Wiggling
Lamb states the purpose of the wiggling element is to use and evaluate information resources. By skimming and scanning information, I build a scaffolding structure uniquely designed to meet my topic focus. Callison notes, “As the scaffolding is built higher, the skill set may become both more complex and more refined or precise” (The Blue Book, p. 524). My first level of progressive scaffolding is to establish criteria for evaluating sources.
Stripling illustrates inquiry-based application by using scaffolding. According to Stripling, “Students should assess the value of a source before they even look at the specific information within a source” (Curriculum Connections, p.26). Stripling recommends that sources must meet specified criteria:
Authoritative of author/publisher, comprehensiveness of information, organization and clarity, and quality of references. Additionally, Stripling advises that an essential strategy evaluates specific information and selects supporting evidence. Sources should substantiate point of view or provide a balanced perspective (Curriculum Connections, p. 26). With these specific guidelines, I categorize resources after hours of reading, searching, and sifting.
My selected resources based on Stripling’s criteria:
1. Professional Organizations
International Reading Association (IRA) http://www.reading.org/
National Council of Teachers of English (NCTE) http://www.ncte.org
National Reading conference (NRC) http://nrc.oakland.edu/
2. National Research & Development Centers and Federally Funded Projects
Center for the Improvement of Early Reading Achievement (CIERA) - http://www.ciera.org/
Center on English Learning and Achievement (CELA)- http://cela.albany.edu/
National Reading Panel (NRP) - http://www.nationalreadingpanel.org/
The Reading Pathfinder (RP) - http://www.readingpath.org
National Institute for Literacy (NIFL)- http://www.nifl.gov/
3. Indexes and Abstracts
Academic Search Premier. EBSCO Industries, Inc., 2007.
ERIC. EBSCO Industries, Inc., 2007.
Education Full Text. The H.W. Wilson Company, 2007.
Education: ASAGE Full-Text Collection. ProQuest-CSA LLC, 2007.
CSA Linguistics and Language Behavior Abstracts. ProQuest-CSA LLC, 2007.
WorldCat (OCLC), 2007.
4. Lesson Plans and Teaching Methods
AskERIC Lesson Plans and Resources - http://ericir.syr.edu/Search/simple.shtml
The Gateway to Educational Materials: Language Arts Lesson Plans http://www.thegateway.org/SubjectBrowse.htm#language_arts
Internet School Library Media Center's English/Language Arts Lesson Plans http://eric.indiana.edu/www/home/litedres.shtml
Reading Rockets (National multimedia project) - http://www.readingrockets.org/
5. Internet Sources
Children’s Literacy Initiative - http://www.cliontheweb.com/index-main.html
America Reads - http://www.nwrel.org/ecc/subcontracts.htm
Indiana Department of Education - http://www.doe.state.in.us/
Literacy Web Homepage (Grades K-2) - http://www.literacy.uconn.edu/k2home.htm
North Central Regional Education Laboratory - http://www.ncrel.org/sdrs/areas/issues/content/cntareas/reading/li100.htm
Institute for Education Reform - http://www.csus.edu/ier/reading.html
The Hood Children’s Literacy Project -
http://www.lesley.edu/academic_centers/hood/index.html
Sunday, September 23, 2007
Friday, September 21, 2007
Designing the Blueprint
Webbing
I design a search strategy by analyzing questions and identifying most pertinent information. According to Callison, a search strategy creates an awareness of the multitude of resources and gives direction to the best resources for answering inquiry questions. The strategy development examines questions created and refines those questions into finalizing critical questions (The Blue Book, p. 242).
My questions are formulated by identifying key words such as: who, what, when, where, why, and how.
Who are the experts? Who are the people putting research into practice? Who is my audience?
What research (resources) needed in various formats? What are the research qualifiers?
What are limitations in resources? What is research time frame (2007-2000)?
Where will I locate sources?
Why is it necessary to have a variety of resources? Do I want all online formats? How will personal interviews affect the methods recommended?
