Weaving Phase

In this stage, I am ‘weaving’ my project together.  This has been a really intense journey for me thus far.  I feel that I need to analyze every step I make in this inquiry process project.  It can be draining to reflect so intensely on a subject.  Well, I am tired and experiencing self-imposed stress yet I am focused in the ‘weaving’ portion of this process.  Then as I continue to analyze and evaluate the information that is presented before me, I finally began to formulate plans in my head and on my sticky notes to finish this project.

            In the wondering phase and to this point, the weaving phase; I have been asking questions about environmentally friendly cleaning products.   In the wondering phase in my bubbl.org concept map, I had a great deal of questions ranging from the cost of environmentally friendly cleaners to the history of the movement.  However, once I moved on to the next phase, webbing, I realized I had too many questions and not enough time to explore them all so I just focused on four key areas of my topic.  Thus I have continuously weaved my way through important concepts on my topic of using environmentally friendly cleaning products.

            When I was exploring ways to organize my information further in this phase; I looked into transformation scaffolding but I could not find one that I could utilize successfully for my project.  I believe that a student might need direction for this segment of the inquiry to enable him/her to select the best way to organize and synthesize their project.

            In the webbing phase, I organized my information in clusters using sticky notes on my computer screen.  Next, I am synthesizing and analyzing information in this weaving phase.  Once here, I used my Sticky notes as my guide.  My notes were informal and meant to be a ‘work in progress’ so that I could change them as needed as well as refer back to them.  The content of the sticky notes was in direct relation to the four major questions of my inquiry.  These four areas addressed the history of the movement, why I should use environmentally friendly cleaners, why commercially produced cleaners were bad and what materials were  needed to make my own environmentally friendly cleaners. The best way for me to organize the information I gathered was to cut and paste my sticky notes into a word document.   I put notes for each question into a separate work document.  As I went through my notes to enter information into each word document, I had to analyze and apply knowledge by selecting the most prevalent points that would best address the four questions I had wanted answered.  This was a tedious process for me because I could not figure out how to print the sticky notes so I could have a hard copy of them to then enter into a document.  Instead I had to go back and forth between screens once I figured out how to cut and paste the sticky notes.  Once completed, I could actually ‘see’ the project though.
I  also tried to ask an expert twice and I never did receive a response to my questions.  I would have liked to had included that information in my notes on each question but I was not able to get a response.

I referred back to Dr. Lamb’s “Reviewing the Results” questions as I was weaving in and out and all around my information in this stage. I have included them. I think for older students these questions would help him/her to determine if he/she has covered everything in this particular stage.

1.  Have the most important questions been addressed?

Yes, I believe so. 

2.  Have any new questions arisen?

No

3.  Is there extra or repeated information that can be eliminated?

I eliminated any extra information so the answer is no.

4.  Where are the “holes” in my understanding?

I don’t think that I have any ‘holes’ in my understanding.

5.  Are there other ways to view the information or perspectives I should be considering?

Answer:  Yes, there are other ways to view the information.  It can be viewed as an informational source for people who want to know about environmentally friendly products as well as its history.  It’s for adults and/or older students who will understand the terminology used.  It could be viewed as a biased stance against mass produced cleaning products because its stance is pro-environmentally friendly. No, I shouldn’t be considering other perspectives because I am focusing on educating my peers about this topic who are adults.

This phase in Dr. Lamb’s model is similar to Carol Kuhlthau’s “Prepare to Present or Write” step in her Information Search Process inquiry model.  This step has five components:  The first one is “Task: conclude search for information.” The second one is “Thoughts:  identify any additional information for specific gaps; also notice most of additional information is redundant and resources options are nearly exhausted.” The third one is “Feelings:  relief, satisfaction, but disappointment if some information needs are not met.  The fourth one is “Actions:  recheck sources for information overlooked in first review; confirm information and bibliographic citations; organize notes, write outline.”  The fifth one is “Strategy: return to library to make a summary research to assure all information leads have been exhausted.” (Callison & Preddy, p. 41).   All five components of these ISP processes are included in this phase as well.  In addition, I could easily identify with all three of the feelings described.  I do feel a sense of relief at knowing that I am almost finished with this project.  Also satisfaction that I was able to find some quality information that I can use as well.  In addition, I am disappointed that I was not able to get a response from the experts on my questions. 

Source

Callison, D & Preddy, L. (2006). The Blue Book on Information Age Inquiry, Instruction and Literacy. Westport: Libraries Unlimited.