Hey Mandy you may now mark my blog. I believe I have covered all bases.
Thanks heaps
Ngaio
Thursday, October 15, 2009
Wednesday, October 14, 2009
Final Reflection on Blog
After looking through my blog, and editing a few posts to make them more readable, I now feel that I need to explain and reflect on a few things, that Mandy has asked us to.
The assignment was particulary challanging in the researching of information due to the topic and my inability to access QUT library resources and articles. Virtual resources were the best way to get around this problem. I used ProQuest, ERIC and A+ to find most of my resources. The searching of the databases is something that I am familiar with as I used to use ProQuest in my Bachelor degree with little issue. This I believed enabled me to get a head start compared to anyone who only recently went back to uni with a decade or more break. I mostly used quotation marks for searches that needed the two words together such as "inquiry learning". I also used the * so that sources could be searched that contained words similar to learn*. I also used advanced search to only search for full text articles as generally the articles found were contained in print version at QUT, and therefore were not of value.
In terms of looking for resources, I also examined the back of the set textbook - Guided Inquiry - and looked at the references that they had (I did this for articles as well) and tried to see if I could get more resources this way. I was successful one or two times using this method.
Once I got my head around what I was focusing my assignment on, my search for resources sped up as I knew what I was looking for. However the stages getting to that were trivial but essential to go through so that the focus of the assignment was centred around the results found.
I won't re-hash my feelings during the assignment, I believe I made them pretty clear. Nor will I repeat the observation that my stages were similar to the ISP model.
In regards to information literacy, most articles found were from a database which meant they automatically had credability as they had to be published. However articles that were found from the internet were verified by using the Authoritive Information chapter in 'The Hidden Web' textbook. The currency as well as the authenticity were examined to ensure that webpages held accurate information relating to the topic. This will be used in future examination of sources and is something that should frequently be reiterated by teachers and teacher-librarians.
The future of my subject is changing, and with National Curriculum in a few years I will be interesting to see what happens, but whilst I have the opportunity to impose my direction into the course, I will. Media will be getting a overhall late this term. I am determined that next year will be different. The engagement with the subject will go up. I will impliment some form of guided inquiry into the subject and after the discussion on what is knowledge the other night, I will try to create a unit not neccesarily based around the traditional knowledge, but more around the knowledge created by doing (like the firefighters), and other forms discussed. So interesting times ahead.
The assignment was particulary challanging in the researching of information due to the topic and my inability to access QUT library resources and articles. Virtual resources were the best way to get around this problem. I used ProQuest, ERIC and A+ to find most of my resources. The searching of the databases is something that I am familiar with as I used to use ProQuest in my Bachelor degree with little issue. This I believed enabled me to get a head start compared to anyone who only recently went back to uni with a decade or more break. I mostly used quotation marks for searches that needed the two words together such as "inquiry learning". I also used the * so that sources could be searched that contained words similar to learn*. I also used advanced search to only search for full text articles as generally the articles found were contained in print version at QUT, and therefore were not of value.
In terms of looking for resources, I also examined the back of the set textbook - Guided Inquiry - and looked at the references that they had (I did this for articles as well) and tried to see if I could get more resources this way. I was successful one or two times using this method.
Once I got my head around what I was focusing my assignment on, my search for resources sped up as I knew what I was looking for. However the stages getting to that were trivial but essential to go through so that the focus of the assignment was centred around the results found.
I won't re-hash my feelings during the assignment, I believe I made them pretty clear. Nor will I repeat the observation that my stages were similar to the ISP model.
In regards to information literacy, most articles found were from a database which meant they automatically had credability as they had to be published. However articles that were found from the internet were verified by using the Authoritive Information chapter in 'The Hidden Web' textbook. The currency as well as the authenticity were examined to ensure that webpages held accurate information relating to the topic. This will be used in future examination of sources and is something that should frequently be reiterated by teachers and teacher-librarians.
The future of my subject is changing, and with National Curriculum in a few years I will be interesting to see what happens, but whilst I have the opportunity to impose my direction into the course, I will. Media will be getting a overhall late this term. I am determined that next year will be different. The engagement with the subject will go up. I will impliment some form of guided inquiry into the subject and after the discussion on what is knowledge the other night, I will try to create a unit not neccesarily based around the traditional knowledge, but more around the knowledge created by doing (like the firefighters), and other forms discussed. So interesting times ahead.
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