This document discusses designing opportunities for personal digital inquiry in classrooms. It begins by asking how student-driven inquiry fits into digital literacy and what role the teacher plays in the inquiry process. It discusses choosing technologies that can deepen learning in meaningful ways. Personal digital inquiry is explored at different grade levels from K-12. The document emphasizes building a classroom culture of inquiry before introducing technology, with a focus on curiosity, relationship building, and student voice. It provides examples of personal digital inquiry projects across grade levels and discusses using technology to support knowledge building and creation. The goal is to move from teacher-guided to more learner-guided inquiry using technology purposefully.

1. PersonalDigital
Inquiry: Connecting
Learnersin Ways
That Matter
Julie Coiro, Ph.D.
School of Education
University of Rhode Island
jcoiro@uri.edu
uri.academia.edu/JulieCoiro/Papers

2. Where (and how) does
STUDENT-DRIVEN INQUIRY
fit into digital literacy?
• Quick context setting: Engaging Today’s Learners
• What is important to consider when designing
opportunities for personal (student-driven) inquiry?
• What role does the teacher play in the inquiry process?
• How can we choose technologies that can deepen
learning meaningful ways as part of the inquiry process?
• What does Personal Digital Inquiry look like in
classrooms across different grade levels?
• It sits at the core of everything!

3. Personal vs. Personalized:
What’s the differencewhenit comesto
movingtowardstudentdirectedlearning?
• “Personalized” is about a top-down designed or
tailored approach to learning; customized for the
student, but still controlled by the teacher (serve up
learning based on a formula of what a child needs)
• “Personal” is something human where the learner
initiates and controls parts or all of the learning
process; often emerges from engagement with
others about one’s personal wonderings and
building relationships in the process.
True personal learning:
It’s all about curiosity & building relationships!

4. The Challenge:Connecting Learnersin Ways
That Matter
“We need to move beyond an
industrial model of universal school
toward new era focused on lifelong
learning and individual choice – or we
will lose our learners emotionally &
physically.”
~ Allan Collins & Richard Halverson (2009)

5. Gallup Poll (2012) - 500,000 US students, Gr. 5-12
Center for Education
Policy (2012)
TheChallenge:ConnectingLearnersinWaysThatMatter

6. Gallup Poll (2016) – 910,000 US students, Gr. 5-12
Percentage who strongly agreed with the statement: “The adults at my
school care about me, “ declined from 67% (Grade 5) to 23% (Grade 11)…
Many students don’t feel individually known or cared for at school.
THIS is the PERSONAL we need to focus on!

7. The Challenge:Connecting Learnersin Ways
That Matter
Sense of Belonging – Do I fit in? Am I relevant? Do people care about me?
OECD PISA 2015 Students’ Well Being (April 2017)

8. • If we engage learners with rigorous academic content
and expect them to know why, when, and how to apply
knowledge to answer questions & solve problems
(National Research Council, 2012)
• We can “lessen the achievement gap in ways that lead to
positive adult outcomes for more young people”
• High school students engaged in deep, relevant, and
personal (student-driven) learning opportunities:
• Demonstrated higher levels of interpersonal and
intrapersonal skills (American Institutes for Research, 2014)
• Achieved better outcomes in every aspect of life, including
academic, career, civic, and health (Center for Public Education,
2009)
Optimistic Findings

9. Sohowcanweusetechnology(and
goodteaching)todesignpersonal,student
directedspacesforlearning?
Coiro,Castek,&Quinn(2016)TheReadingTeacher
Coiro,Dobler,&Pelekis(2019)
FromCuriositytoDeepLearning:PersonalDigitalInquiryinGradesK-5
This also applies to how we design the Summer Institute experience
in ways that model and engage you in the same practices
we hope you will apply to your own projects & teaching.

10. Choosing technology: What’s the
coolest new tool you’ve seen?
Hey, that’s
cool!
1.
How could I
use that?2.
Hmmm…how
might this
connect with
what I teach?
3.

11. Choosing technology: What’s the
coolest new tool you’ve seen?
Hey, that’s
cool!
1.
How could I
use that?2.
Hmmm…how
might this
connect with
what I teach?
3.Turn and talk
some more…

12. Are we asking the right questions?
Hey, that’s
cool!
1.
How could
I use that?2.
Hmmm…how
might this
connect with
what I teach?
3.
But how? Which
parts and why?
For whom? In
which contexts?
How will your learners
actively engage with
this tool? To what end?
What will your
learners know,
understand,
and be able to do
before/during/after
using this tool?
How does this
connect with the
real world?

