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This website includes tools and resources for library supported inquiry made by Martha Cameron, Leigh Husieff and Maureen McDonough. Each step in the inquiry process is clearly explained and supported with graphic organizers and other tools. It is an excellent guide for a teacher or a teacher-librarian desiring to guide an inquiry process. The materials are inspired and adapted from Guided Inquiry Design: A Framework for Inquiry in Your School
by Carol Kuhlthau, Leslie Maniotes & Ann Caspari.

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Welcome to
Library Supported Inquiry
The Path from Curiosity to Understanding and Beyond
A Framework for Library Supported Inquiry
developed by
Martha Cameron, Leigh Husieff and Maureen McDonough
The information and resources on this site are designed to support inquiry projects of varying length. There are schedules for one and two week projects, half and full semester projects and Genius Hour projects. The accompanying resources are designed to be used throughout the project and have a strong foundation in Library research methodology. At the end of a project, not only will students have a product reflecting their learning, but the entire process will be documented.
This website is in-progress and is being developed on an on-going basis.

Materials can be used for educational purposes only with credit given to the authors.

See for the email addresses of the creators and feel free to email us with your questions and thoughts.

Much of our inspiration for this project comes from:
Guided Inquiry Design: A Framework for Inquiry in Your School
by Carol Kuhlthau, Leslie Maniotes & Ann Caspari
​

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Welcome to Library Supported Inquiry The Path from Curiosity to Understanding and Beyond A Framework for Library Supported Inquiry developed by Martha Cameron, Leigh Husieff and Maureen McDonough...

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BCTLA Points of Inquiry framework. Explanation, rubrics, strategies for implementation for different grade levels and subject areas.

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LEARN - Literacy Educators and Resources Network

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LEARN - Literacy Educators and Resources Network

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Inquiry frameworks, lessons, scaffolds. Information literacy tools.

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Literacy Educators' and Resources Network

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Assessment Tools Across the Inquiry Cycle PDF (Albert Community School)

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An extensive list of club and program ideas for middle school libraries.

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We have a great group of middle school kids (5th - 8th grades) that use our library and I really enjoy providing quality, fun programs for these kids to attend!Program Ideas Arm Knitting Books & Cooks Book Cart Drill Team Book Folding Chocolate DIY Spa & Game Night Environmental Jeopardy Financial Literacy Holiday Party Junior Friends of the Library Life-Size Clue Minute to Win It Games Mythology, Greek Mythology, Norse Newspaper Poetry Party Activities & Games Reader's Theatre - Margie Palatini Scavenger Hunt (Escape From Mr. Lemoncello's Library) Sharpie Tie-Dye Summer Reading Commercial Test Your Survival Knowledge

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Includes: five information lessons with resources; information literacy definition and models; citation makers; critical evaluation forms.

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Copyright: Kathy Schrock. All rights reserved.
Republishing of these lists of links without express and written permission from this site's author is not allowed.

Links to this page may be used, provided that full and clear credit is given to Kathy Schrock and Kathy Schrock's Guide to Everything with appropriate and specific direction (via the URL) to the original compilation of information on this page.

Permissions beyond the scope of this license may be available by emailing the creator.

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Copyright: Kathy Schrock. All rights reserved. Republishing of these lists of links without express and written permission from this site's author is not allowed. Links to this page may be used, provided that full and clear credit is given to Kathy Schrock and Kathy Schrock's Guide to Everything with appropriate and specific direction (via the URL) to the original compilation of information on this page.

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Explanation of media literacy and its importance. Resources by age group.

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Games, tutorials, videos, workshops, teacher and parent resources on a wide range of topics related to digital and media literacy.

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Four lessons from "Read, Write, Think" on evaluating online information.

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We have launched the new ReadWriteThink.org and we would love to get your feedback: Give Feedback

Research has shown that online reading requires not only traditional comprehension strategies, but also new digital- and media-literacy strategies. In this lesson, students learn how to use these comprehension strategies involving a sequence of planning, predicting, monitoring, and evaluating. Once students learn the strategies, they read a variety of hoax websites and evaluate the content. They then demonstrate their learning through the creation of outlines for hoax websites.

