Research as Authentic Inquiry

Chapter 2: Research as Authentic Inquiry

• People trust the sources that match our existing opinions and we distrust information that challenges our beliefs.

I agree wholeheartedly with this. It is so easy to accept information as fact if it goes along with your opinion. Because of that, one might easily be swayed to include this particular information in their research, even if the source isn't  reputable. No one wants to feel like they are wrong by having what they thing challenged by information they don't agree with. 

• When we get information from others, we consider factors like likability and attractiveness, which affect our decisions about the credibility of people, information, and ideas.

Overall, I disagree with this statement. It might hold true  when it comes to a friend of a family member; you value their opinion, so you listen to what they say. But think of all the ways in which you obtain information. The news, for example. You don't personally know the reporters, and probably aren't lusting after them, but because of their position, you take what they say seriously. The same thing goes with teachers. We've all had at least one no-so-favorite teacher. But because it's literally their job to convey to us information of some sort, we respect them and listen to and learn from what they have to say.

• Oral explaining- with both students and teachers participating- develops reasoning skills that support reading and writing practices across the disciplines.

Absolutely! I teach math, so sometimes it's hard to incorporate reading, writing, especially research, and even group work into my class. Just this Friday, at the end of class, I gave a 5 question true/false pre-quiz that the students were able to use their notes while completing. The first few minutes, the room was so quite you could hear a pin drop. I then said that they could work together. All at once, the room grew loud and there was major collaboration going on. I answered specific questions that some of the groups had, and for a brief moment, it seemed that I had lost control of the level of chatter. I was pleased with the results after grading them, and I really believe that allowing the students to work together and talk out the solutions helps them more than they think. I love talking with my class instead of just lecturing at them.

I think that using Memes to support authentic inquiry and critical media literacy is a great idea! There are so many pictures that memes are made of, and each picture has it's own backstory. It would be easy to just pick a meme that you have a little knowledge of and research to find the real story behind that particular picture. For example, I have no idea where this guy is from. I just liked the "one does not simply..". I think that teachers should try this in their classroom. It could be a fun, not so run of the mill way to get students involved in learning. To what extent? I think that should be up to the teacher. If a class really likes it and does well and  wants to do it again, or build more the it's foundation, then the teacher should have the right to do as they see fit. Just like in the text, teachers should be able to incorporate new, innovative ways to engage their students in learning. 

Hobbs, R. (2011). Research as Authentic Inquiry. In Digital and media literacy: Connecting culture and classroom. Thousand Oaks, Calif.: Corwin Press.