Wishing

The Big 6 divides this part of the research process into two parts.  The first part is to judge the product and the second is to judge the process.  In Wishing, I first think about the project but then think about where I could go from here...


I really struggled with this project at first because I am a very indecisive person.  I wanted to research so many different topics.  I again struggled during the wiggling phase because I had so many resources, and I wasn't sure where I was going.  For example, there have been hundreds of challenged books, but which ones would I research and which ones wouldn't I research?  I made this decision by choosing books that I was personally interested in and ones that have recently been on ALA's challenged list.  


A student of mine was doing a Livebinder for his research project, and I decided to do one for mine.  I can honestly say that the binder helped me during the Weaving process as I organized my information into a meaningful way.  For example, by creating subtabs, I was able to include information from the author and my own thoughts, which helped me evaluate the book I was researching.  


Kuhlthau's ISP gives several feelings for the wishing stage, including disappointment.  If I had to redo this project, I would focus more on one individual book or author.  For example, because I chose so many books, I didn't have time to read the entire book of Crank.  I think my project would have had more depth if I could have just concentrated on Ellen Hopkins or another author of YA literature. 


My experience, I believe, is not similar to many of the kids at my school, because most of our students are still given controlled research assignments.  I believe that with my new understanding of this process, I will be able to model it more effectively to the students.   

Personal connection...final thoughts

What I probably learned most about this project is that research is a living activity, not a fixed, linear process.  What I think I'm setting out to research might not be what I end up with in the end.  Before I began this assignment, I looked at research as finding a topic, taking notes, and doing a project.  What this has taught me is that as you research, take notes, and even work on a project, the inquiry is constantly evolving.  I see my final project as something that I could potentially add to constantly.  
The biggest issue I continue to struggle with is cutting corners.  For example, the first and last steps of the process I wanted to rush through because I was so concerned with the final product.  I have to remember that the research process is kind of like a good story.  Yes, the end is important and should be exciting; but it's how the character arrives to the end...that's what makes the story.  

Waving

http://www.livebinder.com/play/present?id=305887

Here's the link to my project

Technology and assessment

For my technology component, I used a Livebinder.  You can make your own at livebinders.com
For my assessment component, I created a quiz at quizstar.4teachers.org

Standards Connection

EL.8.3.7 2006 Literary Criticism: Analyze a work of literature, showing how it reflects the heritage, traditions, attitudes, and beliefs of its author. In my livebinder, each tab comes with a "what the author says" and "in my own words" subtab.  In these subtabs, I expose information that helps us understand the author's purpose in writing the book.  I also offer an interpretation in my own words.

Dissonance

I'm working hard on my project, and I'm surprised at how my research evolves with each day.  In our reading on Constructivism, Callison describes the idea of "dissonance," where the student becomes aware that more information is needed.  As I work on my project, I find myself constantly returning to my research, looking for the missing pieces to make it a complete piece.  For example, I had taken notes on The Chocolate War but hadn't found anything about Robert Cormier.  As I was working on the project, I returned to my sources and found some quotes that fit along with my inquiry to the book.
--Written on 2/10

Wrapping #2

Audience:  I want this to be a source for students and librarians to use to find out more about the books that have been challenged.  

Possible products: brochure, bibliography, webpage

After considering the possible options and looking at the information that I've gathered, I've decided to use a livebinder.  Pretty cool tool if you're interested.  www.livebinders.com =)

Wrapping #1

What are the possible ways to publish the information that I've found.  I've got specific instances for most and author's voices....In Kuhlthau's ISP, I'm getting toward the preparing to present stage. 

TASK: conclude

Thoughts:  I still need to collect a good bibliography for my project.  I also need to collect more author's voices.

Feelings: I definitely see the light at the end of the tunnel, but I still have more to do. 

Actions:  I need to look over my sources and gather a few more as I begin my project.

Strategy:  Return to the library...Just did that last night and this afternoon.  I've checked out many of these books so I can get a good look at them. =)

Sorting...

So many parents and "concerned" citizens have found it prudent to go ahead and challenge books when they haven't even gone to the source.  Let's hear what the author has to say.  Why did the author write this book?  Why was that offensive content included?  Hmm... Would this be considered questioning evolution?  See the video below.  Interesting...A challenge to The Kite Runner came with a parental complaint that the book is "not worthy of being read by any student."  The Kite Runner??!!

Khaled Hosseini on becoming a writer

Weaving: Evaluating Sources Checklist

As I look at my different sources for the books I'm researching, I made myself a checklist:

____source provided a specific example of a challenge

____source gave both sides of the challenge

____source included quotations from people involved

____source included the author's opinion

Some of my sources simply gave a one-sided story.  For example, rightwingwatch.com gave a quote from the Christian Coalition and used this quote to characterize "right wingers" concerns with Twilight.  I went to some other sources and still want to see if I can find a quote from the author.  

Evaluation is an important part of media literacy.  Simply surfing through information doesn't really require too many skills; it's the ability to, as McKenzie's Research Cycle puts it, "sort and sift" through information.  Can we categorize and prioritize information?  This is something I just do automatically and simply expect students to do as well.  =) Well, I guess that's why I'm doing this project. =)

My 2 Cents: Norman Public Schools Cancels Author's Appearance

Researching all these book challenges is kind of frustrating. Check out this news reporter's take on Ellen Hopkin's Crank:
My 2 Cents: Norman Public Schools Cancels Author's Appearance

Evaluating

I'm researching The Absolutely True Diary of a Part Time Indian...Went to the website for Focus on the Family, a conservative organization.  I was surprised at how neutral their tone was in review of the book.  They just spelled out the facts...why they take issue with it.  No spin.  I'll have to go back to this site!

