S401 Post #3

Today I was browsing through the other feeds I joined and I finally came to the conclusion that if I quit my job and sold my children I might have enough time to read maybe a ¼ of all the available blogs. I am very intrigued at the moment with the feed titled Librarians Internet Index. It is an index of websites that may have a use in a library setting. I could see this being a valuable asset in a school setting when a teacher wants a list of random web sites in order to guide the students through some web analysis and evaluation. Examples from this Thursday’s (it’s updated each Thursday) list are: The Blurb, Tip of the Week, Coyote Bytes, California Schoolfinder, New River Gorge: Bridge Day, The Alliance for Climate Protection and the list continues. I see web evaluation becoming bigger and bigger in school systems. As more students are flooded with information, a generational skill they will have to have is how to evaluate that information. A generation past mine could find success without a high-school diploma, if you could read and write and know basic math, you were going to be O.K. My generation started the computer trend, although I was in high school before I ever typed on a keyboard. The generation of my children already knows how to type and manipulate basic computer operations; information and technology will be a daily part of their lives. If I want to equip them for success, I need to equip them with the basic information fluency skills. Even after this class I may keep my feeds to see what’s going on in the World Wide Web.

S401 Blog Post #2

I’ve been reading some on the different feeds and find myself drawn to The Shifted Librarian. I was especially taken with the description of what the shifted actually means. Jenny Levine writes, “the biggest difference is that they expect information to come to them, whether it's via the Web, email, cell phone, online chat, whatever.” She is talking about today’s students and the generation they are living. I have been teaching school for the past 16 years, in those years I have seen the slow way that education had embraced technology as an important and necessary component of the educational cycle. The students of now are much more technology orientated than those that teach them. Education seems to want to hang on to an antiquated way of doing things, the adage “if it ain’t broke, don’t fix it,” only holds true of you are in charge, what if I do think it’s broke? I guess when I read blogs I tend to read those that agree with my own way of thinking. It’s like being in a huge auditorium and I’m walking around listening to scraps of different conversations, when I hear something that intrigues me, I’ll stop and listen and then move on. Some conversations I would really like to listen to, while others I would rather never listen to again. Blogging has shown me that people are passionate and passion is a good thing but it doesn’t make them an expert on the topic. I know I went way off track but it seemed like a logical cycle of thought.

S401 Posting #1

This particular rambling is more about blogging in general, rather than one specific location or site. I happened to be reading in blogspots in a blog entitled The Shifted Librarian. As I began to skim the latest posting I became aware of how much information is on the web. I realized this because this particular blog had links to several other sites within the article, when I went to some of those sites I was again given the opportunity to go to other links. It seemed like an enormous web, all interconnected somehow, and yes I do see the irony of what I just said. It just struck me as information overload, where a person could seemingly spend countless hours reading what other people think. Herein lies the danger of blogs, in my opinion, unless I am reading blogs from a specific company or source, i.e. National Geographic, what I am reading is still only someone’s personal thoughts. Even if the person is qualified and trained in whatever they are rambling about it is still their opinion. I need to be careful and remember that as I read about all the negativity that current librarians seem to be portraying on blog sites. I know that not all librarians are unhappy, yet someone who is a follower or naïve may decide on issues based not on their own experiences but on those experienced by others. I learned I need to read these blogs for what they are, one person’s thoughts and ideas which they have the right to share, but that doesn’t mean I need to listen to what they say.

