My keynote to the Northern Sydney Teacher Librarians Conference, Checkers Resort, Terrey Hills, NSW. My main message was to 'unthink the way you live and work' and rediscover yourself. The introduction of the Australian Curriculum provides teacher librarians with many rich opportunities to establish or invigorate their teaching role. This presentation explores the richness that inquiry learning offers as an interdisciplinary approach to support students in exploring the world, and developing important critical and creative skills, understandings and dispositions along the way.

1. Now is
the
time!
LYN HAY
Director, Leading Learning Institute
Head of Professional Learning, Syba Academy
Adjunct Lecturer, Charles Sturt University(CC BY-SA 2.0)
https://www.flickr.com/photos/fhke/240086966/

2. Rediscover yourself
reframe your thinking taste the unknown
http://vimeo.com/66867858

3. It’s time to paint
your Picasso

4. “Don’t let your company or your job description determine where
your drops of paint fall from here on out. You determine them. You
determine what is surrendered to the canvas each day…
Let it be your own vision.”

5. Our challenge
Educating for the now and next
§ How
to
we
educate
our
students
to
meet
the
high
levels
of
literacy
in
the
technological
workplace?
§ How
do
we
prepare
our
students
to
navigate
and
make
sense
of
the
global
informa:on
environment?
§ How
do
we
enable
our
students
to
draw
on
the
knowledge
and
wisdom
of
the
past
while
using
the
technology
of
the
present
to
advance
new
discoveries
for
the
future?
§ How
do
we
prepare
our
students
to
think
for
themselves,
make
good
decisions,
develop
exper:se,
and
learn
through
life?
Many teachers are turning to inquiry learning in subjects
across the curriculum to meet the challenge of educating
their students for lifelong learning

6. Seven Survival Skills
as defined by business leaders in their own words
CRITICAL THINKING AND PROBLEM SOLVING
“The idea that a company’s senior leaders have all the answers and can solve problems by
themselves has gone completely by the wayside…The person who’s close to the work has to
have strong analytic skills. You have to be rigorous: test your assumptions, don’t take things at
face value, don’t go in with preconceived ideas that you’re trying to prove.”
—Ellen Kumata, consultant to Fortune 200 companies
COLLABORATION ACROSS NETWORKS AND LEADING BY INFLUENCE
“The biggest problem we have in the company as a whole is finding people capable of exerting
leadership across the board…Our mantra is that you lead by influence, rather than authority.”
—Mark Chandler, Senior Vice President and General Counsel at Cisco
AGILITY AND ADAPTABILITY
“I’ve been here four years, and we’ve done fundamental reorganization every year because of
changes in the business…I can guarantee the job I hire someone to do will change or may not
exist in the future, so this is why adaptability and learning skills are more important than
technical skills.”
—Clay Parker, President of Chemical Management Division of BOC Edwards
http://www.tonywagner.com/7-survival-skills

7. Seven Survival Skills
INITIATIVE AND ENTREPRENEURSHIP
“For our production and crafts staff, the hourly workers, we need self-directed people…who can find
creative solutions to some very tough, challenging problems.”
—Mark Maddox, Human Resources Manager at Unilever Foods North America
EFFECTIVE ORAL AND WRITTEN COMMUNICATION
“The biggest skill people are missing is the ability to communicate: both written and oral
presentations. It’s a huge problem for us.”
—Annmarie Neal, Vice President for Talent Management at Cisco Systems
ACCESSING AND ANALYZING INFORMATION
“There is so much information available that it is almost too much, and if people aren’t prepared to
process the information effectively, it almost freezes them in their steps.”
—Mike Summers, Vice President for Global Talent Management at Dell
CURIOSITY AND IMAGINATION
“Our old idea is that work is defined by employers and that employees have to do whatever the
employer wants…but actually, you would like him to come up with an interpretation that you like
—he’s adding something personal—a creative element.”
—Michael Jung, Senior Consultant at McKinsey and Company
http://www.tonywagner.com/7-survival-skills

