Annotated Bibliography (websites, web materials, films, etc.)

This action might have been titled, “media-ography” to suggest a focus on materials other than books, book chapters, journals, et al. Your task is to compile resources that you believe are relevant to the course content outside of the world of print media. As you proceed, consider how each selection highlights or illuminates issues and concepts explored within the course readings. Allow yourself to be expansive, creative, and playful.

Your selection need not be limited to materials that provide intellectual enlightenment and elaboration only. Of course, these are interesting but you need not limit yourself to those selections. As you compile entries, complete a brief paragraph or two of annotation. The annotation for each entry should include the following: a heading or title; all addresses and contact information, etc. needed to locate the entry; a brief paragraph which summarizes the content explored or the information found within each entry and its usefulness to someone interested in the particular topic. Also include some description of the media (eg. length of video (if video), genre, etc.). Finally (and this is VERY important), answer the questions: Why did you select this entry? Why is this entry meaningful to YOU? 

The expectation is that your "media-ography" contain a minimum of 5 entries.

Evaluation of the Annotated Bibliography action will be based upon the inclusion of all required information (the content of the annotation) as outlined in the description; its completeness (a min. of 5 entries); and style (following recognized standards of grammar (syntax, semantics, structure, spelling, etc.).

“Why Not?” Reading List (annotated)

Consider this action as one in which you are assigned the task of assembling reading materials for this course given the emphases and organization chosen. In this action you are asking yourself the question, “Why didn’t our instructor choose this reading?” as you consider texts that you may know now or which you may discover in the process of completing the various course activities. (Recommendation: Cultivate the habit of reviewing authors’ reference lists!)

This action may be considered an opportunity to do research into an area or topic (included within the course) of particular interest to you, a literature review of sorts. If you choose this action, complete a very brief summary (one paragraph) of the text, including why you believe this text is a “must read” for anyone interested in the topic. Include all bibliographic information (APA style please).

Here again, the expectation is that the "Why Not?" Reading List contain a minimum of 5 entries.

Evaluation of the “Why Not?” Reading List action will be based upon the inclusion of all required information (the content of the summary paragraph for each entry) as outlined in the description; its completeness (a min. of 5 entries); and style (following recognized standards of grammar (syntax, semantics, structure, spelling, etc.).

“Ask Another” Interview

In this activity, you engage a colleague, a friend, a family member, or a perfect stranger in an interview. The focus for this interview derives from course readings, discussions, personal reflections, etc. While considering how the course content to date has provoked you to consider issues and ideas previously unfamiliar, construct questions that enable you to learn what others understand (and believe about) these ideas, etc.  A series of sample questions might be: 1. How do you understand the purposes of school?  2. What role “ought” teachers have in determining what students learn? 3. What disturbs you about schooling today AND/OR what about schooling today gives you hope? 

Having created a list of questions (5-10 questions depending on level of complexity), interview 3 or more people. You have complete liberty in your selection of people (they need not be all colleagues or all strangers, for example). Having completed the interviews, write a 1 – 1.5 page summary (12 pt. font, 1 in. margins, single spaced) of your findings. (Note: Include in your submission a list of your questions.) Please use the summary to further spark your own questions and reflections … to suggest directions for further inquiry.

Evaluation of the “Ask Another” Interview action will be based upon the inclusion of all required information (summary + listing of interview questions); the extent to which the summary demonstrates reflection and engagement with one’s own thinking (ex. Do your questions and summary reflect new understandings and new curiosity?); and style (following recognized standards of grammar (syntax, semantics, structure, spelling, etc.).

“Unasked Questions” Activity

In this action, you are charged with generating the questions that are often unasked for a variety of reasons (not the least of which are that you simply have too little time to ask, not to mention seek answers for questions.)  “Unasked questions” might include: What is the trend in the school allocation of resources to programs or grades across the district? How does this trend reflect changes in school, district, community, state, and/or national priorities? How have the voices of teachers been raised, registered, considered, etc. in matters of budget and resources? What is the implied message to students in these matters? NOTE: ALL of these questions are inherently curricular in orientation (despite NOT being directly or explicitly connected to what is taught/learned)!

A second example could arise in reading a text, either one assigned in class or some other reading that has intrigued you recently. Consider questions that the author did not within the text. What are those questions?

In a real sense, the "Unasked Questions" are those that may reside in your mind exclusively. This action, then, is your opportunity to "expose" or "unveil" those (YOUR!) questions!

To complete the action, write a 1-1.5 page paper (12 pt. font, 1 in. margins, single spaced) which includes the following:

1. Describes the engagement or context from which you draw your questions (the issue in some social setting, text, media report, etc.),
2. A listing of the “unasked questions,” and
3. A synthesis that considers why these questions were unasked in the first place, why these unasked questions are relevant, and what meaning you have gleaned in completing this action.

Evaluation of the “Unasked Questions” action will be based upon the inclusion of all required information in your paper (See #1-#3 in description) and style (following recognized standards of grammar (syntax, semantics, structure, spelling, etc.).