How will resources represent accurate information? Different ideas or perspectives? How will my own experience shape the research selected? How much research do I need? How will information impact common practice? How will information be easily retrievable?
The next plan in my search strategy is to locate key resources that are meaningful and best-suited for my topic. This is done through various pathfinders. A pathfinder is a conceptual framework that is typically a starting point in gathering information. It extends learning outside boundaries of textbooks or discussions. Callison states the purpose of a pathfinder is to, “Learn key classification numbers, key controlled vocabulary terms, key specific reference materials, core periodicals textbooks, and the standard or most cited books in the discipline in hand"(The Blue Book, p. 402). For me, a pathfinder is a concise springboard that targets my early literacy inquiry. The pathfinders are full of wonderful exploration ideas that I will include in a separate area in my blog.
Literacy for Children http://www.albany.edu/~jg7712/isp605/pathfinder.html
ERIC Digest http://www.indiana.edu/~reading/ieo/digests/d162.html
Colorado Literacy Connections http://www.cde.state.co.us/literacy/research.htm
Emergent Literacy on the Web http://www.gslis.utexas.edu/~vlibrary/edres/pathfinders/pool/index.html
Critical questions and background information through pathfinders significantly propel the search process because I am beginning to make the webbing connections. In seeking answers to critical questions, I perform key word searches. I am able to skim and scan through information quickly. However, Callison notes, "Key word development and use of key words is critical to using research most effectively when using guidewords, an index, or a table of contents and when scanning text for topic value and meaning"(The Blue Book, p. 242).
Key word searches: literacy activities and/or materials, phonemic awareness, reading and writing and kindergarten, emergent reading, early reading instruction, decoding, developmentally appropriate literacy practice, early literacy research and/or methods, early writing, early literacy pathfinders, child development and early literacy.
I design a search strategy by analyzing questions and identifying most pertinent information. According to Callison, a search strategy creates an awareness of the multitude of resources and gives direction to the best resources for answering inquiry questions. The strategy development examines questions created and refines those questions into finalizing critical questions (The Blue Book, p. 242).
My questions are formulated by identifying key words such as: who, what, when, where, why, and how.
Who are the experts? Who are the people putting research into practice? Who is my audience?
What research (resources) needed in various formats? What are the research qualifiers?
What are limitations in resources? What is research time frame (2007-2000)?
Where will I locate sources?
Why is it necessary to have a variety of resources? Do I want all online formats? How will personal interviews affect the methods recommended?
How will resources represent accurate information? Different ideas or perspectives? How will my own experience shape the research selected? How much research do I need? How will information impact common practice? How will information be easily retrievable?
The next plan in my search strategy is to locate key resources that are meaningful and best-suited for my topic. This is done through various pathfinders. A pathfinder is a conceptual framework that is typically a starting point in gathering information. It extends learning outside boundaries of textbooks or discussions. Callison states the purpose of a pathfinder is to, “Learn key classification numbers, key controlled vocabulary terms, key specific reference materials, core periodicals textbooks, and the standard or most cited books in the discipline in hand"(The Blue Book, p. 402). For me, a pathfinder is a concise springboard that targets my early literacy inquiry. The pathfinders are full of wonderful exploration ideas that I will include in a separate area in my blog.
Literacy for Children http://www.albany.edu/~jg7712/isp605/pathfinder.html
ERIC Digest http://www.indiana.edu/~reading/ieo/digests/d162.html
Colorado Literacy Connections http://www.cde.state.co.us/literacy/research.htm
Emergent Literacy on the Web http://www.gslis.utexas.edu/~vlibrary/edres/pathfinders/pool/index.html
Critical questions and background information through pathfinders significantly propel the search process because I am beginning to make the webbing connections. In seeking answers to critical questions, I perform key word searches. I am able to skim and scan through information quickly. However, Callison notes, "Key word development and use of key words is critical to using research most effectively when using guidewords, an index, or a table of contents and when scanning text for topic value and meaning"(The Blue Book, p. 242).
