Webbing Continued

Human resources are an important part of inquiry; yet, I usually prefer to turn to print resources or Google rather than bug someone with questions.  However, the AASL Standards for the 21st Century Learner include, "collaborate with others to broaden and deepen understanding" (Standard 1.1.9). For this project, I figured that the pastor of my church would likely have some information that would broaden and deepen my understanding of my topic.  He is a helpful, approachable guy, so I sent him this email:

Hey John,

I was hoping maybe you could give me some information for a project I'm doing.  The class that I am taking is about teaching students the information inquiry process.  We are practicing with our own inquiry projects, and the subject of mine is creeds.  I'm asking: What are creeds?  Where did they originate?  Who uses them?  What role do they play in religion and culture?

The question I have for you is about the use of creeds in our branch of Christianity.  I've read a little bit about the Nicene Creed and Apostle's Creed.  Our congregation has not traditionally recited a creed other than the confession of faith typically given before baptism: "I believe that Jesus is the Christ, the Son of the Living God, and I accept Him as my personal Lord and Savior."  Do we have an official creed?  I've heard the phrase "no creed but Christ."  Does that apply to us?  I know that your church background is somewhat different than our non-denominational congregation.  Does the Acapella Church of Christ have a creed?  Do you have any books that might be useful to me?  Any information or experience you could share would be helpful, but don't feel like you need to go crazy with it.  I don't want to take up too much of your time.

Thanks a bunch!

Andrea

I'm looking forward to reading his response.  I'll include some of the information in a future blog post.

Webbing

As I search for information about the historical basis and cultural significance of creeds, I am finding myself overwhelmed by the amount of information that is out there.  I opened an account at delicious.com and started a stack for my inquiry.  As I found and skimmed articles and websites that looked relevant, I added them to my stack so that I can give them a thorough read-through later.  The information I have located so far has come from four sources: the public library, Academic Search Premiere (made available to me through the IUPUI library), Google Scholar, and Google searches.  I was pleasantly surprised to gain access to the entire text of a few eBooks through Google Scholar.  One of them, John Dewey's My Pedagogic Creed, is compelling to me beyond the scope of this inquiry.  The generic Google search was by far the most frustrating due to the sheer volume of results and the number of irrelevant hits I had to weed through.  I tried a few search terms- creeds (too broad), origins of creeds, and creeds of organizations.  I did find a few valid sources through that method.  I made a concept map (bubbl.us) of the sources I've located so far.  Space limitations prevented me from listing the authors and publishing information in this map, but I will include that information when I cite information later on in the process.

I am attempting to utilize Carol Kuhlthau's strategies for the exploring information stage of the Information Search Process, so I'm currently trying to "seek and frame several focus possibilities."  As I look at all of the sources I have gathered, I wonder how I'm going to pull it all together and synthesize my information.  There is a wealth of information about Christian creeds, but I've also collected articles about other creeds as well (of scientists, communists, librarians, atheists, journalists, teachers, and Buddhists).  I also worry about the groups I am leaving out.  Of course, I couldn't possibly gather information about every group with a creed.  I'm still trying to decide whether I will narrow my focus to Christian creeds, or try to display a representative sample of professions, religions, etc.

One of the challenges for students at this stage of the process is identifying appropriate sources. In their REACTS model for thoughtful research, Barbara Stripling and Judy Pitts include a Challenging stage where student must evaluate sources for authority and significance.  I was reminded of the importance of this step in the information gathering process as I viewed several websites that I found through Google searches.  One website in particular caused me to pause and look for the credentials of the author before determining that I could potentially use it as a source in my inquiry.  As a teacher librarian, it will be crucial for me to teach my students how to effectively evaluate sources.  That skill is a key part of information literacy (AASL Information Literacy Standard 2), and it transfers throughout an educational and professional career.

My next post will involve more webbing as I dive into the content of my sources and start to assimilate the new information.  I can already tell that my mind will continue to spin for awhile before I come to conclusions about a narrowed focus.

Wondering

As I compile my list of questions about creeds, I am feeling as though I don't know enough about the subject to develop a multitude of good questions.  I know that the best questions for inquiry should be open-ended and require answers that are longer than a word or a sentence.  Here's what I have so far:

1. What is the best definition of creed?
2. Who uses creeds?
3. What are some of the earliest creeds on record?
4. What are the most common themes in creeds?
5. What is the difference between a creed, an oath, a pledge, and a mission statement?  Are the terms interchangeable?
6. What elements should I include in my personal creed?

