslie K.
Date: 2014-00-00
Type: Journal Articles
Subjects: Student Research,Assignments,Elementary Secondary Education,Inquiry,Search Strategies,Academic Standards,Teaching Methods,School Libraries,Library Role

The traditional research assignment is a common approach for teachers unaware of an inquiry process. In the traditional assignment, on the very first day that the work is assigned, students are given a topic or asked to choose a topic from a prepared list. They are given the parameters of the assignment, the number of sources required, the number of pages, and when it is due. Guided Inquiry Design (GID) is a framework for designing inquiry learning experienced in eight phases: Open, Immerse, Explore, Identify, Gather, Create, Share, and Evaluate. Inquiry takes time, reflection, and persistence--it can't be rushed to get to the next unit. Through inquiry, students engage in research around interesting ideas and important questions within an area of study in the curriculum. When that learning is guided, students are supported and not overwhelmed. Through inquiry students engage in discovery, ask real questions about academic topics, and are interested to learn more and to share with others. School librarians have special expertise in the inquiry process and how research fits into that process; this expertise makes them indispensable partners on the learning team. The inquiry process is the knowledge of the library field situated in the body of school library research. Using this knowledge, school librarians are able to collaborate with teachers at a high level to impact learning, learning design, and the learning environment of the whole school. School librarians can be leaders in inquiry learning because they know the research process and are able to help teachers design better learning experiences for students--experiences that support their learning through research.
Elements of Information Inquiry, Evolution of Models &amp; Measured Reflection
Author: Callison, Daniel
Date: 2014-00-00
Type: Journal Articles
Subjects: Information Seeking,Information Literacy,Teaching Methods,Constructivism (Learning),Educational Theories,School Libraries,Reflection,Inferences,Guidelines,Information Sources

In 2003 Paula Montgomery, founding editor of School Library Media Activities Monthly and former branch chief of school media services for the Maryland State Department of Education, published a guide to teaching information inquiry. Her staff also illustrated the elements of information inquiry as a recursive cycle with interaction among the elements occurring each time the inquirer encounters new information. This cycle is centered on a need or task, no matter how small or large, or how complex or simple. This cycle recurs with each information interaction, whether a portion of a project or culmination of the greater inquiry experience. In 2003, one of the author's defined five elements as a consistent core found in the many models for information searching and use emerging at the time from a variety of academic educators and researchers, as well as from leading school library professionals. These five elements have remained central while there has been evolution in several of the leading information literacy instructional models. Application of constructivist educational theory, as well as refinement of school library instructional practice, resulted in an evolution toward inquiry. While these advancements have moved toward a more student centered teaching approach, the core information inquiry elements continue to provide the framework for inquiry-based learning. The five elements are described in this article: (1) Questioning; (2) Exploration; (3) Assimilation; (4) Inference; and (5) Reflection.
Seeking--and Finding--Authentic Inquiry Models for Our Evolving Information Landscape
Author: Jacobson, Trudi E.
Date: 2014-00-00
Type: Journal Articles
Subjects: Inquiry,Models,Information Literacy,Web 2.0 Technologies,Social Networks,Metacognition,Multiple Literacies,Educational Objectives,High Schools,School Libraries,Cognitive Style

Information literacy instruction continuously adapts to changes in the information environment, whether those changes are small and focused on a regularly used tool or much broader in scope. What is harder to conceive of and implement are more radical, overarching shifts. These transformations go far beyond introducing new and revised tools or even teaching increasingly sophisticated ways to interact with information. A range of new roles and responsibilities for learners have been made possible by Web 2.0 tools, social media, and the opportunities they have brought to learning. These opportunities include the ease not only of accessing information but also of creating it and doing so in new collaborative spaces. The concept of &quot;metaliteracy&quot; was developed in connection with these new roles, responsibilities, and opportunities. Participation and collaboration in the production of information has been made possible with the rise of social media. Metaliterate learners are metacognitive; they think about their thinking as they engage in information-related activities. Metaliteracy learning objectives speak to this ever-changing information environment, providing a model for creating learners who are adaptable and self-aware, as well as effective information users and producers. In the end, the most important attribute to have today is the ability to learn. This capacity is as important for educators as it is for students. If we are to prepare our students to become this type of learner, using models that stress authentic inquiry by engaged individuals will make a critical difference.
Rocks in the River: The Challenge of Piloting the Inquiry Process in Today&apos;s Learning Environment
Author: Lambusta, Patrice
Date: 2014-00-00
Type: Journal Articles
Subjects: School Libraries,Librarians,Inquiry,Models,Library Instruction,Research Skills,Scoring Rubrics,Teaching Methods,Urban Schools

