Part 3: Webbing and Searching

This phase of the research process is usually my favorite, for a few reasons. First, I get to explore the public library's shelves and databases for information; second, I actually get to start selecting and seeing the books and items I'm going to use (usually entails coming home with two stuffed backpacks of books and things!); and third, setting out what I've "gathered" and begin to decide where and how to "dig in!"

Dr. Lamb describes webbing as the process of locating, searching, and connecting ideas and information after developing a basic grasp or overlay of the topic and its potential. Even though this is my favorite phase, I have never really documented how and where I sought out information; kept a journal of key phrases, subject headings, or unfamiliar terms; nor have I ever done much reflection and analysis of this entire phase. Funny to think since I've done so many history research papers and a thesis -- wish I had known then what I am learning now about inquiry and searching. I think I would have a better "feel of the land", sort to speak, when I was researching the Yugoslavia-Soviet Union of 1948.

This time, I am keeping a journal (3 ring binder) where I record thoughts of things I want to do, things that need to be done, key ideas and terms, and possible sources to check out -- both print and multimedia in addition to 3x5 index cards. The topic/question I am most interested in is what factors (political, social, psychotic, economic, etc.) contributed to the many theories of Jack the Ripper. For example, was his killings motivated by social issues like misogyny (hatred of women); or psychological reasons such as seeking at fame an notoriety in the press and from outwitting the local police force. All these questions and angle are what I'm focusing my blog and final project on.

After completing my searching and locating which took part for three days, I feel very anxious, excited, and overwhelmed. Excited because of all the books, DVDS, websites, and journal articles to read. Anxious as to whether I'll have enough time to find what I'm looking for -- or worse, get lost in my inquiry wondering that I get "off track" of my research topic/question. And overwhelmed -- so much to read, watch, reflect, and then produce some final project with my findings in time for October 8th. This feelings are pretty much identical to what any student feels, regardless or grade level or assignment type. As a media specialist, I would advise the student to try to get a general background of the topic, sketch out a very broad outline of what topics/ideas they want to address, and then start reading and skimming books, articles, websites, and viewing multimedia sources if possible.

From personal experience, this is also the stage where I begin to wonder how much info do I need to gather? "Everything looks great and important" enters my mind whenever I glance over a table of contents or watch a DVD. But it's important to use the table of contents as a guide to identifying key ideas and possibly new questions and areas unthought of before.

So, here's how I approached me webbing stage. I asked myself the four information webbing questions as listed by Dr. Lamb at http://virtualinquiry.com/inquiry/webbing.htm.

1) What kind of information do I want?

Secondary sources (scholarly, true crime, encyclopedias,
journal articles, Young Adult non-fiction works, educational and entertainment
DVDs and movies, video games, graphic novels, and both adult and YA
fiction.)

Primary sources (letters from Jack the Ripper, police
investigation reports and filings, newspaper clippings, autopsy photos,
etc.)

Facts and opinions, theories and forensic case findings.

A wide range in dates of sources to see the gradual changes in theories, ideas, and concepts.

2) Where can I find this information:

Wikipedia

Allen County Public Library

WorldCat

Universities or special archival collections

Works cited and references

Journal Databases

Internet sites: Professional, amateur, other?

DVDs, movies from video stores, A&E or History Channel
cites

3) What format will the information take?

Books (adult, YA, fiction and nonfiction)

Print or online journal articles

Graphic novels

Encyclopedias

Multimedia: DVDs, Videocassettes; CD-Roms, PC Games

4) How do I find the specific pieces of information I need:

Key words, subject headings through library
catalogues

Table of Contents

Works Cited

Listservs, special online groups, chat and discussion groups

I first went to the Allen County Public Library website at http://www.acpl.lib.in.us/. Here, I tried using key words, names, geographic places, and phrases/ideas to search for information. Some of the key terms subject headings I found to be the most commonly used in the ACPL included:

Subject Headings: Jack the Ripper -- Fiction
Serial Murder Investigations -- England--London
Jack the Ripper Murders, London, England, 1888-- Comic books, strips,
graphic novels
Jack the Ripper -- In Literature

Personal Headings: Ripper
Druitt, Montague, 1857-1888
Jack the Ripper -- Interactive Multimedia
Jack the Ripper -- In Mass Media
Jack the Ripper -- Poetry

Geographic Headings: White Chapel (London, England) --History -- 19th century

I then proceeded with some of these newly acquire terms and headings and went online. I incorporated Boolean search strategies like "Jack the Ripper AND motives;" "Jack the Ripper AND Theories;" "Jill the Ripper AND Theory;" and"White Chapel AND social conditions AND 19th century." Here are just a few websites I found interesting by applying these terms and key words.

