DEC Scan Journal : Volume 34 Issue 1
2015 Volume 34, Issue 1 19 Contents Editorial Currents Teaching & learning Research Curriculum support Share this Resource reviews Kye working on peer reviewing exercise with the help of teacher librarian, Jenny Scheffers • Ability to integrate new knowledge and understanding of chosen animals into their own stories, based on Ursula Dubosarsky’s text. • Increased self confidence in presenting own work to classmates and an audience. Where to next? The overwhelming success of this dynamic unit and the excitement of watching the students engage with learning certainly provide strong motivation for the teacher librarian and the support class teacher to plunge into future collaborative ventures. These will incorporate the further integration of iPads and additional apps. More exciting times and GI research journeys lay ahead. GI Research unit, students’ learning and self-esteem flourished in this well supported learning environment. Each student clearly demonstrated a wide range of learning outcomes including: • Acquisition of a deep knowledge and understanding of their chosen animal. Students became experts about their animal. The evidence was clearly provided by students’ non scripted audio interviews, Morfo recordings and Survey monkey responses. • Development of great pride in students’ own work and that of their classmates. Students felt ownership of their work and were very supportive of each other and their achievements. There was a sense of communal learning and sharing amongst all of the students and teachers involved. • Improved ability to work as a member of a team. The implementation of the unit fostered closer relationships between the teacher librarian, class teacher, ICT teacher and students. There was a most rewarding sense of pride and team effort. • Improved speech development. This integrated class and library unit provided both a genuine motivation and relevant and purposeful avenue for talking and communicating. • Development of valuable notetaking skills, which have since been applied to other class work. • Development of iPad expertise including the layout and design of research iBooks, using Book creator, Popplet and Morfo apps. References and further reading Educational Origami 2015, Bloom’s Digital Taxonomy, accessed 30 January, 2015. Center for International Scholarship in School Libraries (CiSSL) 2015, Guided Inquiry, Rutgers, the State University of New Jersey, accessed 28 January, 2015. Kuhlthau, C, Maniotes, L and Caspari, A 2007, Guided Inquiry: learning in the 21st century, Libraries Unlimited, Westport, Connecticut. Kuhlthau, C, Maniotes, L and Caspari, A 2012, Guided Inquiry Design: a framework for inquiry in your school, Libraries Unlimited, Westport, Connecticut, 2012. Kulthau, C 2013, Information Search Process, accessed 28 January, 2015. Scheffers, J and Bryant, K 2013, ‘A perfect match: Guided Inquiry and iPad technology’, Scan, 32(1), pp. 9–13. State Government of Victoria 2015, ‘Receptive language disorder’, Better health channel, accessed 28 January, 2015.
Volume 33 Issue 4
Volume 34 Issue 2