The Lighthouse Diary #73: Exploratory Essay: Working on Feedback & Creating a Research Pathway

This is an update on the Exploratory Essay I wrote as model text for our grade 11 students. Not only are we modeling writing as technique and strategy to teach and learn, we are also simulating the process involved in academic writing. To read Part 1 and Part 2 click the links.

 I asked the help of my co-teacher, who read my essay and then, she gave feedback. 

Here is what I did with her feedback. This text will become a teaching and learning material for our grade 11s who are navigating the academic writing process for the first time. 

Title of Exploratory Essay: Understanding Intertextuality as Literary Theory and Strategy in Selected Songs and Music Videos of BTS

Context: After writing my exploratory essay on songs of BTS and Intertextuality, I asked Ms. Locsin to read it, mark it using the rubric/criteria and give feedback. Here is the feedback which is copy-pasted from my email.

Hi Zarah,

An A on all criteria! My only comment is that from your discussion of the examples, it seems that you have the answers to the questions you ask - so medyo 'luto' na yung research findings.

How do we encourage our students to express authentic questions that are answerable through research? How do we get them to envision a process and lay out a possible pathway for exploration without being sure of the outcomes? I believe kasi that if the question is genuine, authentic, and fairly specific, it will be harder for AI to answer.

(So in the case of this paper, would that question instead be - is the use of intertextuality a modus of 'borrowing' themes and ideas and therefore merely recursive, using it as a way of ensuring some kind of timelessness - rather than a creation of a new? and then that would require a definition of new).

 What I gather from Ms. Locsin’s feedback

My essay aims to justify and confirm, not inquire and inspire me to ask genuine questions. Although I have a research question, it does not allow me to think beyond what I know when research is all about risk taking and accommodating room for complex and open-ended thinking. By doing the later, my skills in identifying and utilizing sources of different kinds and variety will be applied and my patience stretched. An opportunity to strengthen my character!

At this point of exploring my topic and what it consists, its parts and interdisciplinary issues, I am to discover things—old and new, rather than proving and justifying what already is in existence. In this case, it is BTS’ use of intertextuality in their contents and music. I am prompted towards writing about intertextuality as innovation and transformation vs. a mere resurgence of old tricks by the literary masters to pay homage.

What do I do with this feedback/information/knowledge?

My current research question is strong but it leans to confirm and conform rather than inquire and discover.

How does BTS use intertextuality as both a literary theory and creative strategy in their songs and music videos to challenge cultural norms, explore identity, and engage in global discourse?

Through Ms. Locsin’s feedback, I am revising my research question to:

Does BTS’ use of intertextuality reflect a form of creative originality or a technique of borrowing from sources ensuring familiarity, continuity and the timelessness of literature?  

My paragraph that holds my research question is written this way:

BTS makes use of Intertextuality as a theory and creative tool to examine themes of justice, freedom and identity. By deriving materials and borrowing texts from literature, folklore and other forms of media, BTS’ songs and music videos are powerful storytelling strategies that challenge socio-cultural norms, promote artistic expression and provide the connection between idols and fans deeply. Given these statements, the working research question for this academic paper is: how does BTS use intertextuality as both a literary theory and creative strategy in their songs and music videos to challenge cultural norms, explore identity, and engage in global discourse?

This is now the revised paragraph:

BTS makes use of Intertextuality as a theory and creative tool to examine themes of justice, freedom and identity. By deriving materials and borrowing texts from literature, folklore and other forms of media, BTS’ songs and music videos are powerful storytelling strategies that challenge socio-cultural norms, promote artistic expression and provide the connection between idols and fans deeply. It does appear that BTS’ is creating something new. What remains to be explored is whether the use of intertextuality is a strategy that fosters transformation and innovation or a means to establish symbolic permanence of the arts and the humanities. The working research question of this paper is: does BTS’ use of intertextuality reflect a form of creative originality or a technique of borrowing from sources ensuring familiarity, continuity and the timelessness of literature? Given this research question, I will examine the source texts namely Snowpiercer, The Ones Who Walked Away from Omelas and Demian; annotate fan and audience analysis of Spring Day and Blood, Sweat and Tears; and analyze essays, articles and academic papers that discuss and evaluate contemporary pop culture storytelling to account what is defined as “new” or “novel”.