School librarians in Newport News, Virginia, are meeting the challenges of integrating an Inquiry Process Model into instruction. In the original model the process began by asking students to develop questions to start their inquiry journey. As this model was taught it was discovered that students often did not have enough background knowledge to generate questions. The librarians individually modified the model in their practices to give students opportunities to search for information on a topic before they began to generate questions. They developed rubrics to assess students' understanding of inquiry skills. The librarians made significant changes in the Newport News Public Schools (NNPS) Inquiry Process Model. The first was structural, moving from a recursive to linear design. Second, they combined the steps of &quot;Organize&quot; and &quot;Synthesize&quot; into one step: &quot;Understand.&quot; This term reflected what they wanted to happen in this stage and was a word that students and teachers understood at a more intuitive level than &quot;Synthesize.&quot; The third change was the most significant: starting with an &quot;Explore&quot; step rather than asking students to generate questions. This change in the NNPS Inquiry Process Model ensures a deeper understanding of what they learn.
Native-American &amp; Euro-American Cultures: A Comparative Look at the Intersection between Language &amp; Worldview
Author: Hain-Jamall, Doe A. S.
Date: 2013-00-00
Type: Journal Articles
Subjects: American Indians,American Indian Culture,Whites,World Views,Cultural Differences,Ecology,Social Values,Comparative Analysis,Language Role,Holistic Approach,Systems Approach,English,Environmental Education

According to this author, the Earth is in trouble. Decades of mining, over-fishing, and the pumping of toxic chemicals into the atmosphere have taken an enormous toll on an otherwise robust and healthy planetary ecosystem. Those responsible have prioritized financial gain over sustainability, over life--plant, animal, and human. Short-term profit realization has resulted in a blatant disregard for long-term environmental effects, and has been supported by governments and corporations, demonstrating a widespread disrespect for the earth that supports their activities. One must ask, then, how so many people can allow, and even endorse, such ecologically destructive practices. There are differences in the way different cultures think. A mindset, or worldview, is a culture's standard way of perceiving reality, of processing information, of approaching problems, and of interacting with others. Cultures with individualistic tendencies generally have analytic, decontextualizing cognitive orientations, while those with collectivistic tendencies have holistic, contextualizing cognitive orientations (Ji, Nisbett, &amp; Peng, 2000). A group's worldview reflects their culture's values, and is the mechanism used in turn to shape the values of successive generations, largely with language as the conduit (Gay, 2010; Goddard, 2003; Oyserman, 2011). Many values are conveyed unconsciously, in the form of colloquialisms, catch phrases, and cultural metaphors (Bowers, 2004; Martusewicz, Edmundson, &amp; Lupinacci, 2011). This article begins with a comparison of the worldviews of Native Americans and those of Euro-Americans as related to the natural world, followed by a discussion of the many ways in which language perpetuates a culture's mindset. Identifying four core Native-American values that are particularly relevant to the ecological crisis, the discussion turns to Native holistic thinking and Euro-American systems thinking in order to examine ways in which English might be deliberately used to encourage students to adopt a more eco-friendly, holistic cognitive orientation toward human-environmental relationships.
Designing Inquiry for Upper Elementary Students: Lessons Learned from Driver&apos;s Ed
Author: Rabbat, Suzy
Date: 2014-00-00
Type: Journal Articles
Subjects: Elementary School Students,Inquiry,Instructional Design,Driver Education,Language Arts,State Standards,Relevance (Education),Integrated Curriculum,Curriculum Design,Educational Practices,Experiential Learning,Research Projects,Research Skills,Teaching Methods,Educational Strategies

