In a previous post I critiqued John Hattie’s analysis of inquiry-based teaching as reported in his book Visible Learning: A synthesis of over 800 meta-analyses relating to achievement. In this […]
This is the last in the series of posts presenting the GeSTE windows model for the critical evaluation of information (Generic, Situated, Transformative, Expressive). In the table below I provide […]
In this post I present the fourth in a series of posts explaining the GeSTE windows model for the critical evaluation of information (Lupton 2008, Lupton & Bruce 2010). The GeSTE […]
In this post I present the third in a series of posts explaining the GeSTE windows model for the critical evaluation of information (Lupton 2008, Lupton & Bruce 2010). The GeSTE […]
In this post I present the second in a series of posts explaining the GeSTE windows model for the critical evaluation of information (Lupton 2008, Lupton & Bruce 2010). The GeSTE […]
In my previous post, I outlined the crisis of credibility that has beset scholarly information. In this post I present the first in a series of posts explaining the GeSTE […]
This post is the first in a series on critical evaluation of information. One of the important elements of inquiry learning and information literacy is critical evaluation of information in formal […]
In his influential book Visible Learning, John Hattie presents his synthesis of over 800 meta-analysis papers of impacts upon student achievement. On a number of occasions teachers and teacher-librarians have told […]
Over the years I’ve been advocating inquiry learning I’ve noticed a plethora of terms have been used to name it. e.g.: inquiry learning inquiry-based learning Guided Inquiry guided inquiry research-based […]
Critical evaluation of information and data is a crucial element of information literacy and inquiry learning. It is a complex, higher order cognitive process, dependent on understanding the use of […]
