This post is a reflection of my journey through CLN650,
with a comparison to Kuhlthau’s ISP.
Kuhlthau’s Information Search Process describes six distinct
stages that students go through during the inquiry process. Each stage
describes the feelings, thoughts and actions that students encounter.
Here’s the story of my “encounters”.
At stage 1, “Task
initiation”, the student is preparing for the decision to select a topic. Their
thoughts usually centre around contemplating the assignment, relating prior
experience and learning to the task, and considering possible topics. Often their
feelings are vague and apprehensive, with uncertainty about the task ahead. Their
activities would be of a seeking nature. They would talk to fellow students and
the teacher as well as browse the library, internet and other sources of
information. A strategy that they may employ here is brainstorming. Photo credit
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At the start of this
unit I felt curious and alert to anything that even had the word “inquiry” in
it. I must admit to feeling a little dismayed that I didn’t know more about
this way of teaching. I am a science teacher and apparently “the inquiry method”
experienced its genesis in the sciences. Well some of it seems familiar. But
there’s a lot that doesn’t! Feelings of inadequacy and uncertainty abound. I resolve to try and find out as much as
possible. I’m sure I know this phenomenon (inquiry teaching)...perhaps I’ve just
given it another label? Photo credit
My thoughts are
vague and scattered. Photo credit
I remember seeing
the term “inquiry” in science magazines and other professional development
documents. I had never really thought of it as being so involved. Surely it’s
just a way of teaching? There’s so much I need to know. I jump onto “Google”. I
rifle through magazines, books and papers. I need to know more! [I’m starting to realise that my journey is
reflecting the initiation stages of Kuhlthau’s ISP. I’m contemplating the
assignment, relating it to my prior experience. My feelings are vague,
apprehensive and uncertain. I constantly seek more information.] Photo credit
At Stage 2, “Selection”,
the student begins to decide what topic to investigate and how to go about it.
The uncertainty associated with
the first stage usually fades, being replaced with a sense of optimism and
anticipation. The student weighs their choices against their own personal
interests, the topic requirements, the available information and the amount of
time they have. Their actions centre around preliminary searches and informal
information gathering.
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A requirement of my
Masters is that I gain experience working in a library. A requirement of this
unit is that I teach a unit using “Guided Inquiry” methods.
I feel apprehensive. I don’t teach at present.
I don’t have a class. Where will I find one? Maybe I could watch a class being
taught using this method? But where? My mind is constantly tuned in to the word
“inquiry”. I see an upcoming professional development conference; many of the
presentations are on inquiry teaching. I volunteer to help out at the
conference. The school hosting the conference is beautiful! The library is
exquisite! Their teachers use inquiry methods! The teacher who is considered
the expert in inquiry teaching at this school allows me to observe one of her
class units! The librarian allows me to do volunteer work in the library!
Hallelujah! I start feeling optimistic. Perhaps I can do this? Photo credit
But the class only
starts next term. I’m supposed to have finished teaching the unit by then.
Getting permission from leadership for me to volunteer at the school takes
longer than expected. I start feeling anxious. Will I get it done in time? Will
I be granted an extension? [I recognise that I am in the selection phase
of Kuhlthau’s ISP. I have a class to observe and even though I did not chose
the topic; at least I know what it is! Feelings of optimism and relief alternate
with apprehension and doubt. But I am starting to feel more focussed. I know
where this is going now.]
In the third stage, “Exploration”,
the student gathers information on their topic.
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They start to create new personal information but are still unable to express precisely what information is needed. Often the new information they find deviates from their present knowledge. They start to doubt themselves and feel confused.
Their uncertainty becomes frustration. They start feeling threatened and want to give up. They start to look for something to focus on, some way to tolerate the inconsistency and incompatibility of the information they encounter. They read a lot and start taking notes on facts and ideas. They make bibliographic citations. Photo credit
I start finding out
everything I can about inquiry teaching. Our lecturer has introduced us to
effective search strategies. I use them and find so much information on the
internet. One piece of information leads me onto another. I have papers
downloaded from the internet, papers requested from the library, books and
magazines strewn all over the desk. I’ve had to create more desk space. So much
information. I just think I’ve got my head around one thing and then another
interesting fact pops up. Will I ever be able to remember and understand all
this stuff? Will I ever be able to
condense it into something tidy and organised and meaningful to me?
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My family ask me how everything’s going and what I’m learning about. I start to tell them and realise that I don’t really know what I’m talking about. I feel overwhelmed, confused, frustrated. Nothing I do on the computer seems to work. Will I ever get this? Why did I start it? It’s too much! Photo credit
Now I start to realise some of the frustrations my students
must have experienced during tasks I gave them. I wish I’d known all this then!
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At least my lecturer knows what we go through and she has
provided many backups along the way. We have a Facebook group (or brains trust)
available any time of the night or day. If that doesn’t work then I know that the
lecturer will speedily answer emails and questions that only she would know the
answer to. I never really feel alone. And knowing that my classmates are
experiencing the same emotions is very reassuring. Just going through Kuhlthau’s
ISP is strangely reassuring. At least I know that what I’m experiencing is normal
and that there’s light at the end of this tunnel. I start to relax and trust that everything
will work out.
During the fourth stage or “Formulation” phase of Kuhlthau’s ISP students start to evaluate the information that has been gathered. They start to feel more focussed, optimistic and confident. They start to combine unrelated ideas and information and create a focussed personal piece of work. This is considered to be the most important phase of the project.
Photo creditI must say I’m looking forward to reaching this phase. I’m half way through this unit at the moment. I am starting to feel more focussed and optimistic but I can still see the mountain of work that needs to be done before I can call this assignment complete. I really don’t want to end up trying to mash all the information together in the hope that it will “stick”. I’d far rather develop a focus and theme that will help pull all my knowledge together into a unified whole of my own making. I will need to add to this part of my post later, as I get to experience this phase fully.
The
fifth, or “Information Collection” stage is where the student gathers
information to support their focus. They start organising their information
into notes. They realise that there’s still an extensive amount of work to be
done but have confidence in their ability to complete the task. They experience
increased interest in the topic. They make comprehensive searches of various
types of material, the internet, periodicals, papers and books. They take detailed
notes and create bibliographic citations along the way.
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I suppose
I’m partially at this stage as I have realised there’s still an extensive
amount of work to be done, but I do feel more confident about completing the
unit. I’ve gathered all my material and I’m starting to organise it in a
semi-logical way.
The last stages are “Presentation” and “Assessment”. During these stages the information search is completed. Generally this is the time where summarisation and reporting occurs.
It is at
this stage that the student starts to either feel a sense of accomplishment and
satisfaction or in some cases disappointment. Usually there is a huge sense of
relief. Their self-awareness starts to increase. Rechecking of sources for
overlooked information may occur.
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I hope I feel this way when I reach this stage. There is
always the danger that I will be dissatisfied with what I’ve produced.
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