8. Meta-analyses of educational
research shows that the most
significant impacts on student
learning and achievement are:
§ role of teacher and quality of
instruction
§ developing a supportive
learning environment
§ engaging students in discovery,
inquiry, thinking, metacognition
and knowledge building
(Hattie, 2009)
Visible Learning

9. https://sphotos-b.xx.fbcdn.net/hphotos-prn1/p480x480/293198_495527183803939_1792655796_n.png
Qualities not measured
by most tests

10. (CC BY 2.0)
https://www.flickr.com/photos/plugusin/13890272827/

11. The inquiring mind
as a key dynamic
Authentic and powerful pedagogy
instructional designs that support intellectual engagement,
deep knowledge, creativity, problem solving and
innovation
Intellectual quality
developing higher-order thinking (critical and creative
thinking), deep understanding, substantive conversations,
critique of knowledge, and engaging with problematic
knowledge
Social, cultural and personal agency
respect for different values, cultural knowledges, global
awareness, social and ethical values, self-confidence,
risk-taking, independence, interdependence, 21C life skills
(careers and living)
digital competence – critical & creative thinking – ethical behaviour

12. Inquiry underpins
21C learning
§ Critical thinking and problem solving
expert thinking
§ Communication and collaboration
complex communicating
§ Creativity and innovation
applied imagination and invention
www.21stcenturyskills.org

13. Digital literacy
§ Information literacy
access information efficiently/effectively, evaluate
information critically/competently, use information
accurately/creatively
§ Media literacy
analyse media, ethically/legally access and use media,
create media products by effectively using media tools
§ ICT literacy
use technology as a tool to research, organise, evaluate,
communicate, social networking, ethically/legally use
technologies
www.21stcenturyskills.org

14. Life and career skills
§ Flexibility and adaptability
adapt to varied roles/job responsibilities/schedules/ contexts, understand,
negotiate, balance diverse views/beliefs, find workable solutions
§ Initiative and self-direction
manage goals/time, work independently, be self-directed learners, go
beyond basic mastery, reflect critically on past experiences to inform
future progress
§ Social and cross-cultural interaction
know when to listen/when to speak, be respectful interacting with others,
work effectively in diverse teams, be open-minded to different ideas/
values, leverage social/cultural difference to create new ideas, innovate&
improve quality of own/group work
www.21stcenturyskills.org

15. Inquiry helps us
expand our reach
§ Productivity and accountability
manage projects, set/meet goals, deal with obstacles/
pressures, prioritise/plan/manage to achieve intended
result, produce results through multitasking, managing
time effectively, respect/appreciate team diversity
§ Leadership and responsibility
project-based, studio model of work more prevalent
now, guide and lead others, use interpersonal/
problem-solving skills to influence/guide others
towards a goal, inspire other to accomplish, lead by
example, selflessness, acting responsibly with
interests of larger community in mind

16. The challenge: frame schooling around
questions developed and shaped by kids
through inquiry across the curriculum

17. (CC BY-SA 2.0)
https://www.flickr.com/photos/mikecogh/13083705734/
Inquiry opens up the curriculum…
and we are there

18. Inquiry underpins disciplinary thinking
Inquiry is interdisciplinary

19. History
historical inquiry develops transferable skills, such as the
ability to ask relevant questions; critically analyse and
interpret sources; consider context; respect and explain
different perspectives; develop and substantiate
interpretations, and communicate effectively
is the process of investigation undertaken in order to
understand the past

20. Historical
inquiry
http://wronghands1.files.wordpress.com/2011/08/history.jpg
Steps
in
the
inquiry
process
include
posing
ques3ons,
loca3ng
and
analysing
sources
and
using
evidence
from
sources
to
develop
an
informed
explana3on
about
the
past

21. Science
ability
to
use
a
range
of
scien3fic
inquiry
methods,
including
ques3oning;
collec3ng
and
analysing
data;
evalua3ng
results;
and
drawing
cri3cal,
evidence-­‐based
conclusions
ability
to
communicate
scien3fic
understanding
and
findings
to
a
range
of
audiences,
to
jus3fy
ideas
on
the
basis
of
evidence,
and
to
evaluate
and
debate
scien3fic
arguments
and
claims
ability
to
solve
problems
and
make
informed,
evidence-­‐based
decisions
about
current
and
future
applica3ons
of
science
while
taking
into
account
ethical
and
social
implica3ons
of
decisions

