Editorial: The Components of Authentic Learning 1 Editorial: The Components of Authentic Learning Audrey C. Rule State University of New York at Oswego This editorial reports the results of a qualitative analysis of a selection of recent journal articles addressing authentic learning in different contexts, identifying overarching themes to guide teachers and potential authors of future articles for this journal. The four recognized themes are; real-world problems that engage learners in the work of professionals; inquiry activities that practice thinking skills and metacognition; discourse among a community of learners; and student empowerment through choice. Examples of authentic learning in articles from this issue are also discussed. Keywords: Authentic learning, inquiry, real-world problems, community of learners, student choice. ______________________________________________________________________________ Although the term, "authentic In this article, I have reviewed a learning" is relatively recent, the idea of broad selection of recent articles chosen by learning in contexts that promote real-life faculty members in the School of Education applications of knowledge extend backward at my institution that represent to them two decades. Resnick's (1987) bridging authentic learning and best practice in the apprenticeships connected theoretical various subject areas and fields of education learning in the classroom to application of in which they teach. Main ideas from these knowledge in the work environment. Also, selections were identified and organized into Collins's (1988, p.2) idea of situated four central themes that support authentic learning: "learning knowledge and skills in learning experiences. These themes answer contexts that reflect the way the knowledge the question that, as current Editor of the will be useful in real life" also addressed Journal of Authentic Learning, I am most- knowledge applied in authentic contexts. often asked: "What do you mean by Many recent instructional theories authentic learning? What are its focus on authentic tasks that help learners components?" Although the term authentic integrate needed knowledge, skills and learning is broad and has not been applied to attitudes, coordinate individual skills that a specific instructional model, these four comprise a complex task, and transfer their components are found repeatedly, school learning to life or work settings. suggesting that they are an integral part of Approaches that focus on such authentic authentic learning experiences. tasks include project-based learning, the case method, problem-based learning, Authentic Learning Components cognitive apprenticeship (Collins, Brown, & Identified in the Literature Newman, 1989), situated learning, constructive learning environments Until recently, few authors have (Jonassen, 1999), collaborative problem attempted to define authentic learning and solving (Nelson, 1999), and goal-based its components. Maina (2004) discussed scenarios (Schank, Berman, & MacPerson, faculty and graduate student perceptions of 1999). the nature of authentic learning, identifying Journal of Authentic Learning, Volume 3, Number 1, Pages 1-10, August 2006 Editorial: The Components of Authentic Learning 2 these elements: activities mimic real world examples of authentic learning in their situations, learning takes place in disciplines. In general, most faculty meaningful situations that are extensions of members submitted one article, although the learner's world, and the learner is at the those who regularly teach in two subject center of instruction. areas, sometimes submitted two articles. The Renzulli, Gentry, and Reis (2004) author read all the articles, identifying the identified four criteria for authentic learning main ideas concerning what exemplified through investigation of real-life problems. authentic learning in the context of the The first criterion was students investigate a discipline. These ideas were then organized real-life problem with a personal frame of into several overarching themes that reference that involves an emotional repeatedly occurred. In the next sections, the commitment within the student in addition four themes are identified and each theme is to a cognitive interest. Second, the problem examined with examples from various areas needed to be open-ended without prescribed of education. strategies for its solution. Third, students were motivated to devise solutions that Results and Discussion change people's actions, beliefs, or attitudes. Finally, the problem targeted a real audience The four themes supporting authentic beyond the classroom. In such authentic learning, identified through the content learning situations, the student was the analysis of forty-five articles describing inquirer, rather than a lesson learner authentic learning in different disciplines undergoing a training exercise and the are: 1) the activity involves real-world teacher was a mentor and resource procurer problems that mimic the work of rather than a disseminator of knowledge. professionals in the discipline with Callison and Lamb (2004) reported presentation of findings to audiences beyond that in the area of information inquiry, the classroom; 2) open-ended inquiry, authentic learning occurred at the thinking skills, and metacognition are intersection of workplace information addressed; 3) students engage in discourse problems, personal information needs, and and social learning in a community of academic information problems or tasks. learners; and 4) students are empowered They identified these seven signs of through choice to direct their own learning authentic learning: student-centered in relevant project work. learning, accessing of multiple resources beyond the school, students as scientific Authentic Learning Involves Problems apprentices, the opportunity to gather Rooted in the Real World original data, lifelong learning beyond the As Maina (2004) and Renzulli et al. assignment, authentic assessment of process, (2004) indicated, authentic tasks target a real product and performance, and team problem with the possibility of having an collaboration. impact on people outside of the students involved in the investigation. This audience Method beyond the classroom changes the problem from an "exercise" to something more This editorial is based on a important, allowing students to become qualitative analysis of 45 journal articles that emotional stakeholders in the problem. faculty members in the School of Education Callison and Lamb's (2004) idea of at SUNY-Oswego submitted as being accessing resources beyond the school Journal of Authentic Learning, Volume 3, Number 1, Pages 1-10, August 2006 Editorial: The Components of Authentic Learning 3 supports the concept of inquiry into real- authentic assessment tasks require students world problems that reach beyond the to organize information, consider alternative classroom. perspectives, work with significant concepts, Science instruction should involve develop written communication, connect to authentic tasks that address real-world the world beyond the classroom and display problems encountered by scientists, knowledge to an audience other than the allowing students to investigate problems in teacher (Avery, Freeman, Grustafson, Coler, their own lives and communities. This may Hardy, Bargainer, and Jones, 2001). be accomplished when students collect Literacy resources may be connected water quality data from local streams or to real life by expanding them beyond texts describe and measure characteristics of local to such sources as bus schedules, maps, soils, entering the information online for the diaries, and interviews with people to allow use of scientists (GLOBE, 2006) or when multiple perspectives and full engagement students discover an environmental problem with activities presenting pertinent skills in in the community and take steps to solve it. context to support lifelong learning rather Likewise, learning experiences that employ than superficial or passive learning technology to solve real-world problems of (Bergeron & Rudenga, 1996). interest to the learner with an audience beyond the classroom allow learners to Authentic Learning through Inquiry and construct conditionalized knowledge Thinking Skills (MacEntee & Wells, 2005). Besides providing authentic contexts The concept of critical literacy for learning, students must exercise higher forms a bridge between literacy, real world levels of thinking as they learn. This occurs social justice issues, and social studies. as scientists conduct their work and should Critical literacy practices enlighten the also be applied to students learning science. reader of the multiple perspectives and Science is advanced through experimental ulterior designs of texts and how these and theoretical inquiry in which writings may be challenged (Luke & investigators engage in asking questions, Freebody, 1997). Critical literacy activities conducting studies, drawing conclusions, examine multiple perspectives, find one's revising theories, and communicating results authentic voice, recognize social barriers, to others; therefore, science teaching and cross borders of separation, help regain one's learning should reflect the scientific process identity, and listen and respond to the call of of knowledge construction. Inductive service (Cairdiello, 2004). teaching strategies for many fields of Model lessons that address authentic endeavor in which students learn through learning in social studies