Wondering

Wondering is the second stage of Lamb’s 8W’s of information inquiry. In this stage, the task at hand for inquirers is to “focus on a topic, theme, issue, or problem.” Easy, right? From experience with projects in my classroom, I have seen student after student flounder in a topic too broad for the time allotted. Honestly, I can tell you that I have not been able to help students in this area beyond just telling them that they need to change their topic. I would usually then tell them that “this” or “that” may be a better topic. Some students are upset with the idea that their idea was not good enough, as they don’t understand that a PowerPoint on the Vietnam War is just not possible in the week they have available. For several years, I, as teacher, have floundered in how to better address this problem in my classroom. After learning of this step in the information inquiry process, I feel more capable and prepared to handle this issue in my classroom.

As I began the wondering stage for my own personal inquiry project, I couldn’t believe the possibilities awaiting me. How do I take the broad topic of African tribal masks and create a specific, worthwhile and entertaining (at least to me!) topic. Thankfully, I had a direction. There are five steps within the wondering stage: finding purpose, questioning, connecting to prior knowledge, finding your focus, and narrowing your topic.

Finding Purpose

Using the ThinkTank at 4Teachers.org, http://thinktank.4teachers.org/, I quickly brainstormed the following research questions.

Why were these African masks created?

Possible Subtopics:
· What do the masks symbolize?
· Why did the tribe create the masks?
· What was the purpose of the masks to the tribal society?
· Who might have worn the masks?
· Who made the masks?
· How are the masks made?
· What types of materials were used?
· What if the masks had not been created?
· Where couldn't the masks be worn?
· When could the masks be worn?
· Who thought up the idea of the tribal mask?
· How were the masks protected when not in use?
· Why doesn't the African society still use these tribal masks?
· Who makes the masks?

I felt very inhibited at the beginning of this phase. What exactly did I want to know about the African tribal masks? Taking the time to apply the ThinkTank allowed me the opportunity to think outside the box as I tried to create questions using the given parameters. I am anxious to use the ThinkTank with my students. Will they be as perceptive to this activity as I was?

Questioning
Reading the Module Maker, I found that “the secret to great research is…great questioning.” Well, if that is the case, then my questions better be top-notch! According to the Module Maker, the most important questions are those that ask “why”, “how” and “which is better?” Looking back at my questions created using the ThinkTank, I had a few options to choose from. As I questioned my questions, my mind was full of questions!!! Which is the BEST question for my purpose? What was my purpose? How can I ever decide just one of these questions? Why are you questioning your questions? This was an interesting experience to say the least…will the questions ever end?

Connecting Prior Knowledge
What do I know about African tribal masks? Not much to be honest. It seems that each year when I reach the African continent with my 7th grade students, we just seem to glaze over the African tribal society. When students are asked to complete an independent study project, I invariably end up with questions on the tribal society and the masks used in religious and cultural ceremonies within the tribe. I have taken little time in the past to research this topic, and my students have suffered from it. What little I do know has come from very basic Internet searches, nothing in depth. I am embarrassed to say that this is true, but thank goodness for this opportunity to make amends.

Finding Focus and Narrowing Topic
Using Inspiration, I began to create a concept map. With the general topic, African tribal masks, in the center, I began mapping not only my prior knowledge on the subject, but also some of the “blanks” in my knowledge. What did I want to know? My hope was to create a concept map which would point me in the right direction. Maybe I should just add on to one of the strands of information I already know about African tribal masks, or maybe I should research one of the new strands. As I did this, I was ever thoughtful of what my questions were and whether or not my questions were worthy of my research time. Below is a link to the beginning of the concept map I have been using: http://mypage.iu.edu/~aferriel/africa.rtf

After analyzing the concept map, I found that many of my questions may be answered if I looked to the purpose/role of the masks to African tribes. Each tribe, I was sure, would have different masks with different meanings, but what purpose did these masks hold to the society created in an African tribe. I think I am now off to the races of researching!!! Wish me luck in the next stage, Webbing!!