Compare & Contrast Map: Using this tool, students can easily compare and contrast a "real" website from a "fake" website.

Reading comprehension on the Internet requires both similar and more complex comprehension applications of traditional text-based strategies, including the use of prior knowledge, inferential reasoning strategies, and self-regulated reading processes.

The authors recommend the following repeating pattern of self-regulated reading for websites: planning, predicting, monitoring, and evaluating.

Authentic research opportunities for students should include exposure to unreliable information sources.

Through website evaluation and the identification of "hoax" sites, teachers can guide students to assess the credibility and authenticity of information on the Internet.

This resource has been aligned to the Common Core State Standards for states in which they have been adopted. If a state does not appear in the drop-down, CCSS alignments are forthcoming.

This lesson has been aligned to standards in the following states. If a state does not appear in the drop-down, standard alignments are not currently available for that state.

NCTE/IRA National Standards for the English Language Arts

3. Students apply a wide range of strategies to comprehend, interpret, evaluate, and appreciate texts. They draw on their prior experience, their interactions with other readers and writers, their knowledge of word meaning and of other texts, their word identification strategies, and their understanding of textual features (e.g., sound-letter correspondence, sentence structure, context, graphics).

6. Students apply knowledge of language structure, language conventions (e.g., spelling and punctuation), media techniques, figurative language, and genre to create, critique, and discuss print and nonprint texts.

11. Students participate as knowledgeable, reflective, creative, and critical members of a variety of literacy communities.

12. Students use spoken, written, and visual language to accomplish their own purposes (e.g., for learning, enjoyment, persuasion, and the exchange of information).

Students will

Use research-based comprehension strategies to read and evaluate websites

Practice analysis by comparing hoax and real websites and identifying false or misleading information

Apply what they have learned about hoaxes by creating an outline of their own hoax website and evaluating the outlines of their peers

2.

Distribute the Online Comprehension Strategies Diagram to students. Read through the strategies with students and discuss how these strategies can help with reading a webpage.

3.

Model the use of the online comprehension strategies using Jo Cool or Jo Fool For Kids as an example (if possible, project the website onto a large screen; otherwise have students gather around the computer you are using). Think aloud as you navigate around the site, for example:

Plan. "What do I need to find out? I want to find the student activity. Where should I begin? I usually begin reading the main body of the website (the middle portion). Where do I want to go? Oh look, it tells me to click on the links on the right side bar to begin. What do I need to do first? Should I do Cybertour or Cyberquiz?"

Predict. As you mouse over Cybertour say something like, "I think this hyperlink will lead to the activity." Then mouse over the Cyberquiz and say "If I click here, I expect to find the quiz that is mentioned in the body text."

Monitor. Once you click on the Cybertour, ask, "Is this where I expected to be? What pertinent information stands out on this page? Should I skim or read more carefully? I think I should read carefully because this is the activity."

Evaluate. "Is this a likely and appropriate place for the information I need? I think I will read through this interactive and record any important information."

4.

At this point, have students work through the Cybertour in pairs. Ask them to record any important information they learn on the back of their Online Comprehension Strategies Diagrams.

5.

Ask students to discuss some of the ideas in the activity. What did they learn about the process of evaluating websites? Note: You may want to discuss some of the strategies in more detail using questions from the Jo Cool or Jo Fool Teacher's Guide.

6.

End the session by having students complete the interactive activity at Deconstructing Web Pages. Note: This activity has students practice strategies for identifying credible websites; in addition, they will become familiar with the Five W's of Cyberspace that are modified for use in the Is This a Hoax? evaluation sheet that is used in the next session.

Project Save the Pacific Northwest Tree Octopus onto a screen. Students should be working in pairs at computers with the same website showing.

1.

Tell students you will work together to make a plan for reading using the strategies from the Online Comprehension Strategies Diagram. Model asking questions such as:

2.

Begin a discussion about the Save the Pacific Northwest Tree Octopus homepage, soliciting observations from the students. Some things you may want to make sure they notice include:

The site's URL, which does not include any of the words pacific, northwest, tree, or octopus as one might expect it to.

