Hiking the Trail: A Personal Reflection On
My Inquiry Experience
To a novice hiker, an extended backpacking trip can be an exhilarating yet intimidating experience. The process of determining if one’s skill level will be a match for the mountainous terrain is an important consideration. One must thoughtfully prepare for the trip by connecting with experts, determining what essential equipment is required, and taking into account a variety of weather conditions that one may encounter. Although pre-trip planning is wise, one must understand there may be unexpected challenges like fallen trees or steep, irregular trails. These unforeseen circumstances may cause the hiker to change directions but the commitment and determination to conquer such a challenge is driven by the passion ignited within. The hiker seeking to improve reflects on their experience throughout the adventure, asking critical questions that will lead to new learning and the acquisition of transferable skills.
I liken the experience of the novice hiker to my own inquiry process. As I began to plan for my trip I gathered all that I have learned about inquiry from class readings, online discussions with peers and my experience as a teacher-librarian. I packed my bag with some of the necessary tools for success and felt ready to embark on this challenging expedition. I took time to explore areas of interest and with guidance, was able to develop a focused question.
As I worked through my inquiry I experienced the whole gamut of emotions relating to the complex, nonlinear process of inquiry. At times I felt excitement and so engrossed in what I was learning that the concern over the mark achieved became less of a focus. As a reflective practitioner I recognize that I learned information specific to my topic as well as significant, transferable skills that would be important to me as a master’s student and a teacher-librarian. There were times throughout this inquiry where I felt frustration because I was forced to work within specific time restraints, juggling all aspects of school, work and family life. Additionally some of my frustration came from feeling like I was missing some important skills to meet the challenges presented, especially in the area of technology. This was a powerful part of the learning experience because I had to utilize my skills as a problem solver to persevere and to determine where to find answers to my questions. The tutorials on the University of Alberta’s library website were important resources that I revisited often. I also found talking to the subject librarians and the chat feature for quick questions helpful. I gained more confidence to ask questions in a public forum. I discovered the tutoring services that are available through the University of Alberta.
As I worked through the challenges that I faced I appreciated the flexibility to be able to choose a topic that was relevant and of interest to me. I can now clearly see the significance of allowing my students the same freedom. Branch (2003) argues that self selected topics are important in order for students to remain committed, especially through the challenging work involved throughout the inquiry process.
The importance of collaboration was highlighted for me during this experience. Although my learning exceeded my expectations, having the ability to work with others collaboratively would have led to an even deeper understanding. Fontichiaro (2009) argues that collaboration is important because it can enhance the learning for everyone in the group. I have experienced this recently as I have worked closely with a teacher colleague to plan and team teach an inquiry unit focused on heroes. We have each brought a different skill set and foundational knowledge to this challenge. Through meaningful conversations and regular reflections I have seen how much more we have learned by working collaboratively than if the work was completed independently. This has important implications for the work I do with students. According to Harvey and Daniels (2015) the skills involved in collaborative work need to be explicitly taught and the investment of time on these skills yields powerful learning results.
Another aspect of the inquiry process involves creating a product that demonstrates the learning (Alberta Learning, 2004). I began to question how I could demonstrate all that I had learned throughout this complex, messy process. This led me to search for a way to be able share more of the process I went through. This is when I discovered Jing, an online tool used to capture and share videos and pictures. The use of Jing was one way that I felt I could highlight some of my search methods and share it in an easy to follow way. The importance of knowing what tools to use when is a valuable skill. Fontichiaro (2012) discusses the importance of moving away from a focus on the product and more on the process. This resonated with me as I thought about the implications for teaching. Documenting observations and anecdotal comments as students work through an inquiry should be part of the teacher’s evaluation process.
Throughout this inquiry assignment I kept a reflection journal to highlight new learning in terms of content and transferable skills. I used the journal to track new questions and record challenges that were presented. As a final journal entry I reviewed previous entries and was able to provide possible solutions and resources that I can utilize in another learning situation. This metacognitive process was powerful and I can see how students engaged in this type of activity would clearly benefit. According to Branch (2003) reflection is a critical part of the inquiry process because it allows students to think about their learning, how they feel along the way and develop an understanding that these skills and strategies are transferable.
Like the novice hiker, this inquiry has required focus, perseverance, critical thinking and problem solving skills and most importantly, reflective practice. Although it was a gruelling process at times, the victory of completing the challenge is the ultimate reward.
"Colorful intertidal rock formations at Owen Point" by Paxson Woelber is licensed under CC BY-SA 3.0
References
Alberta Learning. (2004). Focus on inquiry: A teacher’s guide to implementing inquiry-based learning. Retrieved from https://education.alberta.ca/media/313361/focusoninquiry.pdf
Branch, J. L. (2003). Inquiry-based learning: The key to student success. School Librarians in Canada, 22(4) 6-11.
Fontichiaro, K. (2009). Nudging toward inquiry. School Library Monthly, 26 (1), 17-19.
Fontichiaro, K. (2012). Moving from a product to process focus. School Library Monthly, 28 (5), 52-53.
Harvey, D.& Daniels, (2015). Comprehension & collaboration: inquiry circles for curiosity, engagement, and understanding (Rev. ed.). Portsmouth, NH: Heinemann.