My next steps is to report to Ms. Locsin my progress with a timeline showing my working outline and references. This is a task I will bring with me in the summer. 😊

 Ms. Zee

05.01.2025

Step by Step with Teacher Zee: Teaching a Library and Reading Skill Using Direct Instruction

The Lighthouse Diary #30: Finding and Using Good Sources

My first library session this term is with grade 11 students of the Business Management (BM) class. This is year 1 of the DP class on BM and the teacher requested for a session on finding and using good sources. She sent me an email identifying the needs of her class as well as the planned coverage. This is what she sent me.

Session Focus

1. Finding and using good secondary sources (Session 1)

    In the context of the BM IA, these would include company reports,

    industry reports, competitor reports, official statistics, business articles
    and websites, business videos, business-related research.

    Hopefully,  you can also help lead them to find ".edu"  articles on OPAC.

There is a lot to unpack here. So, plan to begin with an explanation of the session's focus.

I shall be modeling the a task analysis to the class before diving into a discussion on secondary sources and the selection and evaluation of each. This is in part, a way to teach skills in understanding and comprehending instructions. I have meet with the grade 11s during our Foundation Week where I had an library orientation on the use of EBSCO and online subscriptions. This session serves as an extension of the library orientation from last week.

Here now is the PowerPoint Presentation for the session.

IL Lesson for Grade 10: Identifying Sources In Line With the Statement of Inquiry

One of the many Information Literacy Skills lessons I enjoy planning and teaching is the identification of sources in line with the research question. In this lesson, my objective is to facilitate the search strategy of extracting important keywords from a research question or a statement of inquiry. These keywords will then be used for searching of sources online or in the library's OPAC.

Sharing with you the PowerPoint presentation I made. Notice that questions are asked and posted at each step of the identification process. Part 2 of the lesson is an exercise in knowing the content of primary and secondary sources.



This IL lesson was made possible in collaboration with the research coordinator and the Middle Years Program Coordinator's recognition of the teacher librarian role as literacy skills facilitator.

Teacher - Librarian Collaboration: Discipline and Skills Building

I had a productive meeting with our Dean of Faculty last week. 

What started out as a consultation on the updating of library guidelines on student discipline inside the library branched out into concrete plans for skills building. We were able to agree on putting in the Student Handbook the library's essential agreements and the belief that a library is a shared space. My takeaways from our meeting is that skills building requires discipline and that the library is part and parcel of this process. 

Specifically, I spread out and proposed a structure for skills building through the library.

1. Teacher Librarian welcomes ASquads who will schedule sessions with her on research and use of library resources. ASquads can advise students to plot Librarian Assisted Study Time during their free time in consultation with the Teacher Librarian.

What skills can the Teacher Librarian assist in or help students learn: development of topics for research, identifying potential sources in line with the statement of inquiry, how to develop, use and revise search strategies from a variety of media and tech sources, evaluate sources and information, advising or consultations on referencing, citations, knowledge of Creative Commons and copyright and documentation of sources.

2. Bibliography of Journal and Periodical articles, arranged or categorised by reading levels - low, average, high. 

Instruct and mentor BA Lib Assistant in the creation of book lists and academic articles following a standard citation or bibliographic format. This will be communicated to faculty and students on a regular basis. Teacher Librarian will catalog and curate the lists into directories following the MYP and DP subject groups. 

Teacher Librarian will seek interns, college students, BA students who can participate in this project as CAS activity hours.

This is how we are in the Beacon Academy. We strive to make connections in learning.

The Lighthouse Diary Entry 9: One Step Backward Before the Big Leap

It’s holiday today but, I am working. 

I am reviewing materials I used for the #milclicks sessions done a year ago and farther back. It helps me to look back, to take a few steps backward before jumping in the work that is required at present. I do this to establish context and to set directions. I call this reflection. Coming into an awareness of where things are and where I am. 

So, I had a session on using and choosing keywords with the grade 9s last year. They are now in 10th grade, poised to do the Personal Project. They gave out interesting feedback as to how the library helped them in 9th grade during our Library orientation. I get the feeling that they are ready for robust thinking processes.

Where do we go from here, grade 10? I think I need to see the Personal Project Coordinator.