I just finished with some small cosmetic additions to my presentation. I was thinking of the possibilities of a similar project in my classroom and thought that I could present it as a type of personal history, family background, a sort of "Where do I come from?" project. For a younger age group, perhaps elementary, you could stick with the basics of a country report and include such elements as geography, culture and religion, recent history, past history, and so on. To make it more relevant to them I would ask that they be able to identify a reason for their choice of this country. An example would be my great-great-grandfather was from Ireland, so I chose Ireland for my country. For the older students, high school and middle school, I would add the personal elements of trying to find documents or visible proof of an ancestor in a distant time. As far as correlating this to Indiana's Language Arts standards it would be simple to devise an entire project that also targets the specific skills. I could incorporate all of Standard 2: Comprehension and Analysis of Nonfiction and Informational Text, as well as standards four and five, Writing: Processes and Features and Writing: Applications. I suppose like most students I wasn't very happy with the project to begin with; I perceived it as something to occupy my time. It was only with reflection and assessment of my own work that I was able to see the value in what I accomplished. In my teaching career, I sometimes fall into the mode of teaching a curriculum because it is what I have taught in the past, or maybe because it was easier. I can understand now how much more potent my lessons could be if I were to engage the students on a personal level. I know this sounds so Utopian, and perhaps it is, but someone had to think of Utopia to begin with.

Done, I'm done. That's all I really want to say. No, I have a much better understanding of what the word inquiry means. I would have told you before that it was a fancy term for research. Now I am able to see how much more it actually is. I have also come to better understand one of my favorite terms from this experience; that term is information fluency. In Callison's blue book it is defined as, "the ability to analyze information needs and to move confidently among media, information, and computer literacy skills, resulting in the effective application of a strategy or strategies that will best meet those needs." I think that this project was exactly that, it forced me to be or try to be as information literate as I could be.

I can give a resounding yes as I saved my project for the last time (I think). It was a journey that made me realize what I put my students through when I assign a project. Their hesitancy, their doubt, their anger are suddenly very understandable. Even with a time-line and guidance, at times I felt all alone, that I had frustrations and questions that I needed answered and no one was willing to help me. I know this isn't reality but it's honestly how I felt at the time. In this phase of wishing I would like to think that I have come up with a project that fulfills what I wanted out of it. Although upon reflection I would have probably done a few things differently. One would have been the gathering of information from a much earlier date. Another would have been selecting my focus earlier. If I could have managed to find a site like tools4teachers earlier, this might have helped me narrow and focus what I wanted. I believe the strength of my project is the simplicity and the design of the information presented. I designed this project for young boys, probably between the ages of 8-10. The weakness would be the same; as they grow older and want or need to know more in-depth information, I will not have it available. If I could name a challenge it would be that I had to wade through wave after wave of Siberian information. I finally had to stop using anything that ended in ru (the Russian .com) because I didn't have the time to go through every single Russian women who wanted to be a bride. If I had to describe my personal approach to inquiry before this project it would have been one of nonchalance. I would have believed that with my background I would have started and ended this project with ease. After, I realized how very little I understood about the emotions that go along with a project, especially one that has personal connections with it. Well, long enough. I'll finish soon.

I just want to say that I feel great. I have begun the process of putting my project together, and quite frankly, am pleased with the way it has fit together. I really found out some information that I didn't know about before, and I was able to compile information that has some personal meaning to it. I understand why an educator would want to add this important element, the element of personal connection. At this point though, I'm not sure how to get 20 some students interested in 20 something different ideas, especially if it entails work. I need to think about it some more. While I'm thinking I need to remember something I read about information fluency. That "the mature, information literate student understands that elements of several models may be needed to deal adequately with the problem or project at hand." I really believe that forcing students to stick with one model is to restrict some of the different intelligences that my students posses.

Did you know that if you type the word Siberia in a search engine, you are apt to get things not even remotely associated with the region? Well, it put my searching skills to the test as I waded and redirected my searches to get to what I wanted. I was able to evaluate the information thanks to the S401 class, which gave me convenient guidelines and checklists for evaluation purposes. I am definitely going to present my information in a PowerPoint presentation. I think it lends itself best to giving separate pieces of information. PowerPoint also gives me the option of adding photos and video of relevant information. I will use my graphic organizer as an outline to follow as I begin to prepare the separate screens. I am definitely going through the Wrapping phase and am pleased to note that most of my anxiety is over and I feel good about my topic and how I have decided to narrow my focus for a very specific audience. That audience will be my sons. I want to be ready when they ask me what Russia was like and what it means to be Russian. Perhaps other families could use some of the information if they have also adopted children.

