As we approach the start of a new school year (welcome back all!), I wanted to reflect on this year’s Critical Literacy Summer Institute. Southern California brought the largest group in the history of Summer Institutes for days of deep discussion regarding research, the news, inquiry, and what it takes to craft a great question. The Willows School library blends indoors and outdoors—and many of us couldn’t resist climbing Baldwin Hills Scenic Overlook after watching all the hikers from the base. The planning committee accounted for southern California sunshine and 80 degree days, and we split our time in interactive lectures, workshops, small group discussions, and insanely fancy snack breaks (think brie and smoked gouda).
I have to admit that I never even got to perusing the project I brought to revise because I used breaks to continue conversations and delve deeper. If I had to state an overarching message, it’s that there’s always space to dig deeper, question further, and learn more. The presenters were gracious enough to share their presentation slides on the libguide, and I have linked to them directly below. Since we spent a half day thinking about developing questions, I challenged myself to think of my three main questions as a response to each workshop. This is my public declaration of my takeaways, not a summary of the sessions themselves. Feel free to get in touch throughout the year to see how I’m approaching finding answers and the way this shapes my teaching.
Source Literacy in your Library – Nora Murphy
- What sources do I find necessary in my own life, and how did I develop the skills to evaluate them and place them in the context of the larger information landscape?
- In teaching, what parts of the research process do I have standardized and structured, and which parts are individualized? What are the consequences in allowing for serendipity but also wanting equity of service?
- How much time do I let students feel uncertain about their progress in the “exploration stage” of research? Am I considering that they might be falsely optimistic about their work if they move to the “clarity stage” before they’ve placed their research in the proper context?
Cognitive Bias and the Way We Search – Cathy Leverkus
- With the anchoring bias fully a part of my students’ experience, how do I get them to keep an open mind as they learn about topics beyond their first impressions?
- Would sharing a media bias chart with my students and having them evaluate it together as a class help them to consider the strengths of limitations of various pieces of media? (I’ll find out soon with the AP Lang students—stay tuned.)
- Can my students accurately assess if they are evaluating sources as they search, and is their confidence in their skill warranted?
Diving Deeper: Advanced Online Searching Skills for Educators and Students – Angela Neff and Sarah Davis
- When faculty ask me for research help, am I searching
- for them and providing answers or am I modeling so that they can improve their own searches, particularly in the quadrant of “unknown unknowns?”
- When I ask my students to think of the beginning stages of research like “asking a trusted friend,” how can I get them to tell me where they really go (Wikipedia) versus what they think I want to hear (JSTOR)?
- How can I get comfortable with filming myself to create a repository of library resources that are available to students at their convenience?
Breaking News: Read Between the Lines for Librarians – Bobbie Eisenstock
- Since students trust teachers and family more than the news itself, how do I integrate the process of evaluating the news as a professional with my own personal beliefs and share this with students who are trying to develop an understanding of the world around them?
- Can I convince administration that digital natives may still display digital naiveté? Their tech savvy does not necessarily translate to media literacy but rather a familiarity and comfort with the format.
- This isn’t a question, but let’s celebrate media literacy awareness week from November 5-9, 2018! A media literate person interrogates the message, the media creator, and the media consumed. He or she thinks about the ways that different people might perceive the same message and how this affects our values in a democracy. Now for the question, what are some creative ideas to make this exciting for my school community?
Exploring Inquiry – Connie Williams
- How can I design the inquiry-based question-making experience so they aren’t focused so immediately on seeking answers, and more specifically, seeking “the correct answer?”
- Building on the source literacy and cognitive bias sessions, how will my students keep an open mind when reading laterally and using the Making Thinking Visible Truth Routines? Will they end up being able to honestly answer “I Used to Think…Now I Think?”
- How many closed-ended questions do I ask compared with open-ended ones? Even for open-ended questions, are their answers I am hoping for more than others? I’m suspicious this may be the case, and would like to work to truly build an open-minded culture of inquiry.
So now you have a record of what’s on my mind as I welcome students back for what’s already scheduling itself to be the busiest research year yet. It’s fun to watch something grow over time, and I hope you all are as excited as I am to build on research programs with students and teachers. Looking forward to learning more and connecting in person in Boston in April!