Investigative Report (combination of “Ask Another” and “Unasked Questions”)

This action, a combination of the “Ask Another” and “Unasked Questions” actions, is action in the best sense of the term. Why? Well, in this action you take questions which focus on an issue meaningful to you, identify a person who will be able to speak intelligently about the matter, and conduct an interview which seeks to discover information, perspectives, intentions, and plans previously unknown. Consider the scenario described briefly in the “Unasked Questions” section involving the central office and the mandate to reduce school expenditures. In the “Investigative Report” action, you might take the unasked questions (or other questions) and generate an interview to which you invite a district or school official’s participation. You then hold the interview at some agreed upon location and time. Keep in mind that your work here is to investigate a topic, to be informed and enlightened, to learn beyond mere facts and chronology—to learn intentions behind actions and to learn about dynamics and ends too often hidden to those who will be affected. Once you have identified a topic, created a list of interview questions, arranged to conduct an interview with an appropriate person, and conducted the interview, write a 1-2 page summary (12 pt. font, 1 in. margins, single spaced) of what you have learned while placing your learning in the context of course content where possible. Be sure to submit your questions as well as the answers, name and title of person interviewed, date and duration of the interview, etc.

Evaluation of the Investigative Report action will be based upon the extent to which your summary demonstrates your learning following this action, including your questions; your provision of a description of the context from which this action derived (tell the story!); all relevant information about the person interviewed, etc. As well, style (following recognized standards of grammar (syntax, semantics, structure, spelling, etc.) will inform the evaluation.

Glossary Activity

This action is intended to assist you in clarifying and organizing your thinking/understanding of key concepts, individuals, and events encountered during our course journey--a "quick reference" guide, of sorts.

Your first step, then, will be to review course readings in order to identify ideas, events, persons, etc. (think "vocabulary words" here) that you'd like to include within your glossary. Identify a minimum of 7 entries to be included in your glossary. Each entry will include significant information that includes: definition, relevant historical/contextual information (for instance, if an individual person is the entry, include relevant background information (the person’s “story” –upbringing (where relevant), schooling, main influences, contributions/achievements, etc.). If, the entry is a concept/idea, please include (in addition to the definition): related concepts/ideas; a short list of persons aligned/associated with this concept; significant publications related to this concept (including all bibliographic information, APA style, etc.). Finally (and this is VERY important), answer the questions: Why did you select this entry? Why is this entry meaningful to YOU (apart from the obvious, you simply wanted to become better acquainted with the idea or person, etc.)?

Evaluation of the Glossary action will be based on the extent to which entries (individually and in total) are complete, accurate, and conform to style (following recognized standards of grammar (syntax, semantics, structure, spelling, etc.).

Book/Article Review

In this action, you are to complete a scholarly review of a contemporary (and scholarly) book or article pertaining to curriculum, curriculum theory, curriculum studies, current debates re. curriculum, etc. The “spirit” of this project is that you study how scholarly book/article reviews are written and then proceed to write your own –as IF you intend to seek publication of your book review. Of course, you are STRONGLY encouraged to consider publication of your review and you will be supported in every way IF you choose to pursue publication ... support from me in the form of editing suggestions, possible publications to submit your review, etc.!

Elements of a scholarly review include the following: a thorough overview of the text including main ideas, perspective taken by author(s); reference to authors representing similar perspectives (“situating” the author/or perspective within the “field”); the context within which the text is written; the audience (to/for whom the text is written); a critical appraisal of the accuracy, veracity, consistency, even writing style of the text … if, for instance, the text does what you believe it aims to do?, etc. AND its gaps/omissions/limitations.

It is recommended that, having identified a text for review, you then set out to read reviews, perhaps even reviews in any of the journals that you might target for publication of YOUR review – simply as a way of familiarizing yourself with the review “genre.”

Your review must follow the publication guidelines (format, length, citation/reference style, etc.) for a specific journal (one which YOU select).

Evaluation of the book/article review will be based upon the extent to which it adheres to the above description while demonstrating scholarly writing and analysis and familiarity with the reviewed text. As always, your review will also be based upon its style (following recognized standards of grammar (syntax, semantics, structure, spelling, etc.).

Other Activity

If, as you consider the various options for completing the “Action Activity” assignment, you realize you have an idea “other” than what is listed, PLEASE submit your proposal (via email).

Ideally, the “Action Activity” extends, summarizes, and synthesizes your learning in each “table session.” So, please don’t be shy—who better to know what would benefit your learning than YOU!

When submitting your proposal for an “Other” activity to fulfill this assignment requirement (an option “other” than what’s been provided here), be sure to include the following:

1. An explanation of WHAT you intend to do.
   
2. An explanation of HOW you intend to do it.
   
3. An explanation of WHY this “other” action is of interest to you and/or explains how you understand it to contribute to your learning for a particular “table session.”