Inquiry Focus

I appreciated the discussion of the three elements of inquiry, Process, Participants, and Purpose, that Jenny brought up in class.  These have begun to help me form my ideas about how I might go about my inquiry.

Process

Encouraging us to look at process reminds me to bring forward what I have learned in the Teacher-Librarian program so far regarding resource based learning and the inquiry process.  In particular it allows me to again consider choosing a model for the process. I find that keeping in mind the “points of inquiry” that has been developed by the BCTLA.  The points, Connect and Wonder, Investigate, Construct, Express, and Reflect, help me keep a sort of mental map of where I am in the process and help me to consider what I might need to do to continue moving forward to another step in the process.  The points help me to consider how I know if I am done and if I can move on or if I require further work in the on a point.

Participants

I have never been asked to consider the participants during an inquiry process before, but appreciate the question here as it helps in the process of considering why an inquiry might be relevant and how it will be done.  In this case my study group participants are Merrin and Petra who are fulfilling several roles. Firstly they act as co-creators of the body of research and resources that we can look at on our topic. Together we have created a mind meister map of our topic and it’s related issues.  Secondly, they are a sounding board for ideas; during our discussions we are developing concepts and trains of thought further, and more so than I might have been able to do on my own. Finally, they act as sources of advice regarding my specific project and advise on how I might be able to map out my project and match it to my objectives.

Purpose

Why, why, why!!! Jenny has been pushing us in class to ask why and this project is no different.  I think this is a good reminder to bring this forward in my own teaching.  When doing inquiry projects with students we need to have reasoning as to why we want to engage them in the work but also we should be encouraging them to ask themselves why they are doing the work.  Do they have their own rational for why they are doing the inquiry? If they do, they are more likely to be engaged in it.

With specific respect to this project I am aiming to find out more information about access to technology, and more specifically, bring your own device policy so that I can broach the issue with staff at my school in an informed manner this fall.  While working through this inquiry I am also trying to consider any Pro-D that I might be able to spearhead for teachers that would support the implementation of BYOD.

Barriers

I also appreciated the discussion about social theories that relate to how barriers to change are created in institutions.  I have left at the end of the day though feeling a little overwhelmed at how to go about overcoming the barriers when they do arise.  I suppose it depends on what the topic or issue is that has a barrier to it, but overall I am hoping we will also discuss some strategies.  In particular I can relate this barrier discussion to some colleagues in my school that are wary of using technology or that don’t see the value of inquiry and resource based learning.  I can relate to the negative talk that goes on in the Teacher’s lounge and have mostly stopped spending much time there because of the negativity, which is unfortunate because it could be a good place for discussions about collaboration and change as well.