My Chippewa River Writing Project colleague, Sharon Murchie, and I are presenting this weekend in the 4T Virtual Conference on Digital Writing (#4TDW). We wrote this piece together as a preview of our session and a brief explanation of our journey toward more authentic research and writing in the classroom.
We met in 2015 at the Chippewa River Writing Project’s Summer Institute. Janet was a returning CRWP Teacher Consultant and Sharon was a Red Cedar Writing Project Teacher Consultant joining the CRWP for the summer. When given the opportunity in the institute to fashion our own inquiry project on writing, we both identified the research process as an area that intrigued us. As teachers we have always loved research — even back to the days of card catalogs, index cards, and microfiche.
Yeah, we’re geeks like that.
In all seriousness, though, the process by which students select topics of interest to them, dig deep into sources, fashion their own opinions through their critical reading, and then synthesize their thinking and sources into an original piece is one of the most cognitively complex processes we undertake in the English Language Arts curriculum. Yet it is also one that hasn’t experienced widespread change to match the connected world in which our students live. That summer, we found ourselves researching the research process, asking such questions as, How do we authentically teach students to be discerning researchers? and How do they write about what they have learned in a way that will have implications and applications long after they graduate from high school?
We learned that we had been taking parallel routes in our high schools in exploring ideas like blogging, website creation, wikis, and Genius Hour to encourage broader audiences for our young writers. We were pretty sure we were not alone in thinking that it was past time for the research process and product to undergo a significant revision, and our conversations with our colleagues that summer — and our larger conversations since then — have confirmed that for us.
Teaching students how to be critical researchers has to be more than just an assignment or a unit. There has to be a shift in how we teach and in how students approach “doing research.”