On the left-hand side, the links under the heading Cephalopod News are regularly updated and most links lead to legitimate articles about this category of animal; ask students to explore some of these linked pages. (You might also choose to have students look up the word cephalopod to verify that it is a real word as well.)

The links found in the body text on the homepage are to a mix of legitimate and hoax websites.

In the bottom left corner, there is a link to an organization society called Green Peas.org that "supports the endangered Pacific Northwest Octopus." The link doesn't work.

In the bottom left corner there is a button that says "Made in Cascadia;" when clicked it goes to a website for this "republic" which is supposedly made up of Oregon, Washington State, and British Columbia.

4.

Hand out copies of the Is This a Hoax? evaluation sheet and review. Ask students if they feel there are any further questions they wish to add based on their work during Session 1 and their initial impressions of the Save the Pacific Northwest Tree Octopus website. Tell them that their goal is to determine if the website is a hoax. Review the Online Comprehension Strategies quickly and remind students to use them to help as they read.

5.

Once students have completed their work, have them discuss their responses. How did they figure out that the site was a hoax? Discuss also what is effective about the site. Questions for discussion include:

What about this site makes it seem credible?

How long did it take you to suspect that this site was a hoax?

Why would someone want to create a site like this?

7.

If there is time, have students spend some time looking at other websites that the tree octopus site links to including The Bureau of Sasquatch Affairs and The Republic of Cascadia and responding to some of the same questions.

2.

When they have completed the outline, have each group create a sketch of the homepage for their hoax website, including title, pictures, navigation, and titles of possible articles. You might also have them go online to look for potential links to include on their websites.

3.

Student groups should trade outlines and sketches. Each student should complete the Is This a Hoax? evaluation for another group's work; you may want to give them some time to go online and check the links that other groups used. Note: There will be some areas of this sheet that will not apply to the outlines. You can ask students to simply write "not applicable" in those boxes.

Students can use the outlines from Session 4 to create mockups of their websites including pictures and text for articles.

Have students create their own hoax webpage or website that is based on a real website they use routinely.

Have students create video public service announcements about Internet hoaxes and online safety. Instructions for creating video public service announcements can be found in the lesson MyTube: Changing the World With Video Public Service Announcements.

Student Assessment / Reflections

Collect both sets of student Is This a Hoax? evaluations and use the Teacher Evaluation Form for Online Comprehension to identify how well students understand the concepts. Look also at the outlines students create in Session 4 to see how well students were able to apply the characteristics of a hoax to their own work.

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Hoax or No Hoax? Strategies for Online Comprehension and Evaluation

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We have launched the new ReadWriteThink.org and we would love to get your feedback: Give Feedback Research has shown that online reading requires not only traditional comprehension strategies, but also new digital- and media-literacy strategies. In this lesson, students learn how to use these comprehension strategies involving a sequence of planning, predicting, monitoring, and evaluating.

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Resources for art projects, color theory lessons, and story writing lessons.

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Welcome to the Official Eric Carle Website! Discover Eric Carle, Learn how he makes his tissues and even find out where his museum is!

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Introduction to makerspace. Tools, tips, ideas and projects for your makerspace.

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Kumpulan Berita Tentang Judi Online Terkini yang bisa anda nikmati setiap hari.

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Excellent resource explaining and teaching visual literacy. Includes lessons and examples.

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Visual literacy concerns how meaning is made in still and moving image texts. It is addressed in the Victorian Curriculum: English through the mode of 'viewing'.

Visual literacy involves closely examining diverse visual texts across a range of text types. Text types include non-fiction, textbooks, picture books, art, advertisements, posters, graphic novels, comic strips, animations, film clips, web pages, and more.

Teaching visual literacy requires students and teachers to have a shared visual metalanguage (a shared, specialised terminology) that describes meaning. Access to a visual metalanguage will enable students and teachers to accurately and consistently talk about how meaning is made in visual texts, in the same way that we use a commonly understood grammar of language to talk about meaning making in written and spoken texts.

A metalanguage enables a comparison of texts. It enables discussion and identification of visual semiotic choices made by the author to construct particular meanings, the effects of particular choices on the audience, what alternatives might have been chosen, and how this would change meaning (Unsworth, 2007, p. 380).

