Reflecting on the Journey

Reflecting on the Journey

Photo by Simon English on Unsplash. Shared under Creative Commons.

“Sometimes it’s the journey that teaches you a lot about your destination.” ~ Drake

Although my understanding of inquiry learning has not necessarily changed and my focus questions also did not change significantly, I found that Carol Kuhlthau’s Information Search Process (ISP) has played a valuable role in supporting me throughout my journey.  This model has transformed my understanding of how to support students throughout inquiry tasks and in developing information literacy.

For the first time on my many inquiry learning expeditions,  I was able to reflect on how my own inquiry process on this journey related to the ISP and make connections to how I was feeling at each stage of my re-search.

Initiation and Selection Stages

I love research and I love information literacy so while I did feel some uncertainty during the ‘initiation’ stage, I soon moved on to optimism as I selected a topic which I knew that I was going to love.

Exploration

It was the ‘exploration’ stage which had me venturing deep into my journey.  At times, I was so far into the wilderness, that it took me days to make it out again.  I was having fun sometimes and following interesting paths, but I also felt that I was meandering up and down the river of re-search, often passing the same points of interest, but never finding a way to get to the other side.

As time went on and I thought that I had most of the resources that I needed, I decided to step off the research path and began to work on my curated collection, selecting and then culling resources again and again…and again!  I also began to collate the key ideas and began adding them to my infographic.  Kuhlthau warns of this possible miss-step on the inquiry learning journey.  I had attempted to skip over the Formulation stage – I was too keen to get to the end of my journey.    While I had found a path to the other side of the river, it was treacherous and rocky!

I waded back across the river.  I was back at the ‘exploration’ stage and frustration had set in.  As Kuhlthau’s ISP indicated, ‘exploration’ was certainly the most difficult stage in my inquiry learning journey, especially because I was unable to express precisely what information I needed.  I found the ISP surprisingly reassuring though.  Rather than a dip in confidence, I knew that the fourth stage, ‘formulation’, would eventually bring a turning point for me and this was comforting.

Formulation

I eventually worked my way to the ‘formulation’ stage.   I now had a “clearer sense of direction” and my thoughts centred on defining, extending and supporting my focus.  It took some time, but I was now able to form and articulate my personal perspective.

Collection

I began working on my curated collection and infographic in earnest.  As I did so, my ideas continued to grow and evolve as I re-read my top sources and made more detailed notes.

Presentation

Although I had taken some uphill paths to get to the ‘presentation’ stage, I had been constructing my ideas and taking notes along the way which really helped in the writing process.  I felt satisfaction as identified in Kuhlthau’s Information Search Process.

Assessment

As I finalise my inquiry journey, I feel a sense of accomplishment.  I’ll admit that I found the journey longer than I expected but now that I have arrived at my destination, I have a renewed sense of how to effectively integrate information literacy within inquiry learning.  At times, I may have had too much focus on Carol Kuhlthau’s work, but the Guided Inquiry Design framework and the Information Search Process was invaluable to me in this inquiry and I can see that these tools will be very useful to teach my students in the future.  Furthermore, encouraging students to see inquiry learning as an iterative rather than linear process will also help to assuage student uncertainty.

I have learnt that information literacy within inquiry learning, has the potential to be so much more than generic or situated skills.  It can be transformative, collaborative, participatory, and empowering.  I can now see the potential of inquiry learning to broaden the conception of information literacy.

At the end of my journey, I still have my trusty backpack that I set out with.  I have added a few new items, but, like any journey, I’ve ended up with so much more.

I’m also left excited by the potential of future inquiry learning journeys, some of which extend on this expedition and others which would see me venture on a slightly different path in my quest to understand and explore information literacy and inquiry learning.  These are the questions I look forward to exploring:

How can teachers be supported (by schools, curriculum documents, professional learning, etc) to embed information literacy within inquiry learning in their subjects?

How can the GeSTE Windows model of information literacy be applied within Modern History inquiry learning (my main teaching area)?

 

4 Replies to “Reflecting on the Journey”

  1. Hi Leanne,
    I love the reflective nature of your work. Right from the initial post, I feel like I’m part of your journey. I also love the quotes under the images. The photographs are always looking in the direction of the inquirer and this was a very clever symbol because in all of the shots there are the tools of the Inquiry (Maps, compass, sunglasses, backpack, hat) and the idea that the teacher is in that position just behind the learner, guiding and following the inquiry from just a little distance, ready to intervene when necessary.
    The Expert Searching is wonderful and shows how passionate you are about research and the care you have taken in finding your direction. It was a clear way of setting out the search strings which worked well. I think this would be a useful pedagogical tool for students as well to see this modelled.
    I love the setting out of your curation. It’s very clear. I really like the salient quotes at the beginning of every curated article. The Ward article, “Re-visioning Information Literacy for Lifelong Meaning” article was interesting. The connection between cognitive, analytical engagement and the motivation to become a self-regulated learner, loving the learning process and being transformed by the process is key. If we do want to improve systems, organisations, circumstances we need to produce people (Students) who can imagine other ways of working and understanding.
    The infographic covers so much ground, yet it is easy to follow. I think the icons really suit the descriptors. Especially the range of emotions and also the one about choice. It’s so important that everybody has time to make the choice of Inquiry question that suits their interest and fosters deep thinking.
    Loved the reflection through which the metaphor was woven beautifully. The proposed ‘new’ questions also are a lovely segue into the next assignment (especially the second one).
    Thanks Leanne for allowing me to accompany you on some of your journey. Good luck with the next task.

    Linda

    1. Thank you Linda for your generous and supportive feedback. You have supported my vision for my metaphor beautifully. Your comment on the Ward article is very true. To be honest, it was the article in my curated collection that challenged my thinking the most and I am still considering how I might apply the recommendations to my teaching in the future.
      Thanks again for your feedback!

  2. Hi Leanne,

    I thoroughly enjoyed wandering around your musings on this topic. I’m no history guru l (I teach economics for my sins), however, like you I think that effective inquiry requires strong foundational from the teacher and resilience in students – I like how you get at the duality of the process.

    I think a particular strength of your inquiry into inquiry was the depth and quality of your search analysis – it was meticulous and scholarly. The research helped you curate a collection of excellent articles and gave you the grounding required to produce an infographic with real insight.

    I remarked on your infographic on the padlet page, but I wanted to mention once again how good I think it is – I really can see it on my classroom wall.

    Thanks for allowing me to glimpse into a history teacher and infographic designer extraordinaire’s take on inquiry learning. Good luck with the rest of your study.

    Thanks for your time,
    Mathew

  3. Thank you Mathew for your encouraging words and generous feedback. The general concept that inquiry learning is a journey, with both ups and downs, really resonated with me as I read through so many of the articles throughout my inquiry. I think that it can be useful and reassuring for students to know that positive and negative feelings are completely normal, and to be expected, throughout inquiry learning.
    You also commented on the Padlet that good task design is crucial to inquiry learning success. I agree with you wholeheartedly. In the history classroom, I would like to enhance the transformative potential more within my future tasks.
    Thanks again for your feedback!

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