Our current grade 9s are scheduled to have their library scavenger hunt next week. It’s a tradition already! Like a prerequisite course. A priming activity that I plan and work with the CRe teacher. My review prompts me to do a digital library scavenger hunt using our online subscriptions and yes, Google. There are a lot of metadata structures there and search strategies are skills necessary to navigate and understand the layering of data and the expansion of information systems. And somewhere in the back of my mind is the result of the grade 9s’ assessment test of their research and information literacy skills. Another data that will inform me of their skills and context.

I need to organise!

What activities have I come up with for library scavenger hunt? Here are links to each.

Library Scavenger Hunt (2016)
Library Talk and Scavenger Hunt (2015)

These posts are not about the scavenger hunt, but library lessons and activities in research and on media and information literacy skills. Key to the implementation of these lessons is the collaborative partnership with classroom teachers.

Teaching Grade 9 Students Search Strategies
Teachers and Teacher Librarians Working Together

Effective School Librarianship: Successful Professional Practice From Librarians Around the World

Three years ago, I had the pleasure of meeting Dr. Patrick Lo in Osaka, Japan for the IAFOR (International Academic Forum) Conference. We were both paper presenters on school libraries, school librarians and leadership. At the time, he was working on a manuscript on comparative librarianship. Dr. Lo moderated the session where I presented my paper on School Librarians as Literacy Leaders. From there on, we had regular conversations on school librarianship in the region. This conversations led to my participation in his book project.

The good news is, the book is already published and can be bought online since December 2017!

Effective School Librarianship: Successful Professional Practice From Librarians Around the World is published by Apple Academic Press. Check the link for information on the book's price, content and reviews.

Here is one review by Dr. Helen Boelens, of the International Association of School Librarians, Special Interest Group (SIG)

“Fascinating reading . . . The authors have collected interviews from school librarians throughout the world. Some of these people work under very difficult circumstances. Interviewees have mentioned a multitude of “secrets” of their successful work. . . . It is my hope that, after reading this book, educators, teachers, and librarians and also members of the general public will have a better understanding of school librarianship across the world and that they will be inspired to cooperate with each other in many different ways, assisting those who desperately need help and support. This would be in the best interest of the children whom they serve and relates to their duty of care as educators.” 

—From the Foreword by Dr. Helen Boelens, International school library researcher and consultant; Former Chair, IASL Research SIG, The Netherlands

The book is described as:

The school librarians’ best practices cover innovative ways to encourage students to (1) read voluntarily for pleasure and for information; (2) to gain basic information literacy skills for the navigation, evaluation and use of information; (3) and to develop competence as independent learners—a key factor for successful enquiry-based learning.

The books are jam-packed with information that can be used by school librarians, teachers, school administrators and others in a variety of ways. Readers can borrow best practices from the experiences presented in the book, and the volumes can also serve as a strong voice for the practicing school librarians and the profession, through expanding the opportunities for professional sharing in the international school librarian community.

There are fourteen school librarians and teacher librarians in Asia in PART 2 of the book and I am honoured to be one of them. Most of all, I am very much interested to get a copy of the book to read the stories of colleagues from outside the Philippines, their best practices and success stories, how they hurdle road blocks and break down walls. 

What we think is unique to us may actually be something we share in common to colleagues from outside the shores of this archipelago. 

The Lighthouse Diary Entry 4: My Life As A Teacher Librarian

At this juncture in the first term of the school year, I find myself a busier bee. On top of managing a staff and the library's programs, I am also a homeroom adviser. I have six students under my care and mentorship. I am learning a lot from them. How? Well, that would be for another post.

For this post, let me share with you my work list.

Working with teachers, I am a:

1. Sounding board for instructional and pedagogical matters;
2. Brainstorming partner on the use of media and technology;
3. Consultant for resources of all kinds, formats and genre;
4. Teaching partner for research skills instruction;
5. Resource person for community based activities concerning literacy development;

Working with students, I am a:

1. Companion in their research journey;
2. Writing coach;
3. Teacher of skills - critical thinking, information and media literacy;
4. Guide in the digital landscape;
5.  Designer of learning environments and spaces.

Teacher Librarians never go out of style!

