The link above will take you to the visual I found represents sense making methodology.
I am very appreciative to the fact we were given fair warning about the dense content of this paper. Like recommended I printed it out and had my highlighter, colored pen, sticky note pad and google dictionary ready. I used a close reading strategy that I believe was a combination of various kinds I've come across over the years. With the highlighter I highlighted things that were interesting to me and I wanted to now more about and I used a colored pen to underline repeated or similar ideas and the sticky notes were used to write out the definitions to the words I didn't know.
When reading through the paper I tried to look for a common theme or something that kept being repeated and I noticed even though it was slightly restated a little different each time, the steps of what sense-making is and how a person begins to go through the process was the same. After I digested what the 25 pages were about and what I was looking for like how different methods can be used to conduct studies and seeing each study discussed time-line and questions it began to come together.
What I basically got from Dervin was the sense-making methodology is the way individuals deal with a situation by identifying the "gap",(the problem or barrier) finding a "bridge"(using a resource) and then going on to get the answers they need to make a decision about the initial situation(solve the problem).
This paper and the more than 40 studies done to date are important because they provide insight on what people struggle with or want to know or need information about and if researchers, doctors, lawyers, law enforcement, teachers, etc are aware of these human behaviors in sense-making they can become the resource to bridge to help positive human life experiences.
If I were going to teach this to a high schooler it would definitely take place over at least a weeks time period. I would use a Cognitive Dictionary to help with understanding new and difficult vocabulary and have the students view related images because the content is so word heavy to explain ideas. I also think less teacher talk and more student led-discussions would be more effective.
6/10/2019 12:54:15 pm
I took many of the same step as you did when it came to tackling the reading of the article Qualitative Research in Information Management. I really like how you would give the high school students a lot of time to do the reading. This makes it so they don’t feel rushed doing the reading and maybe they will get more information from it.
6/10/2019 05:46:43 pm
I really liked how you used the barrier and bridge to help explain your thinking. The gap between not knowing and knowing the information (or bridge) and the ability to self identify what it is that needs to be done to understand the information is something that I am noticing some of my 6th grade students were capable of and some were still developing this ability. The assessment capable learner (being able to cross the bridge) requires the ability to ask and answer questions like, Where am I now in my learning?, How can I close the gap? and Where am I going next in my learning? This is a really tough article, and I liked how you recognized that it would be wise to take time and give students the ability to tackle this article at a slow pace.
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