21 Apr 2015

Talk Tuesday: InFlow Research Model K-12

More than 20 parents joined us in the Elementary Library this morning to learn more about the InFlow Research Model. The four ASD Librarians, Carly, Jill, Jenny and Natasha, presented an overview of the model demonstrated how students engage in research at ASD from K1 through Grade 12.

Our discussion included the importance of purposeful, intentional teaching of information literacy skills. Much has been written about the “digital native.” Our children, our students have never known life without technology at their fingertips. Adults often presume that this access to technology equates with a high level of skill. New research is revealing that, in fact, many of skills needed to use technology and to use information effectively must be purposefully taught and practiced.

Samples of students' research projects from Lower and Upper Elementary, Middle and High School helped to show how skills are developmentally built and purposefully taught through the grade levels.

Some of the key principles of the InFlow model are:

    • K-12 common language, cohesive model for research.
    • Engaging, learner-centered, individualized
    • Authentic learning experiences, creative outputs.
    • Process flows naturally from one element to the next, not isolated tasks.
    • Elements can be undertaken in any order
    • Not essential to use every element.
    • Iterative: learners may return to each element several times.
    • Learners engage with information in a variety of ways.
    • Collaboration is important, also supports individual.
    • Adaptable for different age ranges.
    • Refined and adapted by learners and teachers.

    We appreciate parents involvement in helping their children become adept researchers. Parents' knowledge of the InFlow research process will serve to support and extend their children's learning at home.