Teacher and Librarian Collaboration: Media and Information Literacy Workshop

Media and Information Literacy: Teacher and Librarian Collaboration from Zarah Gagatiga

The Lighthouse Diary Entry 1: Collaborative Work

It was our first day back at work in the Academy. The day started pretty much, chill (borrowing my daughter's vocabulary) with the head of school welcoming us all and introducing new faculty. I always look forward to the HOS's SONA. One would find nuggets of wisdom in his speeches and addresses. If one listens well.

This year, he walked us through the Academy's accomplishments of past school years and identified the achievements of the recently concluded academic year.  A necessary exercise to frame the next step of the journey. Setting directions. A time for reflection. A Janus moment. 

Of the many things that struck me from his presentation, it was his use of two symbols unique to the Academy namely, the mobious strip and the Griffin, our school mascot. Finally. We have a metaphor for which to use and anchor upon our goals and our dreams. For when we grope in the dark or doubt ourselves in moments when mistakes and failures come our way, we only have to remember that learning is a continuous journey and that the Griffin's courage, intelligence and strength can see us through.

Go Griffins!

In the afternoon, we had our first Academic session. Our Dean of Faculty assigned a design challenge activity that required us to create a moving robotic face out of popsicle sticks, folders, papers, masking tape, glue and other art materials we can get our hands on in nearby cubby holes and neighboring offices. This was a collaborative work of five to six people in a group. Our group had the slight advantage because we had the Design/Art Teacher in our midst. Lucky.

The long and short of it, we had fun working together and insights from the activity were aplenty! Indeed, there are many ways to approach a task and to solve problems creatively. 

What I like to focus on for this blog post is the aspect of collaborative learning and teaching that can be drawn upon from the Robotic Faces activity. It had been easy for us teachers to work together, to go along with the process as planned, to listen, to give way, to respect and  to watch how things would proceed organically. I think this dynamic is already in place among the faculty of the Academy. Yay! Kudos to the school leadership team!

But, children and young people may have a more challenging experience working in groups. A certain level of maturity is required to work well with different people. Then again, collaborative learning leads to that exactly - an opportunity to grow in mind and in heart as each member of the group take on roles, work with others to achieve a goal, to meet an objective or to complete a task. Communication skills are vital. A project is the object of collaboration. 

To structure a collaborative learning activity, here are some recommendations.

Set roles before or after presenting a task, a problem or a project.  Roles can be: facilitator, scribe, reporter, gopher, time-keeper, devil's advocate, cheer leader, researcher, and analyst. These roles may change depending on the collaborative task or project. Identifying each role and the contribution he or she can bring to the table help facilitate the process of competing the project. 

Think-Pair-Share is a strategy for collaborative learning. Students think through on their own the task or the project assigned to them. Working individually in gathering data to solve a problem or initially identifying steps to complete the project. A student finds a partner or work with one as assigned by the teacher. They share their data, findings, discuss the better course of action, plan and then solve the problem or perform the task.

Another strategy is the Jigsaw Puzzle. More cooperative learning in approach, but can be adapted into a collaborative learning experience, the Jigsaw Puzzle is aimed at allowing students to work on tasks and projects from their context and cultural backgrounds. These students are then grouped together to share and partake in a discussion of their output and how it fits in a bigger piece. The literary circles is one example of a Jigsaw Puzzle, I think. More about it in a future post.

The Fish Bowl technique can be used as well but for a specific task like discussions on topics of ethical and moral issues. A group inside the fishbowl discuss the topics. A group outside of it records the discussion and take notes of the dynamics in the smaller group. It can be a pre-writing activity that allow students to think in a group. Both groups, the one in the fishbowl and the one outside of it will benefit from the discussion. This technique can be a research strategy as well. Good to use in gathering of data, documentation, valuation and evaluation of information generated in the discussion groups.

Like all teaching strategies, I think the success lies in the teacher's creativity and competence when he or she plans and implements them in the classroom. But of course, the better teacher would know specific strategies to use based on students goals and needs.

Here are websites and links to explore on collaborative teaching and learning.

Collaborative learning - https://net.educause.edu/ir/library/pdf/eli80085.pdf

Jigsaw Puzzle - https://www.jigsaw.org/

Fish Bowl Techniques- https://www.facinghistory.org/resource-library/teaching-strategies/fishbowl

That's it for today. Until the next entry in The Lighthouse Diary of Zarah G, your friendly teacher librarian and reading companion!