I am glad that this process is recursive.  That means that I don't have to stop asking questions at the wondering stage.  As I move into webbing and collecting information, I can continue to add questions to my list.  In fact, I think that if my investigating does not lead to the development of more questions, I am probably doing something wrong. Daniel Callison's model of information inquiry pairs questioning and exploration and emphasizes the interaction between them.  I'm a fan of alliteration, and I like the way he says in The Blue Book that questioning is "framing worthwhile wonderings."  Hopefully more worthwhile wonderings will emerge as I read and consider my sources of information.

It is now time for me to begin examining sources.  I did a preliminary Google Scholar search of creeds, and I see several articles listed that appear compelling and useful. Hopefully I can begin to dive into those tomorrow.  I also conducted a search using my public library's OPAC and found one book that I plan to pick up tomorrow.  I will post an update on my webbing efforts soon.

One more thing for tonight, though.  I should probably admit that I'm beginning to question my choice of topic.  At first I thought I had chosen a great idea to explore and develop.  Now I'm wondering if it is just too broad.  I know that limiting my focus is part of the inquiry process, but I want to learn about creeds in all of their forms- religious, professional, etc.  However, that may be too much information to process and synthesize into one product.  My preliminary searching is revealing that information on Christian creeds is the most abundant.  I may decide to limit my topic in that direction.  I had envisioned creating a personal creed that encompasses all aspects of my life.  That may still be possible.  It's probably too early to tell.  I'm sure these feelings are worth remembering, because they will be beneficial when I am guiding my students through the inquiry process.  I will be more sympathetic to students who feel discouraged about their topic or decide they want to change topics a few days into the information search.

Watching

I love inquiries.  I used to drive my parents crazy with the number of questions I would ask in a day.  A personal motto that I frequently use is that I try to learn a little about everything and a lot about select things, all while discovering how much I don't know.  I also like to "connect the dots" or notice the little ways that everything is interrelated.  I'm excited to launch into this inquiry, but picking a topic was certainly a challenge.  Here are some things I considered:

• Italy.  I'm traveling there in June(!), and I would like to learn about the country ahead of time so that I am best prepared to take in the experience.
• The Trans-Siberian Railway.  I love train rides, and Siberia has always seemed mystical and fascinating to me.  On my way to school the last couple weeks, I've been listening to a series by reporter David Greene on NPR's Morning Edition as he rides the railway across Siberia.  It is a trip I think I would like to make someday.
• The poetry of Robert Frost.  Sometimes I joke to myself that I will never find a husband because Robert Frost was my soulmate.  Yet there are so many of his poems that I haven't taken time to discover yet.
• I fought the urge to choose a topic that I could apply to my library job right now, but I would like to learn more about integrating tablet computers into library skill instruction.
• My school is beginning a campaign to better utilize the Accelerated Reader program.  I am currently trying to label all of the books in the library with reading level and AR quiz number, but I would also like to find time to research ways to implement an AR-based reading incentive program that will be effective yet not put too much emphasis on competition or extrinsic reward.
• Finally, I have been thinking about karate.  I have studied karate for two years, and I promoted to brown belt two days ago.  I am on track to promote to black belt in November.  I'm not entirely sure why I started studying karate, but I was back home after graduating from college, bored, and in need of exercise.  The Shihan (master teacher) at our local dojo is an elder at my church and longtime family friend.  I talked to him about starting karate lessons on a whim and have been going to classes ever since.  I enjoy it a lot.  I feel more confident as a result of the self-defense techniques I have learned, and the katas remind me of the choreography of dance routines from my younger days of studying tap and ballet.  However, I frequently feel as though I don't have the proper motivation or focus of a good karate student.  I'm interested in learning more about the history of karate and its purposes throughout its history as an art form.  I also started thinking about the student creed: 

"I will build true confidence through faith in the Lord, knowledge of the mind, honesty of the heart, and strength of the body.  I will offer friendship to others and strive to build a strong community.  I will, as a black belt, win the battle within myself and never fight to achieve selfish ends."

-Frank Harness, Karate U.S.A

It is so easy to say those words at the end of every class yet not really think about what I am saying.  I experience the same phenomenon at school when we say the Pledge of Allegiance and even sometimes at church when we say prayers or sing hymns that I know by heart.  That thought process led me to determine the focus for my inquiry.  I would like to study the historical basis of creeds, pledges, and mission statements and examine their meaning and role in society.  I will look at examples from organizations, nations/governments, educational institutions, professions, and religions.  Ultimately, I hope to produce a personal creed that encompasses all aspects of my life- spiritual, physical, intellectual, and professional.