Reflection...

Reflecting on this personal inquiry process, the emotion I feel most strongly is relief. I'm so happy to (finally) be finished with my project. I also feel a true sense of satisfaction in what I created. I am excited about my findings, and I cannot wait to take my family to visit the places I researched. I also feel pleased in the new knowledge I have about the history of the city of Chicago. It is a very satisfying experience to want to know something, to seek out information, and then to gain a greater understanding of that topic. It really does make you feel like a better person for knowing it.

On the other hand, relief and satisfaction are not the only feelings I have towards being done with the project. When I finally made myself stop working on it, and finally said, "Ok, this is done," there was definitely a sense of loss. Maybe it is a loss of what it could be if I could just keep working on it. Maybe it is the losing of a connection you have made with the topic itself. I did feel this way, but now I am over it! :)

A secondary emotion that I have felt on completion of this project is a nagging sense of anxiety. Is this going to be "ok"? How will my professor judge what I have done? Have I left anything out? I'm sure that most students experience this feeling on a regular basis. I guess that a part of the inquiry process is taking that leap of faith, putting your "stuff" out there, and being able to let go of the control of your project.

After going through this process, I really have a better understanding of how my students feel. It was very good for me to experience this, and then to try to examine my feelings throughout the whole process. I think that my experience was like a child's might be in the fact that I went through all of Kuhlthau's range of emotions, just as she said I would. I know now that those emotions are real, and I know that kids feel those emotions just like adults do. I'm not sure that age makes that much of a difference on how a person deals with those emotions. As an adult, I should be able to handle the difficult emotions more easily than a young person would, but that's not always the case. I think that most young kids have a strong belief in themselves, their findings, and their work. I think that as we age we sometimes lose this belief, and then we start second-guessing ourselves more than we should. I see this confidence and belief in my young daughter, and it inspires me to be more like her in that way.

The pathfinder on Chicago for families that I created can be found at https://oncourse.iu.edu/access/content/user/hlbontra/Chicago%20product.doc.

A few more things...

I forgot to mention a few things. I did use ask-an-expert, and I found it quite useful. I was able to communicate with a man who has lived in Chicago all of his life. He was able to direct me to some helpful sources. I also asked one of my classmates (thanks, Gayle!) who lived in the Chicago area for many years. She offered me some helpful tips on things she had experienced with her family when she lived there. I thought this first-hand information was especially valuable. I think word-of-mouth information always carries more weight than other sources of information because of the trust you have already established.

My Top 10 Picks for families -

Here is part of my pathfinder. It includes my ten favorite spots for families, along with the websites where you can find more information.

1. Shedd Aquarium-
Location: 1200 S. Lake Shore Dr., Chicago
Time: Varies by season
Cost: $10-$15
http://www.sheddaquarium.org/

Kids of all ages will enjoy a visit to this award-winning aquarium. Don’t miss one of the most popular displays – the Caribbean reef exhibit.
Your family will be entertained and amazed by the delightful dolphins in the Pacific Northwest Coast exhibit. The dolphin show is fun for the whole family.
If you have preschoolers, you will want to experience the wonderful “Tots on Tuesday” program at the Shedd Aquarium. A full day of activities created just for kids ages 3 to 5 is offered. Check the Website for other special events, such as a sleepover where kids can “sleep with the fishes.”

2. The Art Institute of Chicago-
111 S. Michigan Ave.
312-443-3600
Admission- $12 adults
$7 children, free for 5 and under
M-W 10:30-4:30, Th 10:30-8, Sat-Sun 10-5
http://www.artic.edu/aic/kids/index.php

The Art Institute of Chicago is very welcoming to families. Strollers are provided at no cost. Kids will enjoy the Touch Gallery where they can handle some of the art. Families will definitely want to visit the Art Institute’s Kraft Education Center, which is designed with families in mind. It has kid-friendly exhibits, puzzles, games, and children’s library. Special events just for kids are also offered.

