Chambers 1

Mary-Lynn Chambers

Dr. Sherry Southard

English 7730 (project 2a)

February 19, 2008

Insights Int[e1]o More Than Secondary Research

“We learn by experiences that allow us to absorb, do and interact”

(Wertenbroch & Nabeth, 2000)

I began the project on secondary research desperately needing to “absorb” the knowledge regarding the basic elements of secondary research. The process of grasping the concepts seemed slow, but eventually through interaction and questioningI was ready to ‘do’ the assigned activity. Throughout the activity, I had the chance to ‘interact’ with group members where analysis of the recursive process helped me to confirm that doing secondary research is basic in its concept and yet extensive in its design.

Getting Started

Now, upon reflection, I wonder at my anxiety surrounding secondary research. As I read and re-read the instructions,I struggled with my limited comprehension. Research had been a part of my academic career. I understood the importance of gathering material that would provide insight and support for a paper I was writing. Now, true academic research from academic sources was the standard set and I found myself standing at the starting line wondering which direction to go. With web design as the chosen topic,I quickly began to develop a scenario where students were frustrated with locating links on a website. This scenario reflected my reality and through discussion and narrowing the topic, ‘link navigation’ became the bestchoice for our secondary search activity.

Naivety on my part served to lengthen the selection process of our five terms. The terminology had to be explained and experimented with before I fully understood the significance of selecting precise terms that would lead me to the results needed to find.

During this experimental time, when I ‘tried out’ different terms just to see what the results were, I found myself going back to our choice of the word ‘navigation.’ The discussion that ensued promoted the narrowing process even more. The end result produced five terms that effectively directed the process of finding informative secondary literature on ‘link navigation’.

At this point, I was still thinking the end product of this activity was a list of academic material on my chosen topic. My eyes were beginning to open to the true purpose as I moved into the next stage of discovering my sources.

Discovering Sources

Part of the educational process during this activity was to discover the variety of sources available to me so that I was able to effectively conduct secondary research. With great trepidation I clicked on the library link at Joyner Library hoping my course of action would be obvious – it wasn’t! Once again I found myself frustrated with my inability to navigate a website or even to locate the correct link. My frustration forced me to pick up the phone and call the reference desk at the library. [e2] To my great relief, the assistant Laura-Jane, answered the phone and within minutes she explained what the different tabs meant and my best course of action for finding the material I wanted. I was to click on Database, Getting Started, Academic Search Premier, and then in the find box I was to post my terms. How simple it seemed once I was given a basic working knowledge of the website.

Part of our assignment was to locate the major players and major sources. These two details forced me to really examine each book or article option. I was no longer looking for links to write on a report, but articles that would answer our issue concerning ‘link navigation’. Still missing in my mind was the true purpose of this activity, yet I was amazed that the process was forcing me into uncharted territory where vast amounts of literature were now available to me. I began to feel comfortable with assessing the ear-marks of academic material to more easily identify what would be useful to me in my search.

Reflection

During my reflection time that the true purpose began to dawn on my horizon.After each chat session or group blackboard posting, I would take the time to write my reflections in a separate document. This time of reflection became a significant part of the educational process of understanding and implementing principles of secondary research. A pattern of learning became clear to me during my reflections as I analyzed how I handled this new task. Interaction with my group, then interaction with the research process, and then interaction with the material from the class instructions had beco[e3]me a cyclical process for me. I came to understand one of the four essential issues concerning reflection stated by Hatton & Smith (1995), “We should learn to frame and reframe complex or ambiguous problems, test out various interpretations, and then modify our actions consequently.” (“Essentials of Reflection,” n. pag.)[e4]

I have learned from this experience the importance of ‘framing and reframing’. My frame of reference concerning website design was based in ignorance. Not only did I complete this activitywhile learning how to identify and operate more effectively with the term“link navigation,” but I also began to understand the value of revisiting my approach and reassessing my terms and re-evaluating my search process.

The recursive process also involved ‘testing our interpretations’ and ‘modifying our actions’. With every new visit to the chat room or blackboard,I had the chance to test and modify my approach and process to secondary research. Initially, I assumed I could complete this activity in one sitting. I was amazed to find that it took me the full two weeks to move from vaguely comprehending to better understanding the process of secondary research. It also took me the entire two weeks to fully comprehend that this activity was about the process not the end product.[e5]

What I’ve Learned

Research has indicated that reflection is helped when a learner is placed, “In a safe environment in which self-revelation can take place.” (Hatton & Smith, 1995) This activity, through the group setting, provided a safe environment for me to ask questions and express concerns while knowing that finding my answers was part of the process.

I have learned a vast amount concerning the process of conducting secondary research, but more importantly has been the self-discovery that took place during the process. [e6]

  • I understand now that it is a recursive process not based on my inadequacies as a researcher, but in the inherent fabric of the activity.
  • I am no longer looking for one right answer, but now understand that the journey involves many paths, some road blocks and a few dead ends and each avenue can be part of the learning process.
  • I discovered that I can do it! I can now walk through the process that begins with identifying a topic and directs me to finding pertinent secondary literature that will help me research my topic.

Presently, I am teaching Sociology at our community college. It is my hope that I will be able to fill an English position in the fall. Throughout this process of conducting secondary research, I have recognized that the insight gained is not just for my present journey in my TPC major, but also for instructional insight in future classroom settings.

Enabling my students to become comfortable with accessing secondary literature for research projects will be a helpful element to add to their classroom experience as well as develop their critical thinking. Being able to share the process with my students will also confirm in my mind that I now know and am comfortable with the process of conducting secondary research.

[e1]1,262 words suggests an active link … Good introduction.

[e2]Good for you! DE students should know that they can contact reference librarians the same as campus students can.

[e3]An excellent source on style Joseph Williams suggests general specific organization.

Consider: The process became a cyclical one for me, one involving interaction with my group, then interaction …

[e4]Good to further explain your insight with such a quote.

[e5]Excellent deduction!

[e6]Very good thinking