Ben Wightman

LIS 532 Sp. 2015

Research Process Reflective Essay

When I reflect on my experience with research, Im always drawn to ninth grade as a

watershed moment. Although I engaged in projects prior to that time, they were heavily
scaffolded. Ninth grade was my first opportunity to choose a topic, gather information, and share
my findings more or less independently.
The outcome was less than ideal. I selected The Incas as a topic, and made it my goal
to explain every aspect of Inca history and life. I had no problem finding details, but I did have
trouble keeping the research on schedule. There was too much to read, too much to write, and too
much to say. It just was impossible to fit everything into ten double spaced pages, or to get it all
typed in four periods. One of my three intended sections ended up on the metaphorical cutting
room floor, and the whole paper, although informative and well-organized, seemed to lack
purpose. Ill never forget the teachers final comment on the conclusion: include a connection to
today. It sticks out in my memory because it seemed so absurd at the time. The Inca Empire fell
500 years ago. What connection was there to today? Isnt it enough to present information about
an interesting historical topic?
Since that assignment, my research skills have developed more or less organically.
Various instructors have, in turn, attempted to implement a more systematic sequence of
instruction, but those interventions always felt more like hindrances than helps. My preference
was to approach the task my own way, and learn through trial and error. It took a lot of practice
for the big ideas to become clear, but over time I learned how to focus, broaden, narrow, critique,
write with audience awareness, weave details together, and build up to a relevant application.
When I consider new models of inquiry, like the Stripling and Kuhlthau models, I am not
looking for a blueprint for the future as much as I am looking for something to explain the
observations of the past. Does the model account for everything I have learned through
experience, and would it have been accessible to my ninth grade self. Could it have helped him
learn the necessary lessons faster?
I appreciate how the Stripling model emphasizes questions before information gathering
(Stripling & Harada, 2012, pp. 7). More than anything else, I think a good question is what my
ninth grade self needed to guide the research. Using a nebulous topic exposed me to information
overload, and kept the focus on the past, making the connection to today elusive. A good
question could have lessened the burden of working all the details into the paper, and set up a
natural application for readers. If I were to teach a research unit to ninth graders, I would invest
time for developing strong research questions, because it can save a lot of unnecessary stress and
effort down the road. The question formulating technique (QFT) we used in class is an adequate
framework for such an approach, but I think it would need to be consolidated for ninth graders to
perceive it as an asset rather than extra work
The placement of the question formulation lesson within the sequence of the research unit
is a tricky challenge. It needs to be near the beginning, so the questions can effectively guide the
research, but late enough that the students do not become frustrated trying to formulate questions
on a topic about which they know too little. The Kuhlthau model acknowledges that exploration
tends to precede the identification of a projects specific content (Kuhlthau, 2013, pp. 8), and the
Stripling model includes back and forth sequencing of questioning, investigation, and
construction (Stripling &Harada, 2012, pp. 7). My previous experiences are consistent with that

Ben Wightman

LIS 532 Sp. 2015

Research Process Reflective Essay

arrangement. Sometimes my thesis and connections to sources did not fully develop until I was
in the process of creating the final product. With ninth graders, following the model may mean
allowing for a day or two of initial reading before introducing question formulation. It may also
mean alternating stretches of information gathering and follow-up planning.
As graduate students, we received minimal support in the middle stages of the inquiry,
but high school researchers need a more delicate balance of independence and support. Crafting
an argument that does not fully emerge until the end of the process can be a frustrating
experience. Developing researchers need both strategies for transforming questions and
observations into theses and arguments, and assurance that frustration is normal and can be
overcome. At the same time, they need space to make their own choices and, at times, their own
mistakes.
The penultimate stage of expressing findings creatively was easily the most rewarding
step for me, so I appreciate how both the Stripling (2013, pp. 7) and Kuhlthau (2013, pp. 8)
models acknowledge it as a critical element. Sharing new knowledge in creative ways can be
extremely motivating, both for graduate students and ninth graders. The final step of evaluation
and reflection is also important, but often overlooked. When I completed my ninth grade
research project my focus was definitely on the Incas, because it is easy for researchers to dwell
on the content and forget to consider lessons from the process. Young researchers, and
sometimes older ones, need explicit prompting to do so.
Overall, the Stripling and Kuhlthau models are consistent with the research process I
developed by trial and error, and I think their well-designed implementation could have eased the
challenging research project I undertook in ninth grade. Initial emphasis on answering a
question, rather than describing a topic, could have brought focus to the project and made the
research less stressful, while consistent reminders of the need to create new knowledge could
have made the connection to today requirement less shocking.
References:
Kuhlthau, C. C. (2013). Inquiry inspires original research. School Library Monthly, 30(2), 5-8.
Stripling, Barbara & Harada, Violet H. (2012) Designing learning experiences for deeper
understanding. School Library Monthly 29(3), 5-12.