The visual metalanguage already in the Victorian Curriculum: English, and further expanded in this resource, is primarily informed by the work of Kress and van Leeuwen (2006). This visual metalanguage identifies and names various key components of visual meaning, and the relationships of these components with each other, using recognised visual literacy conventions, based on shared cultural and social knowledge of visual meaning, and patterns and purposes of visual design which have developed over time (Callow, 2013, Kress, 2010).

This resource provides further support for teaching visual literacy through an expanded visual metalanguage with visual examples, discussion questions and guides.

Examination of image in context

The context, or environment in which a text is responded to, or created, is an important consideration in the first stages of examining an image or visual text. It is important to begin by examining the image as a whole.

The following sequence of questions provides a way to begin this discussion. For each question, ask students to expand on their responses by explaining reasons why, and encourage them to use evidence from the image to justify their responses, using visual design metalanguage. Through these discussions, different interpretations of the image may emerge which forms the basis for further discussion and exploration.

1. Where does this image come from? Is it part of a sequence (page from a book or website; clip from a film) or does it stand alone (art work, poster, advertisement)?

2. What is its purpose?

3. Who is it for?

4. What is it about?

5. What do you think about it? Why?

6. How does it make you feel? Why?

7. What puzzles you?

8. What does it remind you of?

9. What connections can you make to other texts and experiences?

10. How do you think this text positioning the viewer/reader?

11. What might be missing from this image?

12. Why has the image-maker chosen to show this image this way? How else might this be shown? What difference might this make?

LIE: close reading of an image using three levels of comprehension

Visual comprehension requires a focused, carefully sequenced approach to develop analytical thinking and semiotically informed observational skills. A close analysis of how visual texts make meaning can be framed around three graduated levels. This is approached as LIE: Literal, Inferential, and Evaluative comprehension.

Level 1: Literal: Locate, Recall, Connect. What do you see? The answer is in the image. Justify answers with evidence from the text. (Students search for the information within the text.)

Level 2: Inferential: Infer and Interpret. What do you think this means? Why? What evidence in the text supports your answer? (Students use the literal information and combine it with other information from the image or context, and prior knowledge to make inferences based on this information. This requires close analysis of the text and deeper thinking about this.)

Level 3: Evaluative/Applied: Evaluate, Generalise, Hypothesise, Synthesise, Think critically, Think creatively, and Apply to other contexts. What do you think about this? (Students combine the literal and inferential information from the text with other ideas and knowledge to extend thinking beyond the text.)

This section presents a framework for identifying and organising a visual metalanguage for understanding and talking about how visual meaning is conveyed in visual texts. This framework is organised according to function, or how visual design choices are made to most effectively convey the meaning the author wishes to make. Three, simultaneously occurring, meaning functions have been identified which occur in every text (Halliday, 1975, Unsworth, 2007). This functional framework also informs the way the Victorian Curriculum: English organises teaching about language.

For this context working with images and the visual semiotic mode, these three meaning functions are described as:

A guide for examining the available meaning making resources for each function used by the image author to visually design meaning in the text, and an associated visual metalanguage to talk about this, is provided in the following sections. The brief definition of each function, in terms of designing meaning in visual texts, is based on the descriptions for the language strand (written and spoken language) in the Victorian Curriculum, with elaborations for working with the visual mode informed by Kress and van Leeuwen (2006), Callow (2013), and Painter, Martin and Unsworth (2013).

Anstey, M., & Bull, G. (2009). Using multimodal texts and digital resources in a multiliterate classroom. e:lit, e:update 004. Sydney: Primary English Teaching Association.

Callow, J. (2013). The Shape of Text to Come: How Image and Text Work. Primary English Teaching Association (Australia) (PETAA).

Cloonan, A. (2011). Creating multimodal metalanguage with teachers. English Teaching, 10(4), 23.

Halliday, M.A.K. 1975. Learning How to Mean: Explorations in the Development of Language. London: Edward Arnold.

Jewitt, C. (2008 ). Multimodality and Literacy. School Classrooms. Review of Research in Education, Vol. 32, pp. 241-267.

Kalantzis, M., Cope, B., Chan, E., & Dalley-Trim, L. (2016). Literacies. Port Melbourne, VIC, Australia: Cambridge University Press.