Key word searches: literacy activities and/or materials, phonemic awareness, reading and writing and kindergarten, emergent reading, early reading instruction, decoding, developmentally appropriate literacy practice, early literacy research and/or methods, early writing, early literacy pathfinders, child development and early literacy.
Monday, September 17, 2007
Focal Point
Last of the Wondering
The focus point for my research is based on what I know and what I want to learn. This narrowing process requires a tedious sifting of specific pieces of information that fit my purpose. Kuhlthau writes, “As a focus in formed, the purpose of the library research turns from exploring to collecting, and the materials used go from general to specific, and the information sought changes from relevant to pertinent” (The Blue Book, p.553). A focal point propels me with a renewed enthusiasm for what I am trying to accomplish. In some ways, I feel like I have lost some momentum in the wondering process. Initially I felt overwhelmed with brainstorming ideas. However, with a shift in thinking, I think the purpose of wondering is to give a project eyes to zoom in on a clearly defined search.
The focus point for my research is based on what I know and what I want to learn. This narrowing process requires a tedious sifting of specific pieces of information that fit my purpose. Kuhlthau writes, “As a focus in formed, the purpose of the library research turns from exploring to collecting, and the materials used go from general to specific, and the information sought changes from relevant to pertinent” (The Blue Book, p.553). A focal point propels me with a renewed enthusiasm for what I am trying to accomplish. In some ways, I feel like I have lost some momentum in the wondering process. Initially I felt overwhelmed with brainstorming ideas. However, with a shift in thinking, I think the purpose of wondering is to give a project eyes to zoom in on a clearly defined search.
Sunday, September 16, 2007
Inner Train of Thoughts
Wondering
I give direction to early literacy by defining its purpose. In doing so, I utilize Stripling’s generic model of internal monologue. This diagram serves as an illustration of thinking processes and coexists alongside formal research models (Curriculum Connections, p. 143-144). Stripling identifies the informational problem by justifying the need. This is done by determining if the need for a solution offsets effort, importance, and affect. What is the problem that I need to solve?
I want to know research-based methods of teaching early literacy that can be implemented in classrooms.
I give direction to early literacy by defining its purpose. In doing so, I utilize Stripling’s generic model of internal monologue. This diagram serves as an illustration of thinking processes and coexists alongside formal research models (Curriculum Connections, p. 143-144). Stripling identifies the informational problem by justifying the need. This is done by determining if the need for a solution offsets effort, importance, and affect. What is the problem that I need to solve?
I want to know research-based methods of teaching early literacy that can be implemented in classrooms.
With my purpose (need) explicitly stated, I can successfully move on to retrieving knowledge base information. I analyze inquiry need based on questions, key words, and prior knowledge. This metacognition process Callison refers to as when one determines baseline knowledge by asking, “What do I know” and “what do I want to learn” (The Blue Book p. 435). The KWL chart provides a visual method of organizing my questions and connecting my knowledge about (K) What I know, (W) What I want to learn and eventually (L) what I actually learned.
What do we Know?
1. Reading aloud to children provides a way for children to hear rich vocabulary.
2. Children comprehend at higher level than they are able to read.
3. Knowing several words helped children to recognize and to comprehend written words.
4. Reading is not just about decoding a word,
5. Reading makes connection between written word and sound.
6. Effective reading instruction incorporates various approaches.
7. The home environment is critical in order to begin language awareness.
What do we want to find out?
1. Research that documents educational methods in reading instruction.
2. Specific methods used to promote early literacy.
3. Components of successful literacy program.
4. Effective learning tools for teaching reading.
5. How evidence-based methods are measured.
How can we find out what we want to learn?
