Sunday, September 25, 2005
**Webbing**
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
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