3. Chicago’s Children’s Museum-
700 E. Grand Avenue Chicago, IL 60611Admission - $7
Sun-Wed & Fri 10-5
Thurs & Sat 10-8Phone: (312) 527-1000
http://www.chichildrensmuseum.org/

Located on Navy Pier, the Chicago Children’s Museum has lots of fun and learning to offer families. If your kids like Dinosaurs, they will want to visit the Dinosaur Expedition, which re-creates a Sahara archeological dig. Many other fun exhibits are perfect for inviting kids to learn while they play.



4. Adler Planetarium-
1300 S. Lake Shore Dr.
Chicago, IL 60611
Phone: (312) 922-STAR
http://www.adlerplanetarium.org/home.shtml
“Inspiring the next generation of explorers” is the theme of this outstanding planetarium. Inspire your family with a trip to the Adler Planetarium. Kids will love the StarRider Theater, the historic Sky Theater, and the many kid-friendly, interactive exhibits.

5. Sears Tower Skydeck –
233 S. Wacker Drive Chicago, IL 60606Phone: (312) 875-9696
http://www.the-skydeck.com/homeDefault.htm


If you want to give your family the opportunity to see an amazing view and to learn about Chicago’s history at the same time, take a trip to the top of the Sears Tower. The Skydeck is on the 103rd floor, and the trip to the top might just make you think you are headed for the stars. The elevators are equipped with flat screen monitors that enhance the experience.

Once you reach the Skydeck, you will find exhibits highlighting Chicago’s famous landmarks, history, and memorable characters. The kids will enjoy Knee-High Chicago, which is right at their level, literally.




6. The Museum of Science and Industry-

57th St. and Lake Shore Dr.
Admission - $9 adults, $5 kids 3-11
(800) 468-6674
http://www.msichicago.org/

This museum is a world-class museum that exemplifies what it means to make learning fun. It has something for everyone, and everyone has their favorite parts of this museum. Some family-favorite exhibits are the Coal Mine, the U-505 (a German submarine captured during WWII), and the model of the human heart through which you can walk. Your kids will also be intrigued by the baby-chick hatchery or The Great Train Story, a 3,000-square-foot model railroad. With over 800 exhibits, this museum could captivate your family for quite some time.


7. The Field Museum –
1400 S. Lake Shore Drive Chicago, IL 60605-2496Phone: (312) 922-9410
http://www.fieldmuseum.org/

Let your kids become explorers and travel through time as they interact with an incredible amount of exhibits at this Museum of Natural History. The Inside Ancient Egypt area will allow kids to take a peek into the past. Kids of all ages will not want to miss Sue, the world’s largest and most complete Tyrannosaurus Rex. But Sue is just the beginning - this museum has much more for your family to explore. Another must see is “Underground Adventure”, where you can experience what it would be like to be the size of an ant. Completely interactive, educational, and full of surprises, this exhibit is great fun for families.




8. The American Girl Place-
111 E. Chicago Avenue Chicago, IL 60611Phone: (877) AGP-LACE
http://www.americangirl.com/

For those who have a little girl or once were little girls themselves, the American Girl Place is a definite “must see” during a Chicago visit. More than a place to shop, the American Girl Place is an experience with so much to offer. The American Girl Café serves a memorable brunch, lunch, afternoon tea, and dinner for girls and their dolls (the doll sits in a special seat and receives her own special treats). The American Girl Theater is the place to see an original historical musical, just right for girls ages 6-12. Browse the collection of dolls, clothing, and accessories. Enjoy the American Girls bookstore. The dolls can even get a new look at the Doll Hair Salon. Whatever you choose to do, your family can create lasting memories at this special place.




