Brenda Dervin's article, "From the Mind's Eye of the User" challenges my thinking in multiple ways. When this article was assigned to my cohort, we were warned that it is dense and that we would struggle to understand it. I'm so glad that I've learned to be patient with my own learning process, as this allowed me to try to understand the article, set it aside, and return to it over time. I've taken pages of notes to separate the content, identify patterns, and to have a landing place for my upcoming thoughts on this article. As we will be studying the concept of sense-making, as introduced to us by Dervin, I've set myself up for future understandings to come instead of stressing about how much I currently understand. Additionally, the focus of my action research is on student inquiry and I've learned that the Library Sciences hold many keys to my questions. Therefore, I'm looking forward to diving into the concept of sense-making even more. I have identified connections between the method I'm using - the Guided Inquiry Design Framework (Kuhlthau, Maniotes, & Caspari, 2012) that emphasizes the experiences and actions of the students as researchers - and Dervin's emphasis on the perspective of the actor, not the observer. I have found the following visuals helpful in seeing how the concept of sense-making is going to be helpful in designing learning experiences for my students: Theories of sense making span social scales (Copyright: Peter Jones, OCAD University, Toronto, Canada; modified and reproduced with permission) |
Megan BurtonInnovative Learning Archives
June 2020
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