It's been a while, but I have been busy. I keep trying to follow the 8 W's in a sequential order yet I find myself all over the W's with lots of backtracking. For example, I went back to Wondering and found my focus. I now know that I want to find information about the basics of
Siberia, not for me, but for my sons. I think I was getting too in-depth and technical when what I really needed was to find information that would be logical and easy to explain to toddlers. This of course changed some of my Webbing, but it was for the best as I was able to find some great sites using Grolier's on-line resources. It broke down my basic search of Siberia into encyclopedia entries, web pages, and full text articles. I did try some searches of the net and came away with some information, but it was scattered. I tried Russian embassies, and found some outdated material. I also tried adoption agencies, but they seemed intent on getting them out of the country and not any particulars on where they came from. I thought of this as my Wiggling phase as I evaluated my informational resources and planned on how to fit my research into a logical pattern. I really didn't get into the communicating and collaborating phase, yet I did think that as the boys matured and are able to handle more complex information and emotions I would then have a starting point for how to make this project fit adolescence. I felt comfortable in the Wiggling phase and was pleased that I had found reliable information. Next came the Weaving or Synthesizing phase. Here I came up with a graphic organizer to help me limit such a broad topic. By limiting my topic I am able to focus on a few particulars and synthesize that into morsels of knowledge. I also loved the fact that the web-site had ready made citations for every article on its site. This will make my job that much easier, and I was struck with the thought "that is how technology is supposed to work, not replacing what I can accomplish, but enhancing it." I am ready to begin the Wrapping phase and am leaning toward a PowerPoint presentation. I'll see how it goes.

After my bout of nervousness caused by my lack of understanding the directions, I'm back. I feel confident that I am on the right track and have attempted to organize my thoughts in a clear and logical manner. I've separated my search into two distinct parts, one being the physical geography of the area, and the other being the socioeconomic, ethnic make-up of this particular region of Russia. In my brief attempts at searching, I've been frustrated with the lack of clear credible information. I began a very broad Google search, and since that didn't provide many dividends, I realize I must now narrow the focus (another W) and look for information in more detailed areas. Fortunately, I am at the moment also taking L401, which has helped me with databases and search language. I may also want to contact embassies and see if they have any information available, or possibly do a search of credible adoption agencies and see what they have to offer. Yes, a clear path and a direction. Oh, I forgot to add that I believe I have just been through the Webbing phase. Along with that I was browsing through materials and came across soemthing in the book, Inquiry Learning that was talking about how to connect information searching and inquiry. They listed these steps:

1. Recognize the need to see the big picture.
2. Involve students (me) in determining a focus for the research.
3. Address the need for planning the research and the presentation.
4. Require students (me) to colledt and evaluate information from different sources.
5. Provide opportunites for students (me) to organize and present their information.
6. Recognize the critical role of assessment. (blogging)
7. View the information search process as nonlinear.

I thought that many of the listed points were directed mainly at me and my struggle with the process of inquiry. I really liked the last point, I think I have been worried that I wasn't doing things in the correct order, and now I realize that maybe there isn't a correct order. O.K. that's enough for now.

I'm afraid I'm going to have to take a couple of steps back and do somethings I should have done in the beginning. As an educator I do not do enough reflecting on my practice or my techniques. I assume that what I am doing is the best, while in reality I am thinking about my personal life, my coaching, this class, while teaching becomes a background noise I can do asleep. As I reflected on this class I realized I should be posting the Process of information gathering. So, I think I have already gone thorough the watching and wondering phases. I would like to add some questions to my wondering phase. Why did people move to such a hostile environment? Other than natives to the region, was everyone else sent there? What is the weather truly like? Is it a happy place to live and grow? (How do you answer that question?) What do people who live there do for a living? Does everyone drink vodka? I keep thinking of what my sons may one day ask me. How will I answer? If they ask, "What does it mean to be Russian?" Again, what can I say? Upon my reflection, I believe my focus should remain on the people of the region and how they live. Off to do some research.