13. Afterexploringdigitaltexts & tools, whatifwe
refocusandflipthe sequenceof our planning
questionsfor teachingwith technology?
1 2 3
What will my
students know,
understand, and
be able to do?
How will my students
be actively engaged
and to what end?
Which digital tool(s)
would work best
and in what ways?
1. Set learning
outcomes
2. Create authentic
opportunities for
students to be
actively engaged
3. Then…make
purposeful
choices about
technology (or no
technology)
1. Hey that tool
is cool!
2. How could I use
that?
3. (maybe) How
might this connect
with what I teach?
RATHER
THAN…

14. A critical piece is classroom
culture…
A classroom culture that values
curiosity and honors student voices
while encouraging choice,
collaboration, problem solving,
risk taking, and reflection.
Buildingacultureofinquiryiskey!
(BEFOREtechnologycanplay aneffectiverole
inteachingandlearning)

15. What do we mean by culture?
Adapted from Ritchhart, 2015

16. 1. Set learning
outcomes
2. Create authentic
opportunities for
students to be actively
engaged
3. Then…make purposeful
choices about technology
(or no technology)
trust and respect

17. Learning is social
and part of a mutually
constructive process
that involves face-to-
face talking, listening,
and consensus building.
Creative learners make
personal connections
and take action to build
awareness and/or foster
change. “I belong and I can
make a difference”
Whatmight acultureofinquirylookandfeellikein
a digitalage?(Foursetsofcorevalues/practices)
Generating questions
and lived experiences
with real issues is
personally fulfilling;
Inquiry can happen
on several levels.
True inquiry involves
critical analysis, reflection
& self-monitoring,
which leads to
more questions.

18. Wonder & Discover

19. Wonder & Discover (Gr. 1)
What is
that ant
going to do
next?
Hey, why does
that radish
plant look
different?

20. Wonder & Discover (Gr. 4)
Gr. 4: What
makes our
school
great?

21. Wonder & Discover (Gr. 12)
Gr. 12: How
can I make a
difference?

22. • Dyad 2: Rachel Barret and Holly Geffers
How can my students create a multimedia artifact to
teach underclassmen about a specific genre?
• Dyad 4: Marian Ochs and Karla Vidal
How can students engage more deeply in learning by
acting like journalists?
• Dyad 28: Karen Capraro and Therese Woozley
How can educators use digital media in K-12 classrooms
to create personal digital learning experiences?
Wonder & Discover (SIDL)

23. VariedLevels of [Digital]Inquiry
• Modeled inquiry: Students observe models of how
the leader asks questions and makes decisions.
• Structured Inquiry: Students make choices which
are dependent upon guidelines and structure given
by the leader (may vary).
• Guided Inquiry: Students make choices during
inquiry that lead to deeper understanding guided
by some structure given by the leader.
• Open Inquiry: Students make all of the decisions.
There is little to no guidance.
Alberta Inquiry Model of Inquiry Based Learning (2004)

24. Four places to start to let go

25. Four places to start to let go

26. Four places to start to let go

27. Four places to start to let go

28. Social Practices: Request & give information; jointly
acknowledge, evaluate, & build on partner’s contributions
Cognitive Strategies:
Read, question, monitor, repair, infer, connect, clarify, and interpret
Collaborate & Discuss

29. Social Practices: Request &
give information; jointly
acknowledge, evaluate, & build
on partner’s contributions
Cognitive Strategies:
Read, question, monitor, repair,
infer, connect, clarify, and interpret
Collaborate & Discuss

30. Create & Take Action
• Opportunities to actively engage and participate
in turning new knowledge and ideas into creative
action…
• Collaborate
• Start conversations
• Raise awareness
• Take action
• Change Minds

31. Create & Take Action (Gr. 1)
I belong to
this
community
by increasing
awareness

32. ReneeHobbs(2013)
The Life Of A
Homeless Person
(after a photo walk
Discovery)
Discussion…
Research….
Composition…
Revision…
10 page
Comic book
Create&
Take Action
Grades 3-5

33. Blue Pride:
Collected 500
signatures to ban
plastic bags and
use reusable
shopping bags
Next Steps:
Class has ended but
on to legislators…
I belong to this community and
I can make a difference!
Create&
Take Action
Gr.12
Inquiry Question:
What global issue would you like to advocate for on a local level?

34. Karen Mueller (Public Librarian, Foster, RI)
Question: How can we engage adolescents more in local library activities?
I’m a LEADER in this community and
I can make a difference!
Create&
Take Action

35. Kara Clayton (Michigan)
Stephanie Branson (Florida)
Amanda Murphy (Rhode Island)
Question: How do SIDL participants enact digital and media literacies back
in their own contexts?
Create&
Take Action
We’re LEADERS in this community and
we can make a difference!
digiuri.wordpress.com/

36. Create&
Take Action
Mary Wallace: Educational Technology Coordinator, Pennsylvania
How can I create a media center that fosters innovation at my school?
I’m a LEADER in this community and
I can make a difference!
https://goo.gl/Grc7sM

37. Renee Hobbs and Julie Coiro
Inquiry Question: How can we create a hands-on, minds-on learning
experience that continues to grow a strong community of digital literacy
leaders?
Create&
Take Action
We’re LEADERS in this community and
we can make a difference!