Kress, G. (2010). Multimodality: a social semiotic approach to contemporary communication. London ; New York: Routledge. Kress, G., & van Leeuwen, T. (2006). Reading images: the grammar of visual design (2nd ed.). London: Routledge.

Macken-Horarik, M. (2009). Navigational metalanguages for new territory in English: The potential of grammatics. English Teaching: Practice and Critique, 8(3), 55-69.

Macken-Horarik, M. (2016). Building a metalanguage for interpreting multimodal literature: Insights from systemic functional semiotics in two case study classrooms. English in Australia, 51(2), 85-99.

O'Brien, A. (2014). Using focalisation choices to manipulate audience viewpoint in 3-D animation narratives: what do student authors need to know? In L. Unsworth & A. Thomas (Eds.), English Teaching and New Literacies Pedagogy: Interpreting and authoring digital multimedia in the classroom: Peter Lang.

O'Brien, A. (2017). Creating Multimodal Texts. Resources for literacy teachers. Retrieved from https://creatingmultimodaltexts.com/.

New London Group. (2000). A pedagogy of multiliteracies: designing social futures. In B. Cope, & M. Kalantzis (Eds.), Multiliteracies: Literacy learning and the design of social futures. Melbourne, Australia: Macmillan.

Painter, C., Martin, J. R., & Unsworth, L. (2013). Reading Visual Narratives: image analysis of children's picture books: Equinox Publishing Limited.

Unsworth, L. (2007). Explicating inter-modal meaning-making in media and literary texts: Towards a metalanguage of image/language relations In A. Burn & C. Durrant (Eds.), Media teaching: Language, Audience, Production. London: AATE-NATE and Wakefield Press. Unsworth, L. (2014). Multimodal reading comprehension: curriculum expectations and large-scale literacy testing practices. Pedagogies: An International Journal, 9(1), 26-44.

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Visual literacy concerns how meaning is made in still and moving image texts. It is addressed in the Victorian Curriculum: English through the mode of 'viewing'. Visual literacy involves closely examining diverse visual texts across a range of text types.

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School Librarian's Role in Reading Toolkit

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School Librarian's Role in Reading Toolkit

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Lessons and handouts to support literacy skills, including questioning, inferring, synthesizing.

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Information and resources on dozens of reading topics, including teaching reading, helping struggling readers.

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Explore reading basics as well as the key role of background knowledge and motivation in becoming a lifelong reader and learner. Watch our PBS Launching Young Readers series and try our self-paced Reading 101 course to deepen your understanding.

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Handout that helps students to come up with inquiry questions and refine their questions.

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Biographical information. Information about his illustration process. Examples and galleries. Free activities.

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Welcome to the official website of Sir Quentin Blake | Quentin Blake

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Welcome to the official website of Sir Quentin Blake

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Museum of picture book art. Has tons of ideas for visual art projects to pair with literature.

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The Carle is the international champion for picture books. We collect, preserve, and present picture books and picture-book illustrations for audiences passionate about children's literature.

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A museum devoted to collecting, preserving, and presenting picture books and picture-book illustrations for audiences passionate about children's literature.

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Lesson plans and free literacy activities.

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Booklist, formerly subscription only, is currently available for free online. Categorized lists with reviews of new books.

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Books, interactive online activities, information and videos about Wiesner's creative process.

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Robobaby 2020

In this hilarious gem from triple Caldecott winner David Wiesner, it's big sister to the rescue when a new baby is delivered to a family of robots and the adults are flummoxed by technical difficulties.
Learn more

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Robobaby 2020 In this hilarious gem from triple Caldecott winner David Wiesner, it's big sister to the rescue when a new baby is delivered to a family of robots and the adults are flummoxed by technical difficulties. Learn more

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Unofficial website of Lois Ehlert. Provides links to resources related to her work. Curated list of literacy and art activities to pair with her books.

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This website has been created for use by patrons and librarians of the Central Kansas Library System. The entire website is dedicated to the works of Lois Ehlert including works she has both written and illustrated as well as works she has only illustrated. I have offered links to websites that contain biographical information as well as some offering activities that accompany her books. I hope that this can be a useful tool for both patrons and librarians in the Central Kansas Library System.

