University of Illinois Urbana-Champaign

The Practice Profile of Inquiry: Connecting Digital Literacy and Pedagogy

Casey, Leo; Bruce, Bertram C.

Content Files
The Practice Profile of Inquiry - Connecting Digital Literacy and Pedagogy (Postprint).pdf

Permalink

https://hdl.handle.net/2142/18755

Description

Title
The Practice Profile of Inquiry: Connecting Digital Literacy and Pedagogy
Author(s)
  • Casey, Leo
  • Bruce, Bertram C.
Issue Date
2011
Keyword(s)
  • Inquiry cycle
  • Digital literacy
  • John Dewey
  • Practice profile
  • Digital media
  • k-12 teachers
  • Elementary school teachers
  • Instructional method
  • Technology-enhanced learning
Date of Ingest
2011-03-28T13:40:45Z
Abstract
This article elaborates on the Inquiry Cycle as an appropriate model of learning for the digitally enhanced classroom. Its goal is to provide a useful link between theory and pedagogic practice. This involves taking a new look at the concept of digital literacy. The authors propose a conceptual framework connecting classroom practices and elements of the Inquiry Cycle. This framework, including a specific definition of digital literacy in primary schools, draws on the theoretical work of Dewey from which the Inquiry Cycle is derived. The approach was developed and validated in a study of the teaching practices in eight Irish primary school classrooms reported here. A further outcome of this research, the Practice Profile of Inquiry, is introduced and discussed here. The authors propose this as a useful framework to connect instructional strategies and digital media in classroom practice. Furthermore, they suggest that the Practice Profile of Inquiry may be used as a tool to facilitate teachers as they plan projects and classroom activities to optimise learning.
Publisher
Symposium Journals, a division of wwwords Ltd, PO Box 204, Didcot, Oxford OX11 9ZQ, United Kingdom, www.symposium-journals.co.uk
Series/Report Name or Number
E-Learning and Digital Media
ISSN
2042-7530
Type of Resource
text
Genre of Resource
Article
Language
en
Permalink
http://hdl.handle.net/2142/18755
Sponsor(s)/Grant Number(s)
Research & Development Committee of the Department of Education and Science, Ireland

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