Personal Digital Inquiry Handouts

PlanningforPersonal
DigitalInquiry:
ConnectingLearners
inWaysThat Matter
Julie Coiro, Ph.D.
School of Education
University of Rhode Island
jcoiro@uri.edu
uri.academia.edu/JulieCoiro/Papers

Howcanweusetechnology(and
goodteaching)todesignpersonal,engaging,
student-guidedspacesforlearning?
Coiro,Castek,&Quinn(2016)TheReadingTeacher
Coiro,Dobler,&Pelekis(2018)
PlanningTowardPersonalDigitalInquiryInGradesK-5
We also design a week-long Summer Institute experience at URI
to model for and engage educators in the same practices we hope
they will apply to their own projects & teaching (Hobbs & Coiro, 2016)

ChoosingDigitalTools andIntentionally
Planningfor TeachingwithTechnology
1 2 3
What will my
students know,
understand, and
be able to do?
How will my students
be actively engaged
and to what end?
Which digital tool(s)
would work best
and in what ways?
1. Set learning
outcomes
2. Create authentic
opportunities for
students to be
actively engaged
3. Then…make
purposeful
choices about
technology (or no
technology)
1. Hey that tool
is cool!
2. How could I use
that?
3. (maybe) How
might this connect
with what I teach?
RATHER THAN…

A critical piece is classroom
culture…
A classroom culture that values
curiosity and honors student voices
while encouraging choice,
collaboration, problem solving,
risk taking, and reflection.
Buildingacultureofinquiryiskey!
(BEFOREtechnologycanplay aneffectiverole
inteachingandlearning)

What do we mean by culture?
Precise
Adapted from Ritchhart, 2015
Environment
Routines
Interactions

• Expectations: Expect
students to focus on
deep learning and
creative application
• Set aside time for inquiry
while modeling ways of
learning & thinking together
• Set up the environment to foster productive interactions
• Use language to notice,
name, & highlight key
inquiry practices
• Create opportunities for
each core set of inquiry
practices
Cultural Elements

1. Set learning
outcomes
2. Create authentic
opportunities for
students to be actively
engaged
3. Then…make purposeful
choices about technology
(or no technology)
trust and respect

Learning is social
and part of a mutually
constructive process
that involves face-to-
face talking, listening,
and consensus building.
Whatmight acultureofinquirylookandfeellikein
a digitalage?(Foursetsofcorevalues/practices)
Generating questions
and lived experiences
with real issues is
personally fulfilling;
Inquiry can happen
on several levels.
Creative learners make
personal connections
and take action to build
awareness and/or foster
change. “I belong and I can
make a difference”
True inquiry involves
critical analysis, reflection
& self-monitoring,
which leads to
more questions.

Wonder & Discover
Gr. 1: What
is that ant
going to do
next?
Gr. 4: What
makes our
school
great?
Gr. 12: How
can I make a
difference?
Gr. 6: How
can the
library help
us?

VariedLevels of [Digital]Inquiry
• Modeled inquiry: Students observe models of how
the leader asks questions and makes decisions.
• Structured Inquiry: Students make choices which
are dependent upon guidelines and structure given
by the leader (may vary).
• Guided Inquiry: Students make choices during
inquiry that lead to deeper understanding guided
by some structure given by the leader.
• Open Inquiry: Students make all of the decisions.
There is little to no guidance.
Alberta Inquiry Model of Inquiry Based Learning (2004)

Social Practices: Request & give information; jointly
acknowledge, evaluate, & build on partner’s contributions
Cognitive Strategies:
Read, question, monitor, repair, infer, connect, clarify, and interpret
Collaborate & Discuss

Teaching Positive Ways to Disagree

Moreathttp://coiroira2013.wikispaces.com/
Stop, Think, & Talk (Dwyer, 2010) Collaborative
Thinking Prompts
(Dwyer, 2010)

Emphasize Dialog and Deliberation
Rather Than Debate

ReneeHobbs(2013)
The Life Of A
Homeless Person
(after a photo walk
Discovery)
Discussion…
Research….
Composition…
Revision…
10 page
Comic book
Create&
Take Action

Learning Task: Gr. 9
Research a
global issue;
Engage in advocacy
on a local level
Blue Pride:
Collected 500
signatures to ban
plastic bags and
use reusable
shopping bags
Next Steps:
Class has ended but
on to legislators…
I belong to this community and
I can make a difference!
Create&
Take Action

Analyze & Reflect
Building conceptual understanding

Analyze & Reflect
CITELIGHTER:
Close reading and viewing to actively build knowledge

Challenges when judging the
quality of online information
1. Judging author’s level of expertise in relation to a specific
topic or area of work
• Shallow criteria to judge expertise
2. Understanding consequences of an author’s affiliation and
point of view
• How do authors position their audiences and decide
whether/how information is shared or represented?
3. Providing reasoned evidence to support judgments about
information quality
• Mostly generalized assumptions about Internet; naïve or single
criteria rather than combining several appropriate indicators
Teaching Critical Evaluation & Analysis Skills
Coiro, Coscarelli, Maykel, & Forzani, E. (2015). Investigating criteria seventh graders use to evaluate the quality of
online information. Journal of Adolescent and Adult Literacy, 58(7), 546-550.

