Uncovering Inquiry in Pre-classical Court Dance Research for Students in Beginning Ballet

This resource builds on a few years of developing an outline for a Framework-informed approach to teaching library research for college-level students in Beginning Ballet. The iterations of this lesson have seen the incorporation of the Appreciative Inquiry model, the use of Backward Design and most recently content signposts from the Wexner Foundation's "Backward Design Toolkit." The latter has informed definitions of enduring ideas and what it means to inquire in a way that supports thinking about the difference between having a question and having a line of inquiry. This is meant to be a contextual approach to using metacognition without trying to define it in the content of the lesson as such. The attached document is a sort of evaluation of the lesson's assessment as well as its teaching goal and brief description. The document highlights how I am using the ACRL Framework and lists supporting sources of guiding inspiration for trying to teach information literacy. One of these sources has been Envisioning the Framework (Finch, 2021).  Uploading this as an assessment type of resource may not align perfectly with that category. A goal of mine though is to practice a cycle of uploading an assessment-reflection resource followed by a lesson plan for that resource to the Sandbox. The aim is to develop a process for reinforcing my own teaching and learning of IL through the Sandbox. If the Appreciative Inquiry model can be built into this cycle too, the better I think it will be. Exploring a connection between developing a line of inquiry and the positive idea generation over negative problem identification of Appreciative Inquiry seems worth practicing some reflection on too.