1. Research documents
2. Literacy journals
3. Professional literacy organizations
4. Professional books
5. Interviews
6. Ask-an-expert
7. Periodicals
8. Websites
9. Listservs
10. Pathfinders
Tuesday, September 11, 2007
The Directional Compass
Wondering
I give direction to early literacy by defining its purpose. In doing so, I utilize Stripling’s generic model of internal monologue. This diagram serves as an illustration of thinking processes and coexists alongside formal research models (Curriculum Connections, p.143-144). Stripling identifies the informational problem by justifying the need. This is done by determining if the need for a solution offsets effort, importance, and affect. What is the problem that I need to solve? I want to know research-based methods of teaching early literacy that can be implemented in classrooms.
I give direction to early literacy by defining its purpose. In doing so, I utilize Stripling’s generic model of internal monologue. This diagram serves as an illustration of thinking processes and coexists alongside formal research models (Curriculum Connections, p.143-144). Stripling identifies the informational problem by justifying the need. This is done by determining if the need for a solution offsets effort, importance, and affect. What is the problem that I need to solve? I want to know research-based methods of teaching early literacy that can be implemented in classrooms.
Monday, September 10, 2007
Working Through Analysis Paralysis
I have spent a great deal of time sifting and analyzing questions in order to make a project topic decision. I’ve concluded that analysis paralysis occurs when a person spends too much time focusing on the details. Therefore, today I stopped and asked myself a defining question, “what’s the topic of utmost importance to me?" According to Stripling, “The greater the interest, the more likely the researcher is willing to commit great effort to the research process” (Curriculum Connections, p. 149). Without hesitation, I decide that early literacy is my propelling passion. Quite naturally I shift to the next phase of the inquiry process that is classified by Lamb as Wondering.
Information Inquiry S574
Dr. Annette Lamb’s Information Inquiry Elements and the Ws (Watching, Wondering, Webbing, Wiggling, Weaving, Wrapping, Waving, and Wishing) of Information Exploration and Inquiry detail a process of narrowing and selecting information. In discovering an information need, I begin by making observations and asking questions. Hence, the first stage is watching.
Watching
Over the past week I brainstormed topic ideas by observing and exploring. I became more perceptive to the world around me. This naturally led to Lamb's step of reading and viewing. Therefore, I read online, pondered relevant personal issues, and considered ideas that were in-depth, fun, controversial, and practical. What I discovered is that I am most interested in issues pertaining to children. Through observation, I notice that my house is littered with various beginning books for my kindergarten student who is just learning how to read. This sparks an idea of early literacy. I jot ideas and brainstorming questions.
The term “early literacy” led me to consider what exactly is early literacy? What is the difference between early literacy and emergent reading? How has emergent reading impacted the teaching of literacy? How does understanding early literacy affect expectations of parents? What are literacy skills and what role do they play in language arts? Some possible ways to concur with others is to consult kindergarten, preschool teachers and reading specialists, the Web, professional articles, and national literacy groups. Basic key word searches: early literacy, emergent reading, phonemic awareness, and phonics. Some possible narrowing topics: reading development, nursery rhymes and early literacy, children’s literature.
As I pause to reflect during Lamb's step of contemplation, I have mixed feelings about this topic. Although early literacy is a topic that I have tremendous zeal, I am hesitant to pursue this idea based on the enormous and redundant information available. I continue to explore other ideas.
I am also fascinated with the study of psychology, especially how it relates to children's learning styles. The book, The Hidden Gifts of the Introverted Child by Marti Olsen Laney influenced my understanding of introverts. As I skim sources, the ideas race. I write down what Lamb refers to as a writing step. What classifies a person as an introvert? How many introverts are there in the United States and how is this determined? Are there personality tests and brain research to document findings? Is being introverted genetic? How does an introvert thrive in a classroom? What are the challenges in a classroom for the introvert? How does the teacher's being introverted or extroverted impact introvert and learning? What are interpersonal dynamics within family relationships between parents and siblings of those who are and who are not introverts? How does an introvert move through developmental stages? What kinds of physical, social, and emotional issues experienced by introverts? How can parents and teachers meet these needs? What is the connection between children’s literature and introverts? How does an introvert approach the inquiry process compared to an extrovert? For instance, is there a difference in how information is assimilated? Does an introvert more easily master self-reflection? How does physical space affect an introvert’s learning? How do introverts handle stress? Is there a different approach in resolving conflict between two introverts or one introvert and one introvert? Is there research that supports teaching styles or techniques that work best for introverts? Key word searches: temperament, psychological types, unique childhood traits, inborn traits, personality type or traits, learning preferences and differences, learning styles.