One of the most memorable achievements of adolescence is the independence gained from obtaining a driver's license. Students are highly motivated to study the rules of the road, hone their skills behind the wheel, and meet all the state requirements to reach their goal. They are invested in the process because they value the outcome. The Driver's Education instructional course is well designed to include multiple opportunities for practice over time, with a gradual release of responsibility. What can be learned from this experience? How can teachers foster a similar level of engagement as they prepare students to navigate the information highway? The Common Core English Language Arts Standards provide a roadmap for designing inquiry for upper elementary students that calls for relevance, rigor, and relationships--the current 3Rs in education. This article connects lessons learned in driver's education to each of these categories and uses this as a basis to provide tips on how to integrate the 3Rs into inquiry projects.
Community Collaboration for Inquiry Success
Author: Fuller, Cherry
Date: 2014-00-00
Type: Journal Articles
Subjects: Inquiry,School Community Programs,School Community Relationship,Reading Programs,Information Literacy,College Readiness,Career Readiness,Curriculum Development,Librarians,Library Instruction,State Standards,Library Role,Educational Improvement,Library Services,Skill Development,Elementary Secondary Education

Synergy may be defined as the collaboration between two or more parties to produce a combined effect greater than the sum of their separate parts. That is exactly what happened in Denton, Texas, when all types of librarians collaborated on a community reading initiative. In 2007 Denton Reads--a One Book, One Community organization--was formed with librarians from the Denton Independent School District (Denton ISD), the Denton Public Library, the University of North Texas (UNT), and Texas Woman's University (TWU). The Denton Reads program ran successfully for three years. During their years of collaboration, the librarians at all levels realized the emphasis of instruction was on database use; critical information literacy skills were not being addressed. In addition, a number of outside forces caused librarians to reexamine their library instruction such as AASL's &quot;Standards for the 21st-Century Learner,&quot; the Partnership for the 21st Century Skills, and the Association of College and Research Libraries (ACRL) information literacy standards. With so many standards and state programs embracing inquiry and information literacy skills, the librarians saw opportunities where their collaboration would benefit K-20 goals to improve student performance and to graduate a stronger workforce. The solution to meeting these needs for 21st-century learners was to create a K-20 information literacy curriculum that included an inquiry focus. This article describes how Donna Kearley, Denton ISD library services coordinator, and Annie Downey, department head of UNT Libraries Research and Instructional Services, worked to positively impact both student performance and career readiness by using a spiraled K-20 information literacy curriculum integrating an inquiry process. With their administrators' enthusiastic endorsement, again all of the Denton librarians, joined together to create a new organization, the Denton Inquiry 4 Lifelong Learning (DI4LL). At this point, librarians from Denton Public Library and faculty from both TWU and UNT library schools joined the group to create this unique collaborative organization. The article concludes that the DI4LL team continues to refine the K-20 information literacy curriculum units, ensuring they meet the K-20 standards expectations and the Guided Inquiry process is clearly integrated. Lessons, projects, and resources are being added to the units, providing quick access to resources. Academic and high school librarians continue to build relationships that promote collaborative opportunities, all focused on improving students' research skills.
Opportunity Knocks! Inquiry, the New National Social Studies and Science Standards, and You
Author: Ratzer, Mary Boyd
Date: 2014-00-00
Type: Journal Articles
Subjects: State Standards,School Libraries,Library Role,Social Studies,Science Education,Inquiry,Career Readiness,College Readiness,Lifelong Learning,Comprehensive Programs,Elementary Secondary Education,Educational Practices,Educational Change,Change Strategies,Educational Opportunities

To be recognized and adopted, the promise and potential of national standards must validate the instructional role of the school librarian and build formative knowledge through authentic process and products. Inquiry is a direct link to those dimensions. Standards that are rigorous and relevant optimize the developing brain's affinity for building relationships among ideas, attending to what is compelling, and making sense out of information. Strategic school librarians heed the news flash. Opportunity is knocking. The school librarian who recognizes the potential of the College, Career, and Civic Life (C3) Framework for Social Studies State Standards and the Next Generation Science Standards opens a doorway to rigorous collaborative practice aligned with the Common Core State Standards (CCSS). To the benefit of school library programs, CCSS ELA literacy standards are a part of these 2013 inquiry-driven packages of social studies and science standards. Exploring these road maps for teaching social studies and science puts the school librarian on the entrance ramp to relevant and meaningful practice in a curricular domain. Assimilating these frameworks engages teachers and school librarians in curriculum transformed for critical thinking, research, and life-long learning. Developing a deep understanding of these frameworks pulls the school librarian into the high-occupancy vehicle lane on the learning highway. Partnering with grade-level teachers and subject specialists, the school librarian is not stuck alone in a reactive gridlock. Leading for learning, the school librarian is in a vehicle geared to college- and career-readiness, and learners who think, create, share, and grow--learners for life.