This content reflects work done as part of the Indigenous Perspectives in School Librarianship (IPSL) grant funded by IMLS (RE-246303-OLS-20). Actual assignments may vary.

Module 5: Prototype / Gather

It’s time to take stock of the information you have and determine if you have enough to answer your question. You will identify gaps and assess if there is anything you don’t need. You may also find that you need to change your question. Perhaps there is not sufficient information to answer it, or at least within the scope of the resources and time you have at your disposal. It can be tough to change your question midstream, particularly when you are short on time, but sometimes it is the best course of action.

One of the most important things to remember about the inquiry process is that it’s allowed to happen organically. When you force the process to fit within artificial timelines, you deny the authenticity and personalization that the process affords. Learners must have the flexibility to try again, to think deeply, and to truly embed their learning into their worldview before you set off to explore, collaborate, and inquire.

Here's a thought from this week’s readings: Learning from mistakes is a common aspect of Indigenous pedagogy, as it involves experiential learning and self-development. In this view, mistakes plus correction equals learning. Indigenous communities and families have a cultural process for fixing a mistake by creating a safe space to acknowledge your mistake, to fix it, and then learn from it. This process isn’t about shaming or belittling the individuals, but rather it is intended to raise them up and raise the people up who may have been affected by a mistake. After the process of acknowledging and fixing a mistake, it’s then time to let go, move forward, and continue to work together.”

It is our job as librarians and educators to create a safe space where mistakes can happen, be acknowledged, and be fixed so that we can all move on and grow together.

Module Objectives

Take, organize, and synthesize notes as part of the inquiry process.

Think

Inquiry Spotlight

This video, Voice on the Land: Yaakwdaat: We Hold Each other Up, was created by young learners. Imagine your own class making something like this! What an amazing product to demonstrate learning. 

Create

  • Create notes from the scholarly sources you located during the research question and annotated bibliography assignment. Sort your notes into some sort of organized structure (mind map, outline, etc.). Take a photograph, screenshot, or other capture.
  • Create an outline or thinking map that reflects the information you gathered in an organized way. There is no one right or wrong way to do this; pick a method that works best for you. Consider using one of the tools presented in Inquire pages 91-95.
  • Use your outline or thinking map to assess your investigative stage and describe your results. Do you need more information? How do you know? Is there any content you would remove? Do you need to revise your research question? Explain your thinking.
  • Locate additional sources to help fill in the gaps. Your additional sources do not need to be scholarly, but they must be credible (from authoritative sources that are current and reliable). Also, consider how you might integrate other perspectives or voices into your inquiry. You will need to cite your sources when you present your findings, so you may wish to add them to your annotated bibliography (you do not need to write additional annotations but may find it helpful to do so).
  • Share your note-taking process. Share how you took notes (highlighting, quotes, paraphrasing, note cards, paper, digital), kept your notes organized, categorized your information, etc. Reflect on this process. Did you find it helpful?
  • Would you approach note taking and outlining differently depending on the inquiry model you are using? Why or why not? How might you adapt the strategies you used to work with your learners? What would you need to change / modify / scaffold to meet their diverse needs? Be sure to specify the grade levels you work with.

Share

Post twice to the #brainstorm discussion board. You may respond to the initial thread and then to one classmate or respond twice to your classmates. Be sure to add something substantive to the discussion. Remember to include citations to the relevant literature to support your assertions. Address the following:

  • How can I help learners see inquiry as an iterative process that is not always linear in nature? How can I help learners persist in the beginning stages of the inquiry process?
  • When incorporating Indigenous or other culturally diverse content into the classroom, what should you consider? How can you be sure to avoid cultural appropriation? What does it mean for a resource to be authentic?

Grow

Visit the class Q&A discussion board. Post one or more questions you have about inquiry. Each question should be a new thread. Respond to at least one of the posted questions from your classmates with your insights, ideas, or suggestions.