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.