After several days I have decided that I am going to start with the population composition of the region of Kemerovo. I am curious as to what racial backgrounds and ethnicities I might find. I have some preconceived ideas from my two visits and earlier information gathering, but I don't feel as if I could give my sons a definitive answer on their ancestors if they were to ask me in later life. I don't wish to give them half-truths or my ideas. I want to give them provable data that will answer the questions they may have.

All right, I've decided on a direction for my inquiry. I've also read the project objectives and found that I have not been doing a good job of blogging. So, I am going to make my blog a sort of information inquiry. The components of it are questioning, exploration, assimilation, inference, and reflection. As stated previously I have a strong personal interest in information that would help me understand some things about my adopted sons. In conversations with friends and my wife I have decided to concentrate on cultural values and views from the country of Russia. What kind of people might their ancestors have been? What particular qualities did they possess? How did the climate of the region shape living and work conditions? I feel that now that I have a clear idea of what I want to look for I can begin the questioning phase of information inquiry. I feel like I am participating in what The Blue Book calls free-choice learning. I am not limiting myself to just my own library collection but wherever I can get information that will allow me to get some good information for my project.

Well, I've let it mull around for a couple of days now and I still don't feel I have a clear idea of what I want my project to be. I keep thinking about my sons and what would be beneficial to them. Is looking up Russian history going to be of any benefit? Will it offer me any insights or characteristical traits? I do think the fetal alcohol syndrome and the RAD study will offer me some practical, concrete information to work with. I love them dearly but I don't know how to help them. At times they seem so distant, especially Valentin, the older brother. At other times they are so needy it hurts. I ask the Lord every night to give me the courage, wisdom, and understanding to be the father they need. I will start some research tomorrow, right now I am going to be a good husband and make my wife a nice cup of tea. One more thing though, in some readings I came across something by Carol Kuhlthau who writes about her model of Information Search Process and its components. One of the components of this model is the personal construct theory. Carol states, "Personal Construct Theory describes a series of feelings that are associated with the phases of construction. When a person initially confronts new information, he or she commonly experiences doubt or confusion. These feelings escalate as the person encounters increasingly confusing, sometimes contradictory messages. The experience can become quite threatening, causing the person to consider turning back and abandoning the new idea. " (Information Search Process…..2006) I laughed to myself as I thought she's right, I almost wanted to completely change my idea for one I was more sure on. No, I will be determined.

O.K. I've thought about my inquiry project and about something that has personal value to me and could perhaps add insight at a later time. I am going to do a search and study in two parts, the first part is a comprehensive look at the Kemerovo region of Eastern Russia, or Siberia. I want to study culture, why people were/are there, lifestyles and some generalities of the population. The second part will be an in-depth dive into fetal-alcohol syndrome, and a look at RAD, reactive attachment disorder. Of my four children, whom I love fiercely, two are biological brothers from this region. I have been lucky enough to have become their "papa" for two and a half years. Some of it has been difficult and I want to know as much as possible when the time comes and they are curious about their past. So the Russia study is for them, the other is for me as I see my sons develop at a vastly different rate than my biological children. I'm hoping to find information that will ease my mind about the struggles they have, or to accept those and teach them to deal with them. The search begins.

August 30th, 2007

Well this is something entirely new to me. I often have long meaningful conversations with myself, but I have yet to write any of it down. I am doing this for a class I am taking at Indiana University. I am supposed to record my thoughts as I think about a project that involves some type of personal inquiry. Something I am curious about, that has some meaning or value to me. At this point I have an idea of what I may want to study. I have yet to decide how to narrow my topic. I do feel better having a very broad idea of what I want to my project to entail. I'll let you know what I came up with later. I might want to say here that the fancy definition of inquiry as quoted in Callison and Preddy’s The Blue Book is, “the process for formulating appropriate research questions, organizing the search for data, analyzing and evaluating the data found, and communicating the results in a coherent presentation.” (2006, pg. 225) While it sounds teacher-speak to me, I don't know if I understand what my final product should be.