**Personal Inquiry**

Wiggling, according to Dr.Lamb can often be the toughest "W" in the 8w's model(Information Inquiry). I tend to agree. I have discovered some aggravations just writing about the very idea of "wiggling." I have to wiggle through the vast information I have found. This in any project, past or present, I always find daunting. According to Dr. Lamb, the wiggling phase consists of, "Students evaluating content, along with twisting and turning information looking for clues, ideas, and perspectives(Information Inquiry).

I am wiggling through my three books on Halloween right now. All three of them have almost identical background information on the origins of Halloween. I believe this is good because I can begin to organize my information into checklists or guides. I believe reception scaffolds would be useful for students in organizing and evaluating their information. As a teacher or media specialist reception scaffolds of various sorts can aide the student in creating projects as well as lesson plans for the teachers.

I have personally created a timeline since I am dealing with historical aspects of Halloween. This is one aspect of a reception scaffold.
The timeline consisted of when, where , and whom, and sometimes what. For example, the "what" would be the different festivals of ancient times that began the essence of Halloween.
According to Dr. Lamb's wiggling process, these different guides are indeed helpful to the student. Dr. Lamb states, "When planning for a research project, some students need assistance with narrowing a topic, developing research questions, identifying key words, taking notes, and synthesizing information. You may want to provide research organizers to help students in their project planning. For example, the guide might include a sheet that contains the words Who, What, When, Where, How, and Why to help the student plan a newspaper article. Another project might include an empty chart that will help students in a comparison of political parties" (Information Inquiry).
In addition to a time line, I also decided to create a note taking form like the one located in the back of Harada and Yoshima's book, Inquiry Learning through lIbrarian-Teacher Partner ships.
I also fine-tuned my timeline into a research guide. My research guide consisted of a table with who, when, where, and what listed across the top of a table that I created in MS word. The overall question was based on the origins of Halloween to present day Halloween. I, then proceeded to fill in the blanks, consisting of the cultures, time periods, countries, and what functions each group held. I found this to be useful in order to keep myself organized with facts on my topic. However, I would have to admit I am usually not this type of researcher. Thus, I can see students like me not willing to adapt to this process. A teacher/media specialist could convince students to implement these tools by creating a rubric not only grading the final project but grading and assessing the students process of developing the project, much like we are doing now. The teacher can also guide the students through the project process by creating guides/worksheets and developing a scheduled format. For example, a worksheet outlining different reception scaffolds could be handed out and the student would be required to choose one.
Evaluating the information proved to be easy for me. This is only because I have years of experience and have been taught how to locate authentic information from secondary as well as primary sources. The internet is a touchy source indeed when it comes to legitimate information by authoritative sources. For this, a teacher/media specialist can supply the student with websites that guide the student to authentic sources. I used a website that refreshed my memory on authentic sources before I began( http://www.collectionscanada.ca/education/008-3010-e.html).
Once I found my sources, I began to delve into the information itself. I had to evaluate what information I would need and what I could throw away. I quickly eliminated several sources because I had way too much information. Students would also go through this process which can be overwhelming.
A teacher/media specialist may use several tools to guide students to assessing information. For example, the teacher can provide mini lessons on how to locate, retreive, and analyze information, on how to take notes through example, and coaching students as they sift through mounds of information(Harada 122). Students could also break into small groups and aide each other in the process of information evaluation.
I placed the website sources that I did keep into my "favorites" area of AOL so that I could access them when needed. I used MS word to type notes from my book sources before developing my research guide. I also used information from magazine sources. Ironically, I used none of the magazines I had previously purchased at the stores. The information was basically superficial and of no use to me since I was delving into a more historical study of Halloween. This, again is an area of information evaluation.
Note taking seems usually the best way for me to evaluate and assimilate the information before me. I found a common pattern when looking for information on the history of Halloween. Because of this, I was able to provide myself with fine-tuned questions that took me back through webbing and wondering process. I even decided at this point to use a pathfinder. http://42explore.com/topic.htm
This site had a wealth of information but it did not provide any new or applicable information for me so I did not use any of its sources. However, it helped me to finalize my information retreival and what I wanted to say in my final project.

As I neared the end of wiggling, I felt a sense of relief as I was half way through the process of the 8w's.

Sources:
Harada Violet H. & Joan M. Yoshima. Inquiry Learning through Librarian-Teacher Partner ships. Ohio: Linworth Publishing, 2004(122).
Lamb Dr. Annette. C 2005 Information Inquiry:Wiggling.
http://www.eduscapes.com/info/topic71d.htm

As I proceed through webbing, I begin to feel some frustrations. My focus for my project is centered around the origins of Halloween, Halloween in North America, and what Halloween is now. I found out quickly that I would have to narrow my topic. Halloween can be a vast topic with numerous avenues to explore. As I began to search for viable information, I quickly realized in order not to have a colossal task before me that I would have to narrow and connect a theme through ideas. My inspiration map that I created in "wondering" guided me to reach a destination in topic questions. I can see immediately that students may have trouble in this area.

