Presentation of action research into engaging students' curiosity and creating a positive mindset to critical thinking using critical thinking and a Universal Design for Learning approach

1. Bringing history to life
using Primary Sources
Senga White
Research Librarian - Te Haeata no Waihopai - C5P

2. Purpose & Goals
Develop a kete of local history primary
source materials as teaching resources
Igniting active engagement, curiosity and
critical thinking
Support teachers to
confidently and capably
use primary resources
through
teacher-librarian
collaborative
partnerships

12. Findings

13. Goal 1
Participating teacher confidence to use
primary source materials increased

14. Goal 2
Teachers acknowledged the benefits
of teacher-librarian collaboration

15. Participants

16. Exposing ākonga to primary source materials
through active participatory inquiry provides an
effective springboard to engagement and curiosity
noted by all three participant groups
Findings

17. Insights &
What’s next
Leadership
Collaboration
Cultural Practice
History Detectives in Action

18. References
Bada, S.O. (2015). Constructivism learning theory: A paradigm for teaching and learning. IOSR Journal of Research & Method in Education. 5 (6), 66-70.
Barteaux, S. (2014). Universal Design for Learning. BU Journal of Graduate Studies in Education, 6(2) 50-54
https://files.eric.ed.gov/fulltext/EJ1230738.pdf
Barton, K.C. (2005). Primary sources in history: Breaking through the myths. Phi Delta Kappan, 86(10) 745-753.
http://ezproxy.christchurchcitylibraries.com/login?url=https://www.proquest.com/scholarly-journals/primary-sources-history-breaking-th
rough-myths/docview/218518694/se-2?accountid=48718
Emerson, L., Kilpin, K., White, S., Greenhow, A., Macaskill, A., Feekery, A., Lamond, H., Doughty, C., & O’Connor, R. (2018). Under-recognised,
underused and undervalued: School libraries and librarians in New Zealand secondary school curriculum planning and delivery. Curriculum
Matters, 14, 48-68. doi:10.18296/cm.0026
Durie, M. (2015). Educational leadership for tomorrow. Educational Council of New Zealand
https://teachingcouncil.nz/assets/Files/Leadership-Strategy/Leadership-for-Communities-of-Learning-Five-Think-Pieces.pdf
Hattie, J. (2012). Visible learning for teachers: Maximising impact on learning. Routledge https://hozir.org/pars_docs/refs/26/25322/25322.pdf
Kemmis, S. (2011). A self-reflective practitioner and a new definition of critical participatory action research. (11-29).
DOI:10.1007/978-94-007-0805-1_2
Kenyon, C., & Hase, S. (2001). Moving from andragogy to heutagogy in vocational education., 1-9.
https://www.proquest.com/scholarly-journals/moving-andragogy-heutagogy-vocational-education/docview/62254315/se-2?accountid=1962
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McNiff, J., & Whitehead, J. (2005). Action research for teachers: A practical guide. ProQuest Ebook Central https://ebookcentral.proquest.com
Robinson, K. (2016). Creative schools: The grassroots revolution that’s transforming education. Penguin Books.
Wenger, E. (1998). Communities of practice: Learning, meaning, and identity. Cambridge University Press.