38. Analyze & Reflect
Before…during...after inquiry experiences

39. Analyze & Reflect
Building conceptual understanding
(analog style)
Giving feedback on a “final” product and
reflecting on what they might have done
differently

40. Analyze & Reflect
Building conceptual understanding

41. Analyze & Reflect
CITELIGHTER:
Close reading and viewing to actively build knowledge

42. What decisions informed your design of your Wonder Project?
Analyze & Reflect

43. ReflectionasassessmentANDpeerteaching asaform
ofcreating&takingaction(increasingawareness)
Analyze & Reflect

44. Reflectioncanincludepeopletoo!
Analyze & Reflect

45. In reality – these four core elements are
iterative, dynamic, & interdependent practices
that vary with each situation & context

46. 1. Set learning
outcomes
2. Create authentic
opportunities for
students to be
actively engaged
WONDER &
DISCOVER
COLLABORATE
& DISCUSS
CREATE &
TAKE ACTION
ANALYZE
& REFLECT
Withinthecultureofthesefoursetsofinquirypractices,
3. Then…make
purposeful
choices about
technology (or no
technology)

47. Access
Knowledge
Build
Knowledge
Express
Knowledge
Reflect On
Knowledge
Act On
Knowledge
Learners
passively receive
[digital]
information
given or
modeled by
others
Learners [use
technology
to] connect
new
information
to prior
knowledge
Learners [use
technology
to] share
their new
knowledge
with others
Learners [use
technology
to] reflect on
and evaluate
their inquiry
processes and
products
Learners [use
technology to]
translate their
knowledge
into action for
real-world
purpose
Lower Order
Thinking
Higher Order
Thinking
Purposeful Technology Use
Howcantechnologysupportorenhancelearning?
…to enrich
Knowledge Building
(more teacher guided)
…to enrich
Knowledge Creation
(more learner guided)

48. VariedPurposesfor Using Technologyto
Support DigitalInquiry
Access
Knowledge
Build Knowledge Express
Knowledge
Reflect On
Knowledge
Act On
Knowledge
Teachers
shows online
resources &
videos to
build
background;
teachers and
students take
photos in
garden to
use in writing
Students use Pebble
Go for research to
build knowledge &
vocab; Research
about how to stop
insects from eating
garden plants;
students use online
resources and decide
what info. to include
in posters
Student pairs
create poster
on selected
plant topic
using creativity
software
(Pixie)
Collaborative
pairs evaluate
content on
digital posters
(accuracy,
detail, layout,
clarity) and
make changes
as needed
Students
share digital
posters with
buddy
classes (K
and Gr. 5) to
teach others
and answers
questions
about plant
topics
Lower Order
Thinking
Higher Order
Thinking
Gr. 1 Garden Inquiry Project

49. VariedPurposesfor Using Technologyto
Support DigitalInquiry
Access
Knowledge
Build
Knowledge
Express
Knowledge
Reflect On
Knowledge
Act On
Knowledge
Teachers
point learners
to specific
websites (UN,
CNN) and
these have
additional
links with
resources
Learners locate
online sources &
use Google Docs
to create source
analysis
documents; Use
email,
Hangouts,
Twitter to
contact experts
in fields related
to their topic.
Learners use
Google Slides
Presentations to
pitch initial
findings; present
from websites,
infographics,
Twitter, and
YouTube in
Community
Showcase
Technology
not used in
this capacity
in this project.
Learners use
technology to
communicate
suggested
action steps to
stakeholders
and raise
awareness for
the causes.
Lower Order
Thinking
Higher Order
Thinking
Gr. 12 Global Advocacy Project

50.  DEPENDING ON THE CONTEXT & PURPOSE, choices in inquiry-based
learning can move from teachers using technology for giving
information and prompting deeper thinking toward students actively
using technology to make and reflect on new content

51. DesigningOpportunitiesforPersonalDigital
Inquirywiththe PDIPlanningGuide
Learning Outcomes Student-Centered Inquiry Practices
(modeled > prompted > guided > open)
Curricular: (subject-specific or
multidisciplinary)
Participatory: (join partners, start
conversations, raise awareness, take
action, change minds)
Standards:
Digital Competencies:
Wonder & Discover:
Collaborate & Discuss:
Create & Take Action:
Analyze & Reflect:
[Digital] Experiences to Deepen Learning & Increase Engagement
Acquire
Knowledge
Build
Knowledge
Express
Knowledge
Reflect On
Knowledge
Act On
Knowledge
1 2>
3
>

52. Yourtaskthis week: Whatmight acultureofpersonal
digitalinquirylooklikeinYOURworkcontext?

53. If you’d like to learn more...
Companion Website
Bit.ly/PDInquiry
From Curiosity to Deep Learning:
Personal Digital Inquiry in
Grades K-5
Julie Coiro, Elizabeth Dobler,
& Karen Pelekis
is available NOW for pre-order
from Stenhouse!!

54. Possibilities: Using Inquiry and Technology
to Enhance Wondering, Discussion,
Creation & Reflection in Kindergarten

55. And it all begins with a
question! What will yours be?