9. Brookfield Zoo
3300 1st Ave. & 31st St.
(800) 201-0784
www.brookfieldzoo.org

Chicago’s biggest zoo has so much waiting for families to discover. The Brookfield Zoo has 2,700 inhabitants and covers more than 200 acres. The zoo offers family educational tours, but be sure to register for these in advance. The tours are well worth the trip. From alligators to zebras, kids of all ages will enjoy the amazing animals at this zoo.

10. Wrigley Field –
1060 W. Addison St., Chicago
http://chicago.cubs.mlb.com/NASApp/mlb/chc/ballpark/index.jsp


Catching a game at the home of the Chicago Cubs is a great family experience. But even if you can’t watch a game, you may want to check out the ballpark tours that take place year round when games are not scheduled. The tour includes the dug out, playing field, bleachers, press box, clubhouse, and the luxury suites. The tour is a great history lesson, as well as a lot of fun for fans both young and old.

Weaving and Wrapping it up!

How do I weave all of this information together? How do I convey my message in a creative way? I decided that I would wrap my findings by creating a guide for families in the form of a pathfinder. I felt like this would be a great way to pull everything together in a form that would be usable for others. Organizing my information was not that difficult once I decided on the format. I decided to group information into the following topics: websites to explore before the trip, books to read, a game to play (based on the history of Chicago), the top ten spots for families, five more fun spots for families, getting around Chicago, and special tips. To come up with these categories, I took my research questions and then I answered them by making lists and grouping like categories together. My two main categories were the history of Chicago and fun things to do for families. I took all of my information and decided in which of these two categories it fit best.

I was amazed how easily things came together once I had a plan and decided to create a pathfinder. However, creating the pathfinder was really time-consuming.

I think a difficult part of research is knowing when to stop researching. It's sometimes hard to stop working on a project. Am I the only one who feels this way? Probably not. :)

Evaluating Information ...

I think I informally evaluate information based on how up-to-date the information is (especially important for travel information), the reliability of the author, and the manner in which it is presented. If the information is presented in an unclear or haphazard way, I am likely to dismiss it and move on to the next source. If it is well-organized, free from error, and seemingly unbiased, I evaluate the source as more reliable.

Below is an evaluation form that I used to evaluate a website I wanted to use for this project. After using this form, I was happy to see that the results were the same as my informal assessment of the website. I determined that this is a reliable source of information.

Web Page Evaluation Form

Updated from work originally created at Ligon Middle School in collaboration with ExplorIs.

Title of Web Page: Chicago Traveler

URL: http://www.chicagotraveler.com/kids-things-to-do.htm

Topic or Focus: Fun for kids in Chicago

Instructions: Rate each answer from 0 - 4. (4 points = highest rating.) See Scale below.
Navigation and Presentation:
___4__ 1.Is each section of the page labeled with a topic or section heading?
___4__ 2. Does the page load quickly?
___4__ 3. Are the pictures on the page helpful and clearly related to the subject? (Take off points for too many animated graphics or unrelated images).
___4__ 4. Are there clearly marked buttons and links that transport you to locations within the site and allow you to find your way quickly to information you need?
___4__ 5. Is the page clearly labeled with the author's name or the sponsoring organization and contact information? (Hint: Check the bottom of the page or look for "About Us" or "Who We Are.")
__20_ Total

Content

___4__ 6. Does the information appear to be error-free? (No errors in spelling, sentence structure, content, etc.)
___3__ 7. Does the information appear to be up-to-date? (Check last update, often found at the bottom of the page.)
___4__ 8. Does the site include links to appropriate sites outside this page? Are these links marked in any way to indicate when you are leaving the original site?
___4__ 9. Does the content have some educational value? Would it reinforce or enhance information taught in the classroom?
___15__ Total

Appropriateness
___4__ 10. Is the content appropriate for classroom research? (Hint: Items that are inappropriate include profanity, nudity, undue violence, etc.)
___4__ 11. Is the vocabulary appropriate for students? (Hint: Is the language similar to your text books or other classroom materials?)
___8__ Total

