This theme builds on early work undertaken by Dr. Todd and Dr. Gordon. It focuses on the nature and dynamics of knowledge construction and transformation of information by learners in the school setting, particularly through embedding an inquiry framework in the instructional team work of classroom teachers and school librarians. It draws on a rich theoretical tradition of constructivist learning theory, cognitive information science, knowledge elicitation and representation. It draws on a range of quantitative and qualitative methodologies, including quasi-experiments, pre- and post surveys, and action research.
Knowledge Construction – Articles
Gordon, C. A. (2009) “Pondering A Peruvian Mystery, Parts 1 and 2: The Historian’s Way of Knowing.” “The Aesthetic Way of Knowing.” Connections: Papers of the Treasure Mountain Research Retreat, November 4-5, 2009. Charlotte, North Carolina: Hi Willow Publishing, 99-104 and 105-114.
These articles define historical and aesthetic inquiry in terms of the questions these disciplines ask and their ways of knowing, or the ways evidence is collected and analyzed. The underlying premise is that there are realms to which academic disciplines belong. These realms serve as prisms that break down the light of human knowledge into distinct “colors”, or realms of meaning.