THE VISUAL DIARY
"The fetus in the womb" by Leonardo da Vinci, circa 1510-13 [Public domain], via Wikimedia Commons
"Anatomical study of the arm" by Leonardo da Vinci, 1510 [Public domain], via Wikimedia Commons
"A sketchbook is arguably the most effective tool an artist has in the early stages of the creative process, and the discipline of regular journaling is a fulfilling way to grow as a creative person. I use my sketchbooks as a repository, laboratory, and playground. Here is where I can collect and store ideas, sources of inspiration, and information; experiment with new materials, techniques, and styles; and refine raw ideas until they are ready to be expressed in a more finished form."
Bob Fisher (www.sketchbob.blogspot.com)
Artist statement (Doh, 2012, p. 8)
The Visual Diary - Expert Searching

The visual diary, sometimes referred to as the visual journal or as the artist's sketchbook, is a tool that an artist uses to collect information and ideas, make connections, experiment with media and ideas and perhaps develop further into resolved work. The visual diary also acts as a source of reference for future ideas and work. This process of visual journalling echoes inquiry search techniques, imitating the continuous and cyclical nature of the inquiry process (Lupton, 2017).
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Initially, when I was challenged with the concept of inquiry learning, feelings of inadequacy came to the rise as my teaching experience in recent years had been lacking. My apprehensive feelings are in step with the initiation phase as outlined in Kuhlthau's Information Search Process (ISP) model. Selection, in the next phase should create more certainty and optimism, especially, if choosing an area of inquiry that is relevant to my interests.
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Connected to the 'artistic process' metaphor that frames this inquiry, I have decided to pursue the first question that I posed in my initial post.
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1. What does inquiry learning look like in Visual Art whilst exploring multiple literacies?
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By using a question, within a discipline area I am familiar with, I am able to execute some sense of ownership to my inquiry as it is both genuine and relevant to my context (MacKenzie, 2018). This essential question also allows me to use my prior experience to weigh up the value of the information I am presented with (Lupton, 2017). As with any information that is pursued, the concern is not to be caught in an echo chamber of sorts, where I only seek information that aligns with my current ideas or is only positively affirming to the question posed (Grimes, 2017 as cited in Oddone, 2018). To attempt a holistic inquiry, search strings must attempt to look at a variety of ideas and presentations, therefore, exploring a diversity of sources. The evidence that I am seeking is from both educational contexts as well as articles and research, from people and groups, that practice in other visual art contexts. Finally, my searches will use several tools and platforms to conduct these searches to enrich my inquiry process and conceivably improve results.
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Before, attempting these searches, it is important for me to not limit myself to the vocabulary within the question. Through using a mind map, I can explore the many variances on the terms I have used and incorporate other associated terminology and ideas. The mind map presented below, extends the vocabulary and possible associations with four key terms - inquiry learning, visual arts, multiple literacies and exploring. It may be difficult to find information on all four of these key terms together, so initially, some of my searches may focus on only two areas. By starting broadly, this allows for the possibility of other lines of inquiry to open up and serendipitous opportunities to arise.
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The terms, presented in the mind map below, have emerged from my own current knowledge through teaching practice and through readings on the topics. Further terms have been produced by way of exploring thesaurus search results. Not all of the terms, listed below, may be explored, however, by being prepared with alternatives, my inquiry processes are better equiped to deal with roadblocks and dead ends.
Mindmap of Essential Question Posed - created by author - Lisa Norris 2018
GOOGLE - Expert Searching
The "just 'google' it!" phrase is so well entrenched in our psyche that this verb translation, now commonly refers to, looking something up on the world wide web, regardless of what search engine is used (Wikipedia, 2018). What would we do without 'Google'?!
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In beginning my search on Google, I have decided to keep the search broad, so that I can compare what I find in these searches to what I discover in more refined search strings. A wider scope may also allow for more serendipitous discovery of terms and ideas that I may not be aware of.
My main companion tools here, will be the use of Boolean operators, such as the conjunctions AND and OR, so that key terms, that exist together in articles, etc., can be searched for. My first broad search was simply looking for relevant information that included inquiry learning and visual art. Using inverted
commas around the two focus areas, such as "inquiry learning", forces the words to be searched for together as one. This allows for a little more narrowing of the search, yet I imagine that the results would be quite large. As predicted, a huge outcome of 20, 300 results came back. Obviously there were too many results to sort through, though the first few pages included many current and relevant documents and articles including the new Queensland senior syllabus for Visual Art as well as a text that complements the new syllabus. Some of the articles also introduced a few new terms to consider, including studio thinking and movements specific to visual art such A/r/tographers that embrace the educational model of Reggio Emilia.