Scope and Validity
___4__ 12. Is the content sufficient to cover the topic adequately? If not, are there links to other useful resources?
___3__ 13. Is the content unique, fresh, or new? Is the information something not easily found elsewhere?
___3__ 14. Can you find evidence of the author's credentials, background, education, or authority? What special training or education qualifies the author to create this page? (Hint: Look for links - "About us," "Who We Are," "Editors," etc.)
__10___Total

___53_____Grand Total

Is this page a reliable, valid source of information? Use the scale below.
Scale:
Excellent = 52 - 56 (This site is a valid source of information)
Good = 48 - 55
Fair = 40 - 47
Poor = Below 40

Webbing is fun ...

I think that the webbing step is really the most fun for me of all of the steps. I really do enjoy exploring the resources - reading, learning new things, sharing what I'm learning with friends and family members. The Big6 refers to what I have been considering Webbing as Step 3 (Location and Access) and Step 4 (Use of Information). Virginia Rankin labels them as Step 4 (Select Information), Step 5 (Interpret and Record Information), and Step 6 (Evaluate Information). I think I like these steps because the possibilities are still so limitless. You can blissfully keep looking at sources until you realize the hard truth - you must move on and decide what to include and what not to include. This is the hard part for me. I'd just rather wallow in the sea of resources than make the tough choices about what to cut and what to keep. I agreed with Kuhlthau's feelings of "realization of extensive work to be done" and "increased interest", but I was not feeling an abundance of "confidence in ability to complete task."

I was able to find some good information on Inspire. I wanted to use the Inspire Kids, in particular, because I wanted to see what I could find about Chicago that was written for kids. I used Searchasaurus and Primary Search, and I was able to find useful material using both of these. It was interesting to see how the encyclopedia articles compared to the books and websites I have been reading. I was also able to find some relevant articles from magazines to add another perspective to the information I have been collecting. Oh, I also found some great images. (Thanks, Jill, for the tips!)

My other methods of gathering information have been searching for information (mainly books) through my local library, searching online using Google and Ask.com, interviewing a friend who lives in Chicago, and using a database (Academic Search Elite). I feel like I'm really getting a good grasp on what is out there that relates to my topic. Each time I've searched, I've found good information that I can use, so I've been encouraged by this.


I think (hope) I'm getting ready to begin the stages of tying everything together.


The Big 6 website.
Rankin, Virginia (1992). Pre-search. School Library Journal (Vol. 38, Issue 3, p. 168-171).

Webbing and Weaving

Chicago is such an amazing place! Reading all of this information about Chicago is making me want to go there this weekend. Of course, I have absolutely no time for a fun trip right now, even a day trip. Sigh! Maybe over Christmas break.

My search process for information has been pretty successful. I am pleased with the quality of information I have been finding. My local library was a good place to start; I came home with several bags of books on my topic. The downside was that many of them were out of date. It doesn't take long for travel books to be out of date. On the positive side, these books provided me with excellent places to explore on the Internet. After reading about a place or activity in one of the books, I would then check it out online and see how the information compared. Many times, things were slightly different (mainly prices). A couple of places had moved out of the city to a surrounding suburb. A few had closed entirely.

I'm still looking for a way to creatively tie everything together for the final project. I had an "aha!" moment tonight concerning this challenge, but I'm not sure yet. I need to think about it a little more.

My next step in looking for information is going to be Inspire. I want to use the databases that are freely available to all Hoosiers. I am especially interested in what Inspire Kids has to offer on this topic.

More on this next time!

More Wondering...

I have been working my way through the Dr. Lamb's stages of wondering.
1. Finding purpose - The first step was to find my purpose for this project. Other than the obvious purpose of fulfilling the course requirement, I really want to use this knowledge to have fun with and educate my children. I also love to learn new things, and I'm realizing how little I really know about Chicago. Sure, I've visited there many times, but I've never taken the time to learn about its history.

