What is it about undertaking action research that Excites you?
The ability to change something for the better and support the change with reasoning and research: i.e validate it.

What do you find Worrisome about undertaking your research?
Selecting the best topic for the most positive outcome which will assist me as well as others.
What do you Need to know in order to undertake your research?
How, where and why I will be researching. There are several major concerns in my work location. I need to be sure I am looking into the one most worthy of meeting the worries listed above.
What Step/s forward will you now take to start your research?
Keep thinking! Start sifting! Cross my fingers and admit which way I am heading. (This could still be a few weeks away!)

Thanks Margaret. I think choosing the topic and question is the most difficult part of the research project. I've been reading 'Action Research:Teachers as researchers in the classroom' by Craig Mertler (2006) and he suggests that you should use your first project to become familiar with the process of designing and conducting action research. Worry less about the product. So perhaps do a trial run (maybe in just a single lesson) and try out a few things before taking on 'the best topic for the most positive outcome'.

Thanks for that Di. I have a few possibilities starting to emerge. I am working in an evolving position and this term some really big steps forward have occurred. I don't know which one to target but there are now a few. I am looking at how curriculum initiatives impact on students as one. Or the value of changes to appearance within the library learning space as another. I will think about them over the holidays and start investigating. I may do the former at the Senior Campus library and the latter at the Junior at this stage. I am hoping for some funding to make bigger changes at both campuses, so I could follow the physical theme through for the next few years!

Excited: The act of thinking reflectively about my practice as I am practising. Learning. Changing. Worries: My tendency to get off to a flying start and use up all my enthusiam and energy early, and then fizzle out before I achieve anything. Need: Guidance for the research, and encouragement to help avert the fizzle. Steps forward: Just dive in... what have I got to lose?

Yes, it is exciting to reflect and improve your practice, especially when you start to see the ripple effect of what you are doing. As for your worries and needs, I for one suffer the same problem; I'm also a sprinter (good for short, sharp bursts) and that's why I like working collaboratively (in the hope that the long distance runners will take me with them). Are you familiar with Angeles Arien's 'Lessons from Geese'... which I think are worth a page on this wiki since geese and ducks are cousins! As for diving in... go for it. Hopefully CARTL provides a supportive environment where successes and failures can both be celebrated.

Hi Tabatha, I think the reality of being a TL ofetn leads us to fizzle as daily chores impede the effective follow up of our actions. I am hoping that being part of this group will help keep the fizz going! It is critical to be able to present data to support requests for more staff (which I do on a regular basis!) and it also helps us to feel that we are having an impact.

I know what you mean Margaret. Right about now (2pm) I am at my peak fizzle time, so logging on here is at least having a psychological effect. Any research we do here seems to focus on the idea of making an impact,rather than needing more staff, so if my attempt at action research is successful I hope to show the school community that we are indeed needed here. Thanks for the suggestion Di - I will most certainly look it up. I've never considered geese as having anything worthwhile to teach me, but apparently I've been wrong! Thanks again.

I've been paddling in the back waters for a while adjusting to the demands of an increased workload.
I have been challenged by a new Headmaster (just this term) to 'think outside the square' in terms of space management and library practice to make our Senior study area a more serious 'study' space. It is going to involve a move within the library of books and spaces. I guess the whole process of investigation, decision making and the move and its effects might be a good initial trial at action research. Do you think this is feasible?

This sounds like a really interesting challenge Alinda and certainly something that you could do a project on. I for one would be really interested in your findings. I'm wondering how much literature there is on something like this? I suspect not a lot. It might be that instead of using literature as the basis for coming up with a plan of action, you instead get your ideas from interviews with teachers/ senior students and from visits to other schools to see how they cater for senior study. Can I suggest that you move this conversation over to your page... I don't know that peole will find it buried here.

Hi Alinda, Suzette Boyd's book on The Connected Library might be of use, as might the new SLAV publication by Kevin Hennah and Susan La Marca about designing space for the best outcome. I will follow your findings with great interest as we are currently organising a revamp and reorganise in both of our libraries.