Waving

As I stated above, I will be posting a website to communicate my journey through this process and share pictures of my final project. I have been using the Pathways to Knowledge model a lot in this blog, and I looked to it again for this stage. In that model, this is the second part of the “communication” step called “sharing what I’ve learned” (Pappas). The website for Pathways to Knowledge gives students some great general ideas on how they could present their projects. What they don’t include are ideas on how the student could use the project to make a difference in their community. I like this part of the 8Ws model very much - especially the idea of service learning (Lamb). So much of what students do is within the school walls. It’s so important that they start to realize the impact they can have on their own communities, especially when they are studying a topic that they are passionate about.

For my project, I’m not sure how much of a community impact I could have. If I had some free time, I would love to start a stitch-n-bitch group in my area. I read “Stich-n-Bitch” when I was learning how to knit. The author encourages knitters to get together regularly to knit together and exchange ideas. I think that the same idea would work with any craft, including sewing. The venue might be harder to find, though. It would be great if a group like this could pool their energies to volunteer their talents. I know, for instance, that some knitters knit small hats for premature babies that they donate to hospitals. I’m sure that something similar could be donated by a sewing club.

Works cited:

Lamb, Annette. Information Age Inquiry - Waving. September 21, 2009.

<http://virtualinquiry.com/inquiry/waving.htm>.

Pappas, Marjorie and Tepe, Ann. Pathways to Knowledge. 2000. September 10, 2009.

<http://www.sparkfactor.com/clients/follett/home.html>.