How can a teacher/media specialist guide the student in "Webbing"?

According to Grover and others, "the use of Information search process models, (such as the 8w's or the big6), has a positive impact on student achievement at all educational levels"(Harada 71).
Harada also states that, "A model or framework for the information search process defines the skills and competencies that learners need to master if they are to become effective locators, evaluators, and users of information"(71).

A library media specialist, in collaboration with teachers can implement the use of information search process models to guide students through information inquiry. This is pivotal since it has been proven that by utilizing these models the student achieves at higher levels.

A teacher/media specialist can utilize the ISP models and guide the students through projects and information inquiry. For example a teacher/media specialist can guide a student through the webbing process by being a facilitator rather than a "fountain of knowledge"(Callison 179). In Kathy Brock's model she states that it is essential to for the media specialist to aid the student in information seeking process by showing the students how to become independent information locators. The specialist will do this by explaining strategies on how to locate resources. The specialist will also show the student how to gather and access information by evaluating, assimilating, rejecting, and selecting pertinent information". (Callison 179).

Another ISP model that coincides with "webbing" is a pathfinder. The pathfinder model, which I researched when doing a skyhopper helps the student locate information. However, this model does not guide the student as far as formulating questions. However, the teacher can aide a student by utilizing pathfinder which seem useful for the internet.

During the "webbing" phase my frustrations quickly surfaced. For one, I had to narrow and re-focus my topic. There was just too much information on Halloween's religious background, origins, customs, traditions, commercialism, and on and on. This issue took back into the "wondering" phase momentarily. I can see where students can have issues with this phase and may need more guidance. Students can use several tools for this area such as the K-W-L chart, charts, maps, and forming critical questions.

I used several search methods. I began my search on the internet. I accessed google, the online catalog of my public library, where I was able to pull up books and see if they were available at my local branch. When searching on the internet I used the search word "Halloween." When I found a wealth of what I call gobbily gook on Halloween, I knew immediately that I would have to use new search words in order to find reputable websites. I then began to adpat my single search words like, "Halloween and Holidays," into phrases like, "origins of Halloween," "Samhain Festival." I also typed in search words such as "Fall Harvest, pumpkins, witches, etc. In other words, I started to search in numerous directions as I searched for information on Halloween.

I also visited the local public library, retail stores, and conducted live interviews. I could also visit museums, if applicable, creators of local haunted houses, historians, videos, children's books, CD's, etc. I chose to visit the local library and obtained two books by authoritative authors. These authors are historians and professors who have spent many years researching Halloween. I liked these authors because they used numerous reputable sources while preparing their books. I believe what I did while looking at these books is also a part of the "wiggling'" process. I also visited Barnes & Noble and purchased another book on Halloween. I would love to have primary as well as secondary sources for this project and I believe there are primary sources in the forms of quotes, interviews, and letters in all three of the books. I visited retail stores to observe what Halloween is now. At the stores, I purchased several magazines that are focusing on Halloween for the month of October. This will guide me in the last part of my research, "Present day Halloween." Finally, I am conducting a survey on what people from the 21st century think of Halloween. Surveys can be conducted through such websites such as Zoomerang.

My frustrations grew at the library as I was not able to locate a wide range of factual material on Halloween. The library was filled with fictional material, mostly in the children's section. This is key in the "wiggling" section as well when the student begins to evaluate and sort out the viable information for a project. Also, I am under a time constraint because these are considered holiday books and are allowed out for only one week.

I believe my project would mesh well with standards. For example in skyhopper 6, I researched AASL/AECT standards. They are based on how the student accesses information (ST 1), how the student is able to find information such as the appropriate sources (ST1), how the student weeds out the fictional information from factual information (ST 2), and how the student utilizes the information accurately in an organized manner (ST 3). In other words, the student will know how to apply the information he or she has found. These three standards basically details how well a student can find, decipher, and then utilize information. My project on Halloween can also be adapted to the Indiana Academic standards as well. For example, the sixth grad history standards one and five:
Standard 1 — History
Students will examine the key historic movements, events, and figures that contributed to the development of the modern European and American nations from early civilizations to early modern times(IAS).
Standard 5 — Individuals, Society, and Culture
Students will examine the role of individuals and groups in societies of Europe and the Americas, identify connections among cultures, and trace the influence of cultures of the past on present societies. They will also analyze patterns of change, including the impact of scientific and technological innovations, and examine the role of artistic expression in selected cultures of Europe and the Americas(IAS).
These standards do fit with the topic of Halloween if one looks into the origins, the social, and the cultural background that spanned two continents, Europe and North America.

