Inquiry Learning: Beyond the School Walls
FEATURE Studies published in Neuron demonstrated the number INQUIRY LEARNING: of questions asked by a child BEYOND THE SCHOOL WALLS steadily declines as they grow. At the age of four children By Catherine Barnes ask 300 questions per day, dropping to less than 100 by BIOGRAPHY the time the child is nine. Teacher Librarian: Endeavour College, Mawson Lakes, South Australia This can be linked not only to the gradual NECESSARY PREREQUISITES FOR TEACHERS Lecturer: Master of Information Management, University of South Australia achievement of knowledge by the child as they The inquiry learning process is student-focused; mature, but also a decline in the number of however, often teacher-led. Lutheran Education A librarian for 18 years, the teacher part in teacher librarian came eight new encounters in their day (Gruber, Gelman & Queensland (n.d.) defines the necessary years ago. In the middle there came a Master of Information Management Ranganath 2014). This is why it is so important prerequisites for teachers to include: and a passion for not only organising information, and providing access to offer new ‘encounters’ outside the classroom to information, but also educating others in the power of information. context, where students can construct their A culture of curiosity and respectful own understandings through experiences and dialogue; As a Lecturer in Information Technologies, Metadata, Library Management research. and Cataloguing in the Master of Information Management at the University of South Australia, Organisational management; a desire to educate the next generation of information professionals is played out. Learning takes place in a social context, so it A deep knowledge of subject matter; is important to learn from and with others, and within and outside the classroom.
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