22. Inquiry skills
Ques3oning
and
predic3ng:
Iden:fying
and
construc:ng
ques:ons,
proposing
hypotheses
and
sugges:ng
possible
outcomes.
Planning
and
conduc3ng:
Making
decisions
regarding
how
to
inves:gate
or
solve
a
problem
and
carrying
out
an
inves:ga:on,
including
the
collec:on
of
data.
Processing
and
analysing
data
and
informa3on:
Represen:ng
data
in
meaningful
and
useful
ways;
iden:fying
trends,
paDerns
and
rela:onships
in
data,
and
using
this
evidence
to
jus:fy
conclusions.
Evalua3ng:
Considering
the
quality
of
available
evidence
and
the
merit
or
significance
of
a
claim,
proposi:on
or
conclusion
with
reference
to
that
evidence.
Communica3ng:
Conveying
informa:on
or
ideas
to
others
through
appropriate
representa:ons,
text
types
and
modes.

23. Maths
developing increasingly sophisticated and refined
mathematical understanding, fluency, logical reasoning,
analytical thought and problem-solving skills
enable students to respond to familiar and unfamiliar
situations by employing mathematical strategies to make
informed decisions and solve problems efficiently
help students become self-
motivated, confident learners
through inquiry and active
participation in challenging and
engaging experiences

24. Proficiency strands
Understanding
Students build a robust knowledge of adaptable and transferable mathematical concepts. Make
connections between related concepts and develop new ideas. Understand the relationship
between the ‘why’ and the ‘how’ of mathematics... describe their thinking mathematically...
Fluency
Students develop skills in choosing appropriate procedures, carrying out procedures flexibly,
accurately, efficiently and appropriately... are fluent when they calculate answers efficiently, when
they recognise robust ways of answering questions, when they choose appropriate methods and
approximations...when manipulate expressions and equations to find solutions.
Problem Solving
Students develop the ability to make choices, interpret, formulate, model and investigate problem
situations, and communicate solutions effectively. Students formulate and solve problems when
they use mathematics to represent unfamiliar or meaningful situations, when they design
investigations and plan their approaches, when they apply their existing strategies to seek
solutions, and when they verify that their answers are reasonable.
Reasoning
Students develop an increasingly sophisticated capacity for logical thought and actions, such as
analysing, proving, evaluating, explaining, inferring, justifying and generalising. Students are
reasoning mathematically when they explain their thinking, when they deduce and justify
strategies used and conclusions reached, when they adapt the known to the unknown, when they
transfer learning from one context to another, when they prove that something is true or false and
when they compare and contrast related ideas and explain their choices.

25. Geography
uses an inquiry approach to assist students to make meaning of their
world. It teaches them to respond to questions in a geographically
distinctive way, plan an inquiry; collect, evaluate, analyse and interpret
information; and suggest responses to what they have learned
conduct fieldwork, map and interpret data and spatial distributions, and
use spatial technologies
develop a wide range of general skills and capabilities, including
information and communication technology skills, an appreciation of
different perspectives, an understanding of ethical research
principles, a capacity for teamwork
and an ability to think critically and
creatively
skills can be applied in everyday
life and at work

26. General capabilities

27. Explore and make connections

28. http://whatedsaid.wordpress.com/page/4/
Thinking underpins the
generation of ideas

29. Generation of ideas
Critical thinking is at the core of most intellectual
activity that involves students in learning to
recognise or develop an argument, use evidence
in support of that argument, draw reasoned
conclusions, and use information to solve
problems.
Creative thinking involves students in learning to
generate and apply new ideas in specific
contexts, seeing existing situations in a new way,
identifying alternative explanations... combining
parts to form something original, sifting and
refining ideas to discover possibilities, constructing
theories and objects, and acting on intuition.