Strategies for supporting critical
evaluation
1. Discuss/compare multiple dimensions of critical evaluation
Coiro, J. (August 2017). Teaching adolescents how to evaluate the quality of online
information. Edutopia Blog Post. https://goo.gl/Ep3wKA

Encourage Use of Multiple & Varied
Indicators of Quality … SCAM?
a. SOURCE: Ask students to elaborate: Who is the author? In
what specific area is his/her expertise? What kind of
company does he/she work for and for how long?
b. CLAIMS: How does the author’s expertise and affiliation
influence claims being made? corroborate with others?
c. ARGUMENTS: Evidence to support and refute claims?
What is the author’s purpose?
What techniques are used to attract and hold attention?
What lifestyles, values, and points of view are represented?
What is omitted from the message? (Renee Hobbs, Media Education Lab)
d. MAKE A DECISION about the validity of the
claims & arguments in relation to author & affiliation

Reflectioncaninvolve people&digitaltools
The Power of Reflection

What decisions informed your design of your Wonder Project?
Analyze & Reflect

How to assess?
1. Link to Learning Outcomes
The student will be able to:
• Access and organize new knowledge gained from information
and multimodal resources about health and wellness related
to the human body
• Write informative/explanatory texts to examine a topic and
convey ideas and information
• Design a digital wonder project to collaborate, raise
awareness, and share new knowledge with peers & parents
• Include multimedia components and visual displays to
enhance the development of main ideas
• Use a screencasting tool to reflect on writerly choices and
their integrated use of images, media, and text

Rubric for Multimodal Projects
(Audience,ImageSelection,Purpose)
SOURCE: https://goo.gl/eiTjPs

Rubric for Multimodal Projects
(Creativity,SourceUse,MeetsAssignmentRequirements)

5 Domainsfor MultimodalWriting Assignment
Sohee Park - https://goo.gl/jjFmP1 https://goo.gl/C51rtG

Digital and Media Literacy
Competencies (Renee Hobbs)

Personal Digital Inquiry Handouts

include photos, videos,
multimodal & multi-lingual texts
with text-to-speech capability for
building knowledge, deepening
understanding of key concepts,
and increasing motivation with
challenge and support
Digital Texts
enable you and your students to
organize, analyze, annotate,
collaborate, express, reflect,
create, and share that new
knowledge and ideas with
others
Digital Tools
What Role Does Technology Play?
Technology=DigitalTextsandDigitalTools
thatsupportthese4setsofcoreopportunities

PDI Questioning Tool
Coiro, Dobler, & Pelekis (forthcoming)

Knowledge-Based Learning Outcomes
Howwillstudentsusetheirknowledge?
Access
Knowledge
Build
Knowledge
Express
Knowledge
Reflect On
Knowledge
Act On
Knowledge
Learners
passively receive
[digital]
information
given or
modeled by
others
Learners [use
technology
to] connect
new
information
to prior
knowledge
Learners [use
technology
to] share
their new
knowledge
with others
Learners [use
technology
to] reflect on
and evaluate
their inquiry
processes and
products
Learners [use
technology to]
translate their
knowledge
into action for
real-world
purpose
Lower Order
Thinking
Higher Order
Thinking
PurposefulTechnologyUse
Howcantechnologysupportorenhancelearning?
CONSUME INFORMATION
(teacher-directed)
CREATE / PRODUCE INFORMATION
(student-directed)

VariedPurposesfor UsingTechnology
to Support DigitalInquiry
Access
Knowledge
Build Knowledge Express
Knowledge
Reflect On
Knowledge
Act On
Knowledge
Teachers
shows online
resources &
videos to
build
background;
teachers and
students take
photos in
garden to
use in writing
Students use Pebble
Go for research to
build knowledge &
vocab; Research
about how to stop
insects from eating
garden plants;
students use online
resources and decide
what info. to include
in posters
Student pairs
create poster
on selected
plant topic
using creativity
software
(Pixie)
Collaborative
pairs evaluate
content on
digital posters
(accuracy,
detail, layout,
clarity) and
make changes
as needed
Students
share digital
posters with
buddy
classes (K
and Gr. 5) to
teach others
and answers
questions
about plant
topics
Lower Order
Thinking
Higher Order
Thinking
Gr. 1 Garden Inquiry Project
CONSUME INFORMATION
(teacher-directed)
(student-directed)

Access
Knowledge
Build
Knowledge
Express
Knowledge
Reflect On
Knowledge
Act On
Knowledge
Teachers
point learners
to specific
websites (UN,
CNN) and
these have
additional
links with
resources
Learners locate
online sources &
use Google Docs
to create source
analysis
documents; Use
email,
Hangouts,
Twitter to
contact experts
in fields related
to their topic.
Learners use
Google Slides
Presentations to
pitch initial
findings; present
from websites,
infographics,
Twitter, and
YouTube in
Community
Showcase
Technology
not used in
this capacity
in this project.
Learners use
technology to
communicate
suggested
action steps to
stakeholders
and raise
awareness for
the causes.
Lower Order
Thinking
Higher Order
Thinking
Gr. 9 Global Advocacy Project
CONSUME INFORMATION
(teacher-directed)
(student-directed)
VariedPurposesfor UsingTechnology
to Support DigitalInquiry

DesigningOpportunitiesforPersonalDigital
InquirywiththePDIPlanningGuide
Learning Outcomes Student-Centered Inquiry Practices
(modeled > prompted > guided > open)
Curricular: (subject-specific or
multidisciplinary)
Participatory: (join partners, start
conversations, raise awareness, take
action, change minds)
Standards:
Digital Competencies:
Wonder & Discover:
Collaborate & Discuss:
Create & Take Action:
Analyze & Reflect:
[Digital] Experiences to Deepen Learning & Increase Engagement
Acquire
Knowledge
Build
Knowledge
Express
Knowledge
Reflect On
Knowledge
Act On
Knowledge
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