Curiously, without adding multiple literacies to my search, some articles that included visual literacy showed up in these early results. I am interested to know whether my earlier studies on visual literacy have affected my search results here? Google's predictive strategies that use your personal search history, in an attempt to find information relevant to you, could be both helpful and limiting at the same time. I can't help but wonder, if Google Personalised Search could hinder serendipitous discovery?
In this broad search, I did notice that there were many visual art curriculums, from schools, that were included. Although I am interested to know about relevant practice, this is not the format that I am looking for. My next search then, used the following string to omit these curriculum documents from my search: "inquiry learning" AND "visual art" -school -college . This narrowed my results down to 233, however, there were no real new discoveries to be found.
Following on, I decided to add my third focus area of multiple literacies into the Google equation. During my mind mapping exercise, I realised that multiple literacies could come up in a multitude of ways including multiliteracies, multimodal and also include specific literacies such, as visual literacy, in the discussion. To help combat this variant, I used the truncation search technique so that multiple and literacy could be seen in various ways. My new string search was:
"inquiry learning" AND "visual art" AND "multi* literac*". My search came back with 136 results this time, however, I realised my error when Google returned with it's interpretation of my truncation by replacing it for its best fit of "multiliteracy". Truncation does not work in Google as it does in other databases, though, some interesting articles were found which incorporated the three focus areas searched for. One article, in particular, challenged the success that inquiry learning had on literacy, therefore, allowing me to discover various viewpoints in the crowd. This article was of interest more in the question it made me think about than the content of the article: Can traditional literacies be forgotten or ignored in the pursuit of other literacies?
At this stage, I also attempted to limit my search further, restricting results to Australia and then to a date range of the last five years, by using the tools link on Google. This narrowed the results drastically but produced very little in way of relevant information.
I continued to search for information, using various combinations of the terms, that had been considered in my initial mind map including adding my fourth term exploring, which narrowed returns down to seven results, however, there was nothing of relevance .
One of my experimental searches that had some fruitful results, was the search string ("inquiry learning" OR "inquiry-based learning") AND "visual literacy" -college -school . Here, the brackets (parentheses) force the search to include either form of inquiry learning. Although the returning results were very large in this search string (12,400), a number of new results appeared on the first few pages. One article from the website Literacy Today, entitled "Reading Picture Books" (Harvey & Goodvis, 2018), brought the relevance of visual art and visual literacies into the arena of inquiry learning in primary education and the library. Furthermore, a link in that article about the "I Wonder" project turned into another search: "wonder" AND "inquiry learning". Perhaps a more playful search rather than a rational one. I had, in fact, included "wondering" as an alternative to "exploring" in my mind map. Fortuitously, this introduced me to Kath Murdoch's work, an Australian educational consultant and leader in inquiry based learning. Two of Murdoch's articles about inquiry through picture books and the role of the "specialist" teacher and inquiry, have made me begin to re-evaluate my initial question and ponder how visual arts inquiry and my "specialist" roles as a Visual Art teacher and a teacher-librarian, can cross-pollinate all curriculum areas?
Generally, Google searches can be a little difficult to get specific results from, however, I have been surprised by some of the hidden gems I have discovered. The results from my play with various terms and Boolean operators has given me a lot more confidence moving ahead to other search platforms.
GOOGLE SCHOLAR - Expert Searching
My approach to searching on Google Scholar, is much the same as the searches I conducted on Google, using similar combinations of terms and Boolean operators. My expectations of the results that may be potentially returned, however, are quite different to what resulted in the previous platform. Google Scholar presents information, such as articles and books, that are sourced from scholarly literature. In essence, my search results here, should be more academic and professional in nature to previous Google results. Although, I do expect some crossover of results, considering they are from the same family of search platforms.
The first search string attempted was the same as the first one attempted previously on Google: "inquiry learning" AND "visual art" . The results dramatically decreased to only 468 returns, a far cry from the 20, 300 results of the same Google search. In the initial pages, some results are very promising, including articles on industry based visual inquiry. A narrowing of results, by selecting a date range of "since 2014", so as to view the most current literature, reduces the returns down to 220. Excluding citations and searching for results written only in English only reduces it another 7 articles. Again, further fruitful results, including documentation of various inquiry learning models through visual arts, is returned. These articles give a stronger insight into current practice and theory in visual arts inquiry.
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Adding multiple literacies and similar terms did not assist much in finding relevant articles. In fact, most results were too narrow and exclusive. My thoughts, at this point, is that I may be better off using the generic term literacy to allow opportunity for other terms and phrases to be included.