30. Mistakes underpin genius
Learning to be critical requires a lot of practice
(CC BY-SA 2.0)
https://www.flickr.com/photos/119295985@N06/13508615163/

31. http://www.amazon.com/How-Be-Explorer-World-Portable/dp/0399534601/

32. Creative and critical ideas
Museum of Old and New Art
https://www.mona.net.au/

33. Dare
to
Dream
Creative and critical ideas
Top Gear
http://www.topgear.com/au/tv-show

34. Creative and critical ideas

35. Inquiry cultivates innovative
and industrious thinking
§ Discover
that
produc:ve
explora:on
is
rewarding
and
enjoyable
§ Know
there
are
unending
posi:ve
and
exci:ng
inquiries
to
uncover
§ Develop
thinking
skills
and
disposi:on
that
can
be
applied
to
the
success
of
any
endeavour
§ Transfer
their
learning
from
other
instruc:onal
or
ac:vity
arenas
in
orders
to
personalise
and
strengthen
their
understandings
§ Build
team
skills
§ Ac:vely
contribute
their
abili:es
and
insights
§ Experience
the
adventure
and
promise
of
innova:ve
and
industrious
thinking

36. Innovative and industrious
thinking

37. Innovative & industrious thinking
http://edition.cnn.com/2014/03/27/living/student-money-saving-typeface-garamond-schools/

38. Think, act, be… a scientist
http://www.emerginginvestigators.org/

39. Observe, wonder and ask big questions
http://newswatch.nationalgeographic.com/
2014/04/28/5-sky-events-this-week-penguin-solar-
eclipse-comet-encounters-whirlpool/

40. Observe,
make
comparisons,
wonder,
create, and
share
http://www.huffingtonpost.com/2014/05/08/wonderful-
london-film-lets-you-see-1924-and-2014_n_5288708.html?
ir=Arts

41. Resilience as the 4th R
http://blogs.kqed.org/mindshift/2014/03/can-focus-on-grit-work-in-school-cultures-that-reward-grades/
http://www.theage.com.au/victoria/can-we-build-a-better-child-20140301-33t4v.html
Intellectual courage and
curiosity
Perseverance
Learning from mistakes
Tolerating failure
Persistence
Growth mindset
Emotional intelligence
Social and emotional
empathy

42. Thinking global
Developing knowledge, skills and dispositions to
understand and act creatively and innovatively on
issues of global significance:
§ Investigate the World
§ Recognise Perspectives
§ Communicate Ideas
§ Take Action

43. Explore what
others are
doing to make
their world
sustainable
http://
themindunleashed.org/
2014/02/city-aims-car-
free-20-years.html

44. Think, act, be... a GENIUS
http://www.geniushour.com/

45. RFF as
GENIUS hour
http://corkboardconnections.blogspot.com.au/2013/12/bring-some-
passion-into-your-classroom.html

47. Your challenge is to work with teachers
and students to make connections
between different inquiry models
across the #auscurr

48. Kuhlthau, C, Caspari, A., & Maniotes, L. (2007) Guided Inquiry: Learning in the 21st Century. Santa Barbara, CA:
Libraries Unlimited.
Kuhlthau, C.C., Maniotes, L.., & Caspari, A.. (2012). Guided inquiry design: A framework for inquiry in your school. Santa
Barbara, CA: Libraries Unlimited.
Or consider a generic inquiry model

49. Strategies for guiding inquiry
Kuhlthau, C.C., Maniotes, L.., & Caspari, A.. (2012). Guided inquiry design: A framework for inquiry in
your school. Santa Barbara, CA: Libraries Unlimited.

