This content reflects work done as part of the Indigenous Perspectives in School Librarianship (IPSL) grant funded by IMLS (RE-246303-OLS-20). Actual assignments may vary.

Module 7: Test / Create

We are nearing the time where we will share our findings with each other. Just as the inquiry process can be molded to fit the needs of the audience, so too should our products be tailored to meet their specific needs.

Think about the function of each type of media you consume. A news broadcast on television. A blog post from your favorite blogger. An editorial in the newspaper. A research report. Each of these has a different purpose and a different audience. Some are broad and some are specific. Each is formatted to meet the needs of its audience.

This week you will decide on an audience for the results of your inquiry, and you will then design a product to share with that audience. It’s important to be specific about your audience. Other teachers, for example, is too broad and will not be helpful to you in making choices about the content to include or how to format it. Even other teachers in your building may be too broad unless there is a defining feature of your building or your teaching community that you are speaking to. However, you might want to talk to English teachers, or 3rd grade teachers, or the school board, or your principal. These are specific audiences, and there are many more!

Once you decide on your audience, think about what they would want to know about your topic and how that knowledge would be useful to them. Think about what information you should include to persuade, convince, or inform them. Then, consider what format would be most likely to reach them? A PowerPoint presentation? Testimony at a meeting? An infographic? Article in the school newsletter?

The options are endless.

Module Objectives

Determine an audience and develop a product for that audience that effectively communications the results of your inquiry process.

Think

  • Donovan, L. (2020). Share in practice. In Inquire (pp. 121-132). Chicago, IL: ALA Editions.
  • Antoine, A., Mason, R., Mason, R., Palahicky, S., & C. Rodriguez. (n.d.) Section 5: Developing awareness of one’s own role in Indigenization and reconciliation. In Pulling together: A guide for curriculum developers. Royal Roads University, University of Victoria, and Arrive Consulting. https://ecampusontario.pressbooks.pub/indigenizationcurriculumdevelopers/part/section-5/

Inquiry Spotlight

What fun! Challenge your learners (in groups or as a whole class) to make a shadow story using only cardboard and tape. They could tell a local story or recreate a beloved children's book. The possibilities are endless for curriculum connections and project-based learning. 

Create

Create a product to share the results of your inquiry:

  1. Decide on your audience. Be as specific as possible. Potential audiences include English teachers at your school, school librarians at a state conference, your school board, your administrator, parents, etc.
  2. Consider your audience. What method of communication is most likely to reach them? For example, a one-pager might be best to reach the school board, a busy administrator might prefer an infographic, a PowerPoint is probably best for a conference presentation, parents might view the school’s social media or email newsletter.
  3. Create your product using whatever method works best for your information and audience. Consider trying something new: here’s a list of possible presentation and interactivity Whatever method you select should be a complete product. If you plan to testify at a school board meeting, write your script; if you plan to present to faculty, either record your presentation or include a script in the notes section.
  4. Be sure to reference your sources within your product, either verbally or as in-text citations. Also, include a works cited list wherever possible.

Share

Post twice to the #test discussion board. You may respond to the initial thread and then to one classmate or respond twice to your classmates. Be sure to add something substantive to the discussion. Remember to include citations to the relevant literature to support your assertions. Address the following:

Create a new thread and share your prototype. If you share via a link, rather than an attachment, be sure that your permissions are set so that anyone with the link can view. In your post, include your research question and your audience. 

Grow

Visit the class Q&A discussion board. Post one or more questions you have about inquiry. Each question should be a new thread. Respond to at least one of the posted questions from your classmates with your insights, ideas, or suggestions.