In order to collaborate my ideas and opinions with others in my field, I read books for basic information, explore online, and read Blogging from Eduscraping. In reflection, the main drawback is getting bogged down with physiological descriptions, psychological terms, and test explanations. I am uncertain if I should attempt this topic also. I realize at this point that my frustration is a common experience in the inquiry process. "Kahlthau found that 'uncertainty, a natural and necessary aspect of the early stages of the information search process (ISP), causes discomfort and anxiety which in turn affects articulation of a problem and judgments of relevancy" (Curriculum Connections, p.147).
Watching
Over the past week I brainstormed topic ideas by observing and exploring. I became more perceptive to the world around me. This naturally led to Lamb's step of reading and viewing. Therefore, I read online, pondered relevant personal issues, and considered ideas that were in-depth, fun, controversial, and practical. What I discovered is that I am most interested in issues pertaining to children. Through observation, I notice that my house is littered with various beginning books for my kindergarten student who is just learning how to read. This sparks an idea of early literacy. I jot ideas and brainstorming questions.
The term “early literacy” led me to consider what exactly is early literacy? What is the difference between early literacy and emergent reading? How has emergent reading impacted the teaching of literacy? How does understanding early literacy affect expectations of parents? What are literacy skills and what role do they play in language arts? Some possible ways to concur with others is to consult kindergarten, preschool teachers and reading specialists, the Web, professional articles, and national literacy groups. Basic key word searches: early literacy, emergent reading, phonemic awareness, and phonics. Some possible narrowing topics: reading development, nursery rhymes and early literacy, children’s literature.
As I pause to reflect during Lamb's step of contemplation, I have mixed feelings about this topic. Although early literacy is a topic that I have tremendous zeal, I am hesitant to pursue this idea based on the enormous and redundant information available. I continue to explore other ideas.
I am also fascinated with the study of psychology, especially how it relates to children's learning styles. The book, The Hidden Gifts of the Introverted Child by Marti Olsen Laney influenced my understanding of introverts. As I skim sources, the ideas race. I write down what Lamb refers to as a writing step. What classifies a person as an introvert? How many introverts are there in the United States and how is this determined? Are there personality tests and brain research to document findings? Is being introverted genetic? How does an introvert thrive in a classroom? What are the challenges in a classroom for the introvert? How does the teacher's being introverted or extroverted impact introvert and learning? What are interpersonal dynamics within family relationships between parents and siblings of those who are and who are not introverts? How does an introvert move through developmental stages? What kinds of physical, social, and emotional issues experienced by introverts? How can parents and teachers meet these needs? What is the connection between children’s literature and introverts? How does an introvert approach the inquiry process compared to an extrovert? For instance, is there a difference in how information is assimilated? Does an introvert more easily master self-reflection? How does physical space affect an introvert’s learning? How do introverts handle stress? Is there a different approach in resolving conflict between two introverts or one introvert and one introvert? Is there research that supports teaching styles or techniques that work best for introverts? Key word searches: temperament, psychological types, unique childhood traits, inborn traits, personality type or traits, learning preferences and differences, learning styles.
In order to collaborate my ideas and opinions with others in my field, I read books for basic information, explore online, and read Blogging from Eduscraping. In reflection, the main drawback is getting bogged down with physiological descriptions, psychological terms, and test explanations. I am uncertain if I should attempt this topic also. I realize at this point that my frustration is a common experience in the inquiry process. "Kahlthau found that 'uncertainty, a natural and necessary aspect of the early stages of the information search process (ISP), causes discomfort and anxiety which in turn affects articulation of a problem and judgments of relevancy" (Curriculum Connections, p.147).
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