Organizing my notes: Weaving

I posted a few days ago that I'm using virtual sticky notes.  In the Wiggling process, students will need some kind of tool to help them organize their information.  In writing class, I like to give students a variety of graphic organizers and let them choose which ones will help them the most...


As I sort through information, I decided to organize it by the ISSUES presenting themselves in these books.  As I researched different instances of censorship, I saw that there were various reasons why books were banned.  The Golden Compass, for example, was censored for religious purposes.  So, religious purposes would YELLOW be yellow.


Then I ran into a problem...The book I'm currently researching is The Absolutely True Diary of a Part Time Indian.  That has been censored for social and moral reasons.  Hmm...So, here's my plan...I'm going to do a concept map graphing out the different reasons books have been banned.  I'm going to do a different color sticky note for each book to avoid confusion.  =)

Wiggling

Wiggling

I’ve read several times that wiggling is often the most difficult phase in the 8Ws, and I would tend to agree.  In the Research Cycle, the researcher gathers information and, after synthesizing and evaluating findings, the questions are revised.  This is what Callison refers to as “question evolution.” 

My research began as a broad overview of censorship.  My questions lead me to censorship of books in schools (I did do a concept map for this, but it was deleted).  I started doing some researching (which I referred to in previous posts). Wiggling is difficult for students because they often are overwhelmed with information and are not sure where they’re going.  I felt the same way when I started skimming through the books I checked out at the library.  I referred to these books in previous posts…but after seeing all the different avenues that I could take when researching school censorship, I decided that I wanted to focus specifically on specific incidents. 

What are some specific instances of censorship? What happened and why? What specific books were challenged?  What was the outcome and justification? 

After reading the article on The Golden Compass, I began doing searches on the Internet for sources dealing with the trilogy His Dark Materials.  I looked at some news sources that covered the controversy.  I also looked at a few blogs which were definitely one sided.  I also looked at the website sponsored by the Baptist Church.  The tone of the article was pretty neutral but, as expected, was one sided.  I decided to check Pullman’s website, which gave some interesting quotes.  Pullman himself says, "As a passionate believer in the democracy of reading, I don't think it's the task of the author of a book to tell the reader what it means."  This kind of gives another perspective on the controversy. 

I got a little off track and did a little more research about the book.  I came across some blogs that discussed controversy in literature…but literature shouldn’t tell us what to think.  It tells us to think.  After this research on The Golden Compass, I decided to look at other causes for books being banned that I first read about in Censorship and Selection: Issue and Awareness for Schools.

Technology: note taking

I've really started sorting and sifting through sources.  I'm using a note-taking tool on my computer called "stickies."  They're virtual sticky notes and will stay open even as you're scrolling through webpages.  It's pretty easy to use, and you can change the colors. =)  Use if you have a Mac!

Evolution

In our readings for this week, Callison discussed the idea of question evolution.  I read an article on The Golden Compass called "How a Community, a Bunch of Librarians, and Students Saved “The Golden Compass." Concerned parents in a school district tried to remove The Golden Compass from the shelves of a middle school.  The library staff removed the book without following library policy, and the school administration sided with the parents, without following the adopted procedures.  


Callison writes about the evolution of research questions.  Just from my limited research, I've discovered that I'm more interested about specific incidents involving adolescent and teenage literature.  Some of my questions need to be readdressed...


My subsidiary question was..."What are some specific incidents of book challenging?"


What are some specific adolescent and teenage books that have been challenged for political reasons, religious reasons, social reasons?  Why specifically? How did the librarians react?  What was the result?  


I'm sure my questions will continue to evolve as I read.  


Joshua 

Narrowing

The book I'm skimming through right now has several chapters: "A Survey of Major Bookbanning Incidents," "The Law on Bookbanning," Voices of Banned Authors,"and "Banned Books in the '90s."  The survey chapter is definitely interesting.  The first incident is about a school district in West Virginia where a book challenging incident became so heated that there was a boycott of the school district and a plot to bomb cars by a fundamentalist group.  Wow!  So book banning can get pretty heated.  That's interesting.  




I started going through the IUPUI databases looking for censorship + school libraries.  Got way too many results.  Decided to narrow results to this decade.  Down to 100!  Not bad.  I'm definitely starting to find a focus here.  So should I say I'm feeling optimistic?  =)


Joshua

Webbing...Exploring information

When I put together my chart on Saturday, I wanted to consider all possible angles for finding information.  Then I started looking at all the possibilities and realized that my topic was much bigger than I thought it was.  I mean...I thought I'd narrowed it down quite a bit.  I quest not =0


In the Exploring Information stage of Kuhlthau's ISP, the task is to investigate information.  So I started to do that.  I started skimming through books that I'd identified in my Webbing.  The books not only discussed specific books that have been banned, but also the legal theories and repercussions relating to the 1st Amendment. The book had whole chapters on specific reasons for books being challenged and banned. Now, I'm looking back on the Exploring Information stage...I'm looking at the task:


TASK:  To investigate information with the intent to FOCUS.  So what exactly is my focus?  That's what I'm trying to figure out.  What exactly do I want to research regarding censorship and school libraries....I talked to our assistant librarian about incidents of censorship.  She had no idea what their collection policy was (LOL), and our librarian is MIA for the week, apparently.  


THOUGHTS:  Callison describes this stage as "unable to always express precise information needed. Identify several possibilities."


Okay...I need to do a little more research on these ideas:


1)  specific challenges and banning of books in school libraries


2)  court cases involving challenged books


3) Library Bill of Rights


4)  explanations and theories as to reasons for book challenging


Actions:  I need to reexamine my options


Feelings: I'm confused as to where I want to go from here.  Yes, I'm doubtful.  Yes...I'm uncertain since this is due in TWO WEEKS! =)


Joshua  

Webbing