Personal Information Inquiry Entry 8

Step 5: Blog Experience Reflection

I consider using a blog similar to how I normally work through a project. I am a note writer and list maker. I still do things "old school" by using notebook paper and pen because I can move the notes around and add to different sections with ease. The benefit of a blog is that it is much easier to edit posts and add visual tools, such as graphs and tables. 

For some students, using a blog or journal would be useful. I think it really depends on the students' learning styles and preferences. For visual and intrapersonal learners, a blog or journal is an excellent tool. They can see their work and conduct it independently. A mathematical/logical learner may also benefit from writing the journal, but I can also see that a journal could frustrate this type of learner because the notes are not really recorded in a logical manner, just a chronological one. This is why I feel challenged when using a journal. It is fine for personal use, but when I am trying to put together ideas in a logical progression, I find myself going back and forth between entries a lot. 

Musical, kinesthetic and natural learners may not see any benefit in using a blog or journal, but as pointed out in the "Learning Styles Activity" people fit more than one category, and, therefore, depending on their preferences, may enjoy it. 

If comments are allowed, an interpersonal learner would most likely enjoy the blog method. The downside would be if there is a delay in feedback and comments. The interpersonal learner prefers interaction. This is one of my learning styles and one of the reasons that I sometimes find taking asynchronous online courses challenging. Rarely is there immediate feedback. It could be days before a comment is made. 

References

Jukes, I., Dosaj, A. & MacDonald, B. (2000). NetSavvy: Building Information Literacy in the Classroom. Thousand Oaks, Calif.: Corwin. 

Kuhlthau, C. (2013). Information search process. Retrieved from http://comminfo.rutgers.edu/~kuhlthau/information_search_process.htm

Moallem (2007-2008). A guidelines for developing instructional materials considering different learning styles. Journal of Research on Technology in Education. Retrieved from Eduscapes.com.

Museums, Libraries & Archives Council. Learning styles activity. Retrieved from Eduscapes.com.

Personal Information Inquiry Entry 7

Step 4 Learning Theories, Styles and Preferences Reflection

Using the "Learning Styles Activity" questionnaire designed by the Museums, Libraries & Archives Council, I tested my learning styles and preferences. I was not surprised to learn that my three highest categories were Interpersonal, Linguistic and Mathematical/Logical styles. I do prefer to work with and learn from others, one of the reasons that I enjoy my work as a youth services coordinator. In the document, it is pointed out that people's preferences and styles can change. I found this to be true as well. Experience and age have helped me to develop an intuitive linguistic learning style which I don't think was a strength for me when I was younger. And I most definitely prefer using logic and order to organizing my thoughts. My husband agreed and whispered something about being anal. 
My learning styles are both reflected and hindered in my approach to this inquiry. As a linguistic learner, blog writing is supported, therapeutic even. I can use words to convey my meaning and describe my feelings. The mathematical/logical side of me finds organizing my thoughts in sections or blog entries a useful way to move through the information gathering and evaluating processes. Writing chronologically works for me in a personal journal, but for a project-based experience I had to take a different approach. I wrote the first entry, then set up drafts for each of the following seven entries. Then, I went back to each entry as I was working to record more information or thoughts. 
The interpersonal learning style was hindered by this approach because of the lack of immediate feedback. If I had more time to work on the project, I would have talked with friends and colleagues who have experience with international travelling. Also, I would have sought out and discussed options with a local travel agent. As Mollem described in "A Guideline for Developing Instructional Materials Considering Different Learning Styles", I would prefer processing information as an Active Learner. A team environment, collaboration and group discussions are all ways that an active learner prefers working on projects.

References cited on Entry 8. 

Personal Information Inquiry Entry 6

Assessing

Time for what Jukes' described as the "reflective, soul-searching part." I assessed that what worked was following the "Asking, Accessing, and Analyzing" procedures but not necessarily in a linear fashion. Oftentimes, I moved from one stage to another and back again. More time spent in the "Accessing" stage may have improved results, but I am satisfied with my findings. Next time, I would allow more time for research and read the print travel guides and talk with experienced travelers. But the inquiry process at this point has given me a foundation to pursue the print and personal resources with a better understanding.

