Seeking Sources for Inquiry

Throughout the rest of this module, we will discuss tools and strategies you may use to locate information sources to support your inquiry. We will be focusing in large part on academic and scholarly sources for research (e.g. scholarly databases) because of the specialized searching required to effectively navigate these platforms.

However, these are not the only places you may look for information sources. Scholarly and/or peer-reviewed journal articles will be one type of information source you seek out, but there are a wide range of resources that you can consult in the course of your inquiry research. Your assignment guidelines and/or syllabus should indicate that you may use information sources that include “literature, media, and other resources.” That leaves you with many options regarding the kinds of sources you can select, including things like:

Scholarly journal articles
Books
Curriculum and other government documents
Teaching guides
Reports from educational organizations
Policies
Media (videos, podcasts, etc.)
Interviews
Professional/trade articles (from newspapers, educational magazines, etc.)

There is value in consulting these different information sources as they can offer different types of authority or expertise. For instance, scholarly journal articles can help you to ensure that your project has a basis in evidence-based research, while sources like books, teacher blogs, and professional magazines can help you connect that research to practice. When using a term like “authority” in research, this is less about finding a singular person or voice to rely on and more about the many voices we consult throughout the research process, ensuring that each one has some type of expertise and credibility when producing work related to the topic. And there are different types of authority that information sources and their creators can have. For instance, consider the following types of authority and why each one may have a place in your inquiry:

subject expertise - having scholarly knowledge in a particular discipline (e.g. an education researcher)
societal position - having experience and expertise in one’s line of work; holding an official position or office
special experience - having relevant personal experience or firsthand accounts of an event (Association of College & Research Libraries, 2015).

Because the goal of teacher inquiry is to inform your teaching practice, it stands to reason that you would want to consult different kinds of experts and their various work. What have educational researchers found out about your topic? What would classroom teachers have to say based on their practical and professional experience? What can you learn from professional organizations? Or from the experiences of students? All of these groups have their own kind of authority and expertise that can be a valuable contribution to your inquiry. Seeking out and synthesizing the work, expertise, and experiences of these different authorities will help you to create a fulsome and thoughtful response to your inquiry question.

Let's explore some information sources

Say you were doing an inquiry centered on the needs of refugee students in Canada. The following are a few resources you may come across in the course of inquiry. What kind of authority or expertise might they offer? (Note: You are NOT expected to read or listen to these sources in their entirety. Simply scan them for information like title, author/creator, description, etc.)

Information Source: An episode of the Learning Futures podcast, titled "Dr. Sarah Dryden-Peterson - Refugee Education: From Uncertainty to Creative Futures" Links to an external site.

This podcast episode features a discussion between two education researchers, which makes this an example of subject expertise.

Information Source: A policy statement, titled "Students Who are Refugees" Links to an external site.

Education policy in BC is created by the Ministry of Education. This is an example of authority being granted due to societal position. Any reports, guidelines, policy, and other documents created by the Ministry are valuable information sources for consideration in both research and professional practice.

Information Source: A video from Langley School District, titled "Building Relationships through Stories: Former refugee students share experiences" Links to an external site.

This video features interviews with students from who have firsthand experience as refugees. This an example in which special experience has made these students a type of authority on this topic.

Your turn!

Below are four additional information sources you may come across if inquiring into this topic. Take a few minutes to explore each of the following sources. Consider the kind of authority or expertise they may bring to your project and select which you think is the correct answer. In some cases, depending on the creator of the work, more than one type of authority might apply.

Information Source 1: Journal Article

Msofe, J. (2021). The importance of mentorship support for African refugee students in Ontario secondary schools. Diaspora, Indigenous and Minority Education, 15(1), 10-21. https://doi.org/10.1080/15595692.2020.1795637 Links to an external site.

Information Source 2: TED Talk
Maker, M. (2018, Aug.). Why I fight for the education of refugee girls (Like me) [Video]. TED Conferences. https://www.ted.com/talks/mary_maker_why_i_fight_for_the_education_of_refugee_girls_like_me?language=en Links to an external site.

Information Source 3: Teacher Guide
British Columbia Ministry of Education. (2015). Students from refugee backgrounds -- A guide for teachers and schools. https://www2.gov.bc.ca/assets/gov/education/administration/kindergarten-to-grade-12/diverse-student-needs/students-from-refugee-backgrounds-guide.pdf Links to an external site.

Information Source 4: Book
Stewart, J. (2011). Supporting refugee children: Strategies for educators. University of Toronto Press. https://go.exlibris.link/WP61wjBP Links to an external site.

Remember that all of the above resources have value in the inquiry process, regardless of the type (s) of authority they bring to your project. The key is seeking out sources that have credible expertise, whether their authority comes from experience or academia.

Do you have questions about the kinds of information sources you can use to support your inquiry? If so, please share them here. Links to an external site.

References:

Association of College & Research Libraries. (2015). Framework for information literacy for higher education. http://www.ala.org/acrl/standards/ilframework Links to an external site.