Casebook: Jack the Ripper" at http://www.casebook.org/index.html: Features message boards, access to primary documents like letters, dissertations, and a photo archive. Very fascinating from just a quick browse, and it's potential for information appears deep and rich. Definitely would encourage a student as a school librarian to check this site out.

Court TV's "Crime Library: Jack the Ripper" at http://www.crimelibrary.com/serial_killers/notorious/ripper/index_1.html. Divided into chapters with each victims' name, this site also contained suspects I've never heard of like Walter Sickert (artist), Francis Tumblety (raised in American); and a discussion board of historical featuring historical killers and serial killers at http://boards.crimelibrary.com/showthread.php?t=282660.

Ripperologist, an electronic journal at http://www.ripperologist.info/. Has access to previous issues with some amazing theories, debates, and discussions between "Ripperologists."

About.com: European History at http://europeanhistory.about.com/od/jacktheripper/Jack_the_Ripper.htm. This site has a lot to browse and read -- more stuff than I have time for this project! Especially interesting is the newspaper archive section at http://europeanhistory.about.com/gi/dynamic/offsite.htm?zi=1/XJ/Ya&sdn=europeanhistory&cdn=education&tm=391&gps=122_919_796_376&f=11&tt=14&bt=1&bts=1&zu=http%3A//members.tripod.com/%7EMagpie_IX/ripper/ where one can read articles from the UK, America, and Canada starting in 1888 and going through the present. Definitely look forward to skimming this site.

According to Jamie McKenzie, this type of "scaffolding" is a useful tool in helping students (and myself) organize and support my findings, in addition to keeping me "from straying too far off the path while seeking 'the truth' about whatever issue, problem or question" I'm working on ("Scaffolding For Success"). Instead of just copying all the facts, quotes, and arguments from various authors and then presenting these findings in an essay format, I used "scaffolding" to generate sorting and sifting of ideas. This included finding subject headings for clues, deciding beforehand what types of resources I want to use (just print, websites, videos, etc.), and helping me keep a my focus on the purpose and exact questions I wanted answers to. I found "scaffolding" to be immensely helpful for me to begin and continue my research until the end. I found myself, as McKenzie describes, "sorting and sifting...combining of new information with previous understandings to construct new ones...extending, refining, and elaborating." Overall, I felt more confident in my research strategies, focus, and had a sense of a deeper and more personalized product than just following older, traditional school research models that taught me gather information first without sitting down and contemplating and reflecting on what I need to know and/or wanted answers to. I'm glad I read McKenzie's other online article "The Research Cycle 2000" as it further addressed and helped me understand the importance of reflecting first, then gathering and examining. I always did my research as McKenzie stated jumping "right into gathering without carefully mapping out the many questions" I needed to examine. Thanks, Mr. McKenzie!

Overall, I have learned there is SO much Jack the Ripper material available for inquiry consumption! From books and journals, to online resources, video games, and discussion boards, I'm beginning to feel so overwhelmed and in over my head with my topic. Of course, I can almost hear Carol Kuhlthau saying "That's normal. You're just starting out on a new topic." Okay. I'm taking a deep breath and jumping in the deep end now with my research and information inquiry, and I must admit, although anxious, I feel somewhat "armed" with some excellent resources and strategies to "tackle" this assignment with!



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Works Cited

Lamb, Annette. "Webbing." http://virtualinquiry.com/inquiry/webbing.htm.

McKenzie, Jamie. "The Research Cycle 2000." http://questioning.org/rcycle.html

_____. "Scaffolding for Success." http://visalia.k12.ca.us/teachers/dbronzan/fpu/Docs/Scaffolding%20for%20Success.doc.