Below is a brainstorm bubble illustrating the relationships that I experienced using the 5As.

References cited on Entry 8.

Personal Information Inquiry Entry 5

Applying

"It's time to take action!" Jukes quipped about the "Applying" stage of information inquiry. This would be the time to book the trip. I have decided to take the Best of England in 14 Days Tour from August 16 - 29 provided by Rick Steves' Europe. In this way, I will be using a trusted tour company and have time to apply for and receive my passport. Because I am booking now, I can get cheaper airfare as well.

Now it the Kuhlthau's "Presentation" stage. I am ready to present my thoughts "with a personalized synthesis of the topic." 

References cited on Entry 8. 

Personal Information Inquiry Entry 4

Analyzing

Jukes described Analyzing as looking at the information gathered and determining its relevancy and whether or not it answers the questions.

What I have found is that there is, of course, too much information available online so I narrowed my focus to sites that I knew have a good reputation. For example, from working in a library, I know that Fodor's Travel Guides are reputable so I found the Fodor's website. Like the Rick Steves' site, Fodor's includes an overview, tips for travelers, restaurant and hotel suggestions, and other things to do.

At this stage, I began to experience Kuhlthau's "Formulation" stage. Formulation is characterized as "the turning point of the ISP, when feelings of uncertainty diminish and confidence increases." I feel like now I have a definite direction to my inquiry. I am also experiencing "Collection" stage. "The person, with a clearer sense of direction, can specify the need for pertinent, focused information to intermediaries and to systems, thereby facilitating a comprehensive search of available resources.  Feelings of confidence continue to increase as uncertainty subsides, with interest in the project deepening."

References cited on Entry 8. 

Personal Information Inquiry Entry 3

Accessing

The second stage of Jukes' 5As is Accessing. In this stage I accessed information using the Internet and keywords as tools. In addition, I searched for travel guide books from the library. My library does not carry any travel guides for England, but there are several available from other member libraries in Evergreen Indiana. I placed a couple on hold, but they will not arrive before this Paseo is due:

• Bradbury, J. (2010). Where to go when: Great Britain and Ireland. London: Dorling Kindersley.
• Caird, J., Hughes, K. Jewers, J. O'Neill, J., Stein, E. & Wijeratna, A. (2014). Fodor's 2015 London. New York: Random House. 

If I had more time, I would also seek out advice and suggestions from friends and colleagues who have experience in international travel. 

For my Internet search, my first thought is to view Rick Steves' Travel Guides. My family often watches his televised tours on PBS. He lists various tour lengths, locations, and peak seasons. There is a lot of good information, but I feel a bit overwhelmed with all the decisions to make. The tours are more expensive than what I was thinking so I may have to consider other possibilities. A search for "affordable tours of England" yields many results, including Affordable Tours which promises the lowest price. Comparable trips are half the cost as posted on Rick Steves' site. I am experienced enough to know that cheaper does not always equal better.

A preliminary search for airfares confirmed my thoughts that a lot depends on the length of time and the dates of the trip.

I am definitely experiencing what Kuhlthau described as the "Exploration" stage. There is so much information and more questions to answer. My thoughts and feelings include "uncertainty, confusion and doubt." At this point, I decided to research applying for a passport because I think that information will be more concrete. I found the U.S. Passports and International Travel webpage about travel in Great Britain. 

References cited on Entry 8. 

Personal Information Inquiry Entry 2

Asking

The first stage of Jukes' 5As is Asking. In this stage, I listed the questions that I want to answer about my trip to England. 

• Where do I want to go?
• When do I want to go?
• How long will the trip be?
• How much will it cost?
• How much is airfare?
• How much and how do I apply for a passport?

According to Jukes, I should share my personal knowledge in this stage. I do not have a lot of knowledge since I have not been to England since I was a small child when my father was in the Air Force. For that reason, I think I should research tours of England rather than try to plan the entire trip myself. It is at this time, that I am experiencing what Kuhlthau described as "Initiation" and "Selection." I am aware of my lack of knowledge, and I am feeling a mixture of excitement about the possibility of learning more and the apprehension of not knowing enough to adequately plan the trip.

References cited on Entry 8.