50. Zone of Intervention: the critical point / need for instruction
Open Immerse Explore Identify Gather Create Share Evaluate
Kuhlthau, C.C., Maniotes, L.., & Caspari, A.. (2012). Guided inquiry design: A framework for inquiry in your school. Santa Barbara,
CA: Libraries Unlimited.
Information Search Process
Tasks Initiation Selection Exploration Formulation Collection Presentation Assessment
---------------------------------------------------------------------------------------------------------------------------------------------------------------
Feelings uncertainly optimism confusion clarity sense of satisfaction or
(affective) frustration direction/ disappointment
doubt confidence
Thoughts vague----------------------------------------→focused
(cognitive) ----------------------------------------------→
increased interest
Actions seeking relevant information-------------------------------→seeking pertinent information
(physical) exploring documenting

51. Source: Kuhlthau, C.C., Maniotes, L.K., & Caspari, A.K. (2012). Guided inquiry design: A framework for inquiry in your school. Santa Barbara, CA: Libraries Unlimited.
The language of GI design

52. Inquiry strategies and digital tools can be
used in different ways depending on
purpose of inquiry unit:
§ Exploration
§ Collaboration
§ Integration
§ Invention
§ Consolidation
Purpose of inquiry design

53. ??
2013
2014

54. http://www.edutopia.org/blog/ending-
year-with-final-portfolios-joshua-block

55. http://www.edutopia.org/blog/let-it-
marinate-reflection-closing-joshua-block

58. Key ideas underpinning Technology Learning Area
§ systems thinking (creating preferred futures)
§ project management
§ computational thinking
ICT capability
(one of the 7 general capabilities)

59. Inquiry in Digital Technologies
2.5 Explore how people safely use common information systems to meet
information, communication and recreation needs
2.6 Work with others to create and organise ideas and information using
information systems, and share these in safe online environments
4.3 Collect, access and present different types of data using simple software
to create information and solve problems
4.7 Work with others to plan the creation and communication of ideas and
information safely, applying agreed ethical and social protocols
8.5 Define and decompose real-world problems taking into account
functional requirements and economic, environmental, social,
technical and usability constraints
10.3 Develop techniques for acquiring, storing and validating quantitative
and qualitative data from a range of sources, considering privacy and
security requirements
10.10 Create interactive solutions for sharing ideas and information
online, taking into account social contexts and legal responsibilities

60. Inquiry in Design and Technologies
2.1 Identify how people design and produce familiar products, services and
environments and consider sustainability to meet personal and local
community needs
2.3 Explore how plants and animals are grown for food, clothing and shelter
and how food is selected and prepared for healthy eating
4.8 Evaluate design ideas, processes and solutions based on criteria for
success developed with guidance and including care for the
environment
6.3 Investigate how and why food and fibre are produced in managed
environments
6.10 Develop project plans that include consideration of resources when
making designed solutions individually and collaboratively
8.2 Investigate the ways in which products, services and environments
evolve locally, regionally and globally through the creativity, innovation
and enterprise of individuals and groups
10.9 Critically evaluate how well developed solutions and existing
information systems and policies, take account of future risks and
sustainability and provide opportunities for innovation and enterprise

61. Now is the time
For you to take control

62. Don’t let your paints dry. Use them
immediately. Now.
A world of possibilities is
available to you.
Unthink: Rediscover Your Creative Genius by Erik Wahl (2013, p. 204)

63. Rediscover yourself
§ Australian curriculum is an opportunity to introduce or reinforce
your teaching role as a TL
§ Become a resourcing leader for the Australian Curriculum and
take the lead... curate, curate, curate for your school, for the
nation
§ Work with teachers to design inquiry units across learning
areas and year levels
§ Consider inquiry approaches within and across disciplines...–
how can you connect the dots?
§ Facilitate the integration of a generic inquiry model in your
school
§ Collaborate with teachers and students to “be explorers of the
world” and provide time to “paint your Picasso”’
§ Explore and play with digital tools that can make teachers’
work easier and enhance students’ inquiry learning experiences
§ Use this opportunity to reinvent or reinvigorate your role
§ Have fun!

64. Now
IS
the time!
LYN HAY
Director, Leading Learning Institute
Head of Professional Learning, Syba Academy
Adjunct Lecturer, Charles Sturt University(CC BY-SA 2.0)
https://www.flickr.com/photos/fhke/240086966/

65. http://studentslearn.wordpress.com/

66. http://www.sybaacademy.com.au/