I decided to try ThinkTank , which is a research tool designed to help kids in grades 3-8 organize their topic and subtopics. I found it very simple to use. I entered my topic, and then Think Tank asked me a few questions about the topic. Then it suggested some subtopics that I could select, and it also offered prompts to help me think of additional subtopics. After answering the questions, this was the outline I created:

Research Topics for Chicago -(From Think Tank)

Topic 1: How has Chicago changed over time?

Subtopics:

• When was this place founded? Who founded it? Who settled it? Why was this place chosen?
  
• What were some of the events that changed this place and when did they happen?
  
• If someone was going to visit this place, what are some important historical sites/areas they should visit? What would they learn from these places?
  
• What are some fun, educational places in Chicago for kids to visit?

I think this research tool (Think Tank) could be a very useful tool for kids, especially if they have little experience in creating subtopics. I was happy with the results that it gave me.

2. Questioning - Thinking of questions is something kids do naturally, I think. At least the kids I know seem to have a lot of questions. I began to make a list of questions I have about Chicago.

What makes Chicago special?

What is unique about this city?

Why Chicago? Why did the city develop in the place that it did?

Who founded Chicago and when? What were the circumstances?

What happened during the Great Fire? How bad was it? How did they recover?

How does the recovery efforts from Hurricane Katrina compare with the rebuilding efforts of the Great Fire?

How did the Great Fire change the city?

Were there any other big events that had a significant impact on the city?

What do kids need to know about the history of Chicago?

What are the top places to go (with kids) in Chicago?

What are the best ways to get around the city?

So many questions, and I know I am just scratching the surface on what is possible to discover and explore about this great city.

Research Questions:

Of all of these questions, the ones I am choosing for my research questions are the following:

What has made Chicago an outstanding city?

and

How can my family best experience what this city has to offer?

Focus:

The focus of my investigation is going to be taking the information I discover about Chicago and tailoring it so that is useful for families. I want to present the information I find about the history of Chicago in a way that is exciting and understandable for kids. I want to find places and activities in Chicago that will help kids capture the spirit and culture of this city.

http://thinktank.4teachers.org/

Lamb, Annette. Information Inquiry: Wondering. http://eduscapes.com/info/topic71b.htm

I have been doing a lot of wondering lately about my topic (Chicago). I have definitely experienced all of the emotions that Carol Kuhlthau describes in her ISP model. After experiencing the "brief elation" that came with the Selecting a Topic stage, I unfortunately fell deep into the pit of the Exploring Information Feelings, particularly the uncertainty and doubt feelings. I have been struggling with developing a focus for my project. I knew I wanted to learn about all Chicago has to offer, especially for families with children, but I wasn't sure which path to take. The feeling of self doubt has definitely been a factor in the way I have viewed my project. Second guessing my choice of topic, thinking that this could not possibly be what the instructor wants. Surely my topic is too frivolous; it needs to be more meaningful, more life-changing. It just seemed much too practical to be the topic of my assignment! Honestly, these are the thoughts that I plague myself with daily. I guess my many years of being a student have taught me to expect assignments to be disconnected from the real world.

It has been interesting for me to take the time to analyze my emotions as I progress through this project. It does give me such empathy for students, and I feel like I have deepened my understanding of how they feel. It is a good reminder. I think that this particular stage of information inquiry that I have been experiencing, the exploring information and deciding on a focus stage, can be paralyzing for some students. It is an overwhelming feeling, particularly to a perfectionist like me (and so many of you who will read this blog) who wants to do everything correctly. Overcoming the fear of making mistakes is an important life skill that I want to share with students. But first, I need to get over it myself!

Happily, I can tell you that I was able to push past this stage, and I am feeling much better about my project because I have been able to develop a focus that I feel good about. I will share about this in my next blog.

Kuhlthau, Carol Collier (1985, 1994). Teaching the Library Research Process. West Nyack, NY: Center for Applied Research in Education. Scarecrow Press.