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This website has been created for use by patrons and librarians of the Central Kansas Library System. The entire website is dedicated to the works of Lois Ehlert including works she has both written and illustrated as well as works she has only illustrated.

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Literacy resources to pair with Kevin Henkes' books.

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Welcome to the official Kevin Henkes website! Here you'll find videos, teaching resources, book information, interviews, games, articles, and much more. Thanks so much for coming by. Congratulations, Kevin!

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Finding Information on the Invisible Web

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Finding Information on the Invisible Web

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How to find quality information on the internet. Beyond "Googling it".

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Research Help: Finding Information on the Web: Invisible Web

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Using the Internet for Research? How can you tell if the stuff on the Web is good to use in your class assignment?

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Glossary, teaching tools, webliography.

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Skip to Main Content

It looks like you're using Internet Explorer 11 or older. This website works best with modern browsers such as the latest versions of Chrome, Firefox, Safari, and Edge. If you continue with this browser, you may see unexpected results.

What is the Invisible Web?

What is the Invisible Web?
Traditional definition

"Invisible Web" is the term used to describe all of the information available on the World Wide Web that cannot be found by using general-purpose search engines. (Devine and Egger-Sider, 2001)
Cognitive definition

The Invisible Web represents resources that cannot be found because of searchers' limited research skills. (Devine and Egger-Sider, 2013)

Library Media Resources Center
LaGuardia Community College
31-10 Thomson Avenue, room E101
Long Island City, NY 11101
Email the Library

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LibGuides: Beyond Google: The Invisible Web: About

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Skip to Main Content It looks like you're using Internet Explorer 11 or older. This website works best with modern browsers such as the latest versions of Chrome, Firefox, Safari, and Edge. If you continue with this browser, you may see unexpected results. What is the Invisible Web?

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Geography themes, gazetteer, games and quizzes.

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The Canadian Atlas Online - Learning Centre

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From SD36: What can collaboration with a teacher-librarian look like? Infographic and detailed explanation of process.

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Links to all major book awards (Newbery, Caldecott and seven others).

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Association for Library Service to Children (ALSC)

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Welcome to the ALSC Awards hub! Please use the links below or on the left-hand navigation menu to learn more about our awards program. ALSC fosters values of respect and equality, and therefore accepts media award submissions from all. However, before you submit works for consideration for ALSC awar…

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Young Adult Library Services Association - Book and Media Awards. Lists for several categories of young adult books.

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Retired website - but still available! And quite useful! Curated list of websites for kids organized by topic. Includes: Animals, Arts and Literature, Sciences, Math and Computers, and more.

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Great Websites for Kids is no longer an active, maintained site. In 2016, in response to emerging technology trends, the Association for Library Service to Children's Board of Directors approved the evolution of the Great Websites for Kids Committee into the Notable Children's Digital Media Committee, whose charge is to evaluate, select, annotate, and present a list of notable digital media of interest to children. Find the Notable Children's Digital Media lists at http://www.ala.org/alsc/awardsgrants/notalists/ncdm.

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Great Websites for Kids has been retired.

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Great Websites for Kids is no longer an active, maintained site. In 2016, in response to emerging technology trends, the Association for Library Service to Children's Board of Directors approved the evolution of the Great Websites for Kids Committee into the Notable Children's Digital Media Committee, whose charge is to evaluate, select, annotate, and present a list of notable digital media of interest to children.

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Curated list of notable digital media for children from Association of Library Services for Children (ALSC).

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Learning & Leading Through Technology - May 2014 - 1

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ISTEs member magazine, Learning amp; Leading with Technology, is published eight times a year for educators who advance excellence in learning and teaching through innovative and effective uses of technology.

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The Virtual Library Learning Commons: Leveraging the Pandemic Tipping Point for Lasting Change

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The Virtual Library Learning Commons: Leveraging the Pandemic Tipping Point for Lasting Change

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Amazing tips for building a virtual learning commons.

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The Virtual Library Learning Commons: Leveraging the Pandemic Tipping Point for Lasting Change – Canadian School Libraries Journal