As I go through the "webbing" phase it seems that I am still "wondering" as well. I continue to brainstorm and readjust my questions. I am struggling a little as time fly's by like a witch in the night. I just thought I would throw that one in there. Ha! HA!

Sources:
Callison, Daniel. 2002. Key Words, Concepts and Methods for Information Age Instruction:A Guide to Teaching Information Inquiry. Baltimore. LMS Associates (p 179).
Harada, Violet H. & Joan M. Yoshima. 2004. Inquiry Learning through Librarian-Teacher Partnerships. Ohio Linworth Publishing, Inc (71).
Indiana Department of Education. 2005. Indiana Academic Standards. Accessed 9/25/05.
http://ideanet.doe.state.in.us/standards/grade06.html

-Click on inspiration chart to magnify-

I. Origin

• Where did Halloween originate?
• What country created Halloween?
• What were the motives behind the first celebration?
• Was this a celebration of the fall harvest?

II. What are the traditions of Halloween?

• What does Halloween consist of?
• Halloween is noted for costumes, candy, parties, children, pranks, the occult, the dead, spirits, and many other traditions that need to be investigated.

III. Religion

• How does religion play a role in Halloween?
• Does the Devil hold the key to Halloween as some religious groups believe?
• Or, Is Halloween just a children's holiday?
  

IV. Halloween and the economy

• Is Halloween just a commercial holiday invented by the candy companies?

As I wonder I might attempt to utilize Annette Lamb's 5 w's and H's Chart. This would be useful for many students when contemplating questions on particular topics. These questions are what, why, who, where, when, and how(Lamb, Annette).

"Prior knowledge acts as a lens through which we view and absorb new information. It is a composite of who we are, based on what we have learned from both our academic and everyday experiences" (Kujawa and Huske, 1995).

What do I already know about Halloween? I know that I have celebrated it since childhood by trick-or-treating, decorating, pranks, parties, costumes, school parties, candy, hayrides, haunted houses, and apples, lots of apples, and finally pumpkins, (carving pumpkins). I know that Halloween was started with a different name a very long time ago. I believe it was referred to as "All Hallows Eve." I believe that this was started for more religious reasons rather than a child's holiday. However, I am unclear exactly what the purpose of Halloween was. Thus, the origins might be a good place to narrow my topic. Narrowing is what I will continue you to do as I zone in on my topic.

As I wonder, I will now begin to narrow my topic surrounding Halloween. I can do this by using information from sites such as: http://www.squires.fayette.k12.ky.us/library/research/general.htm

http://www.library.ucla.edu/libraries/college/help/topic/index.htm

Frustrations at this point seem minimal. A student in the K-12 setting might have more difficulty at this stage because choosing and then narrowing a topic into viable questions can be overwhelming. This is especially true for inexperienced students. The 8w's may be fairly new to a student. As I proceed into webbing, weaving,and wiggling I am almost certain I will begin to run into frustations.

References:

Lamb, Annette. C. 2001. http://eduscapes.com/info/topic71b.htm

Kujawa and Huske. C. 1995 Critical Issue: Building on Prior Knowledge and Meaningful Students Contexts/Cultures.

http://www.ncrel.org/sdrs/areas/issues/students/learning/lr100.htm

-I am watching what intrigues, puzzles, and amuses me-

I recently traveled to California and noticed the large number of homeless people in Santa Monica. Therefore, I have pondered the notion of why, in an area so wealthy as Santa Monica, (home of the rich and famous,) poverty exists? I could delve into the statistics and data of the city of Santa Monica. I could investigate the foundations of Santa Monica. http://www.santamonica.com/

I was curious about the franchise industry. I was hoping someday to open my own business and wander if "franchising" is the way to go. I would like to research the ins and outs of the franchise industry.

At some point I need to begin the process of looking for a new car. My car is on it's last tire. What kind of car would be most successful in the current situation of skyrocketing gas prices? How does the gas industry work? Why are the gas prices going up, up, and up? Who controls the oil reserves? These are some questions I am entertaining right now.

I have lived in an area all my life that has been inhabited by the Amish culture. Since I live among the Amish I believe it is necessary to understand their culture. Thus, I could investigate the Amish religion and its standards. However, I will need to narrow this wide topic down. Since I am entering the educational field it would be of interest to me to research the Amish school system. I will ponder this idea as well as I search for a suitable topic.

I have recently purchased several scarecrows for the fall harvest season. I am a big fan of holidays especially Christmas and Halloween among a few. Since I have collected so many scarecrows and Halloween what-nots I may decide to investigate the essence of Halloween. I prefer to designate the holiday more of a fall harvest holiday but it will be interesting to know the story behind Halloween. After all, if I have celebrated it my entire life I should know what I am celebrating.

Well, these are some ideas and topics I am brainstorming.

Reference: Lamb, Annette C. 2001. The 8W's: Information Literacy.http://eduscapes.com/tap.