The following string search was attempted: "inquiry-based learning" AND "visual art" AND "literacy" which resulted in 333 returns. Again, too many to scroll through, however, a different set of results appeared in the first few pages including one result on Arts education and digital literacies.
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My Google Scholar results certainly returned more scholarly references than Google but also brought up a number of the same results. This double up gives me some reassurance that the scholarly references are also popular on mainstream search platforms. I look forward to seeing the differences and similarities in the next library-based platform results.
A+ EDUCATION - Expert Searching
A+ Education, by Informit, is a research platform that I was not initially familiar with, however, I understood that as an educational research tool, many terms would have classifications that were particular to its own database. My initial search was the same as it had been for the Google and Google Scholar platforms : "inquiry learning" AND "visual art". This initial basic search brought me zero results. I broadened my search even further with "inquiry" AND "visual art". This time, I had 10 results but nothing of value. My third basic search became even broader with "inquiry" AND "art". This brought back 157 results. Some had value to my inquiry though this needed to be refined to make better use of my search time. My final basic search included the search string of "inquiry" AND "arts" AND "literacy" with three results, two
being of very good value. One of these results was about engaging boys, in the arts, to increase multiple literacies. This article ticked a few of the boxes in my extended search, for visual inquiry across the curriculum.
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To continue my inquiry process in A+ Education, my next strategy was to utilise the platform's Thesaurus tool. By conducting searches for three of my focus terms, I was able to seek out term variations that were used in this database.
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My first thesaurus search was for the term multiliteracies. Here, I discovered that the database used multiple literacies as its preferred
terminology. I was then able to search for term variations, for multiple literacies, and discovered 81 other terms. I chose a few variations from the list, including visual literacy, that would assist my search strings. I repeated this process for the term inquiry and discovered 38 variations which included active learning and discovery learning. My last search was for visual art which brought back 353 terms including aesthetics, art, arts and the term visual literacy which overlaps multiple literacies.
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By selecting the term visual literacy from the list, I was able to search for everything in the database that included this term. To strengthen my search, I then added additional terms, conducting this string search: SUA="Visual literacy" AND (inquiry OR "active learning" OR "discovery learning"), returning 19 results. This last inquiry search resulted in many interesting articles that encompassed the visual narratives of graphic novels and picture books in combination with narrative inquiry and critical thinking skills. These results further focused the exploratory phase of my inquiry, enabling me to feel more confident about the interaction of visual inquiry and literacy in other educational contexts.
At this stage of the inquiry, I would like to refocus and refine my inquiry question to read:
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How can visual (art) inquiry enhance learning and literacy across the curriculum?
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This question feels more authentic at this stage of my inquiry. Through my initial explorations, I realised that inquiry is indeed a natural part of visual art practice and this was not something I needed
to understand in this inquiry. More importantly, in my teacher-librarian role or "specialist" role, I need to know how visual inquiry, using multiple literacies, can cross over to support and enhance other curriculum areas. This increased focus, on what is essential for me to know, has boosted my confidence which is indicative of Kahlthau's formulation phase, in the ISP framework.
PROQUEST - Expert Searching
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My final database search is with the mighty U.S. database, ProQuest. Due to the breadth of its resources, I expect to be able to find a diversity of educational and scholarly resources to assist my inquiry.
Although I can attempt to duplicate similar string searches to what I have done for the other platforms, I would like to begin with refining my selections through choosing what sub-databases I use and focus on subject headings.
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My first task is to select which databases I would like to browse within ProQuest. I have selected ERIC and ProQuest's Education Database based on the educational context of my search. This is available on the top dropdown menu. Basic search strings can be used for your inquiry, following similar Boolean operator functions as previously followed in other platforms. Search terms will be highlighted in the abstract and other related sections. Similar to A+ Education, subject headings can be accessed for each result so as to find similar searches.
In this search, I have decided to head straight to the thesaurus to examine all of the subjects that align with my focus terms. As I have initially chosen two databases from ProQuest, I will have to perform a search for my terms in each database. In the ProQuest Thesaurus, by typing in inquiry learning, the database comes back with the closest matches to my entry. Here I would choose inquiry method as the closest match. This process is repeated in each database for the same terms.
My results, based on my inquiry path, are as follows:
These subject headings give me the ability to attempt more complex search strings so as to focus in on my specific inquiry question.
The following string search (below) was attempted with good results:
Out of the 29 results returned, a number were of high value including an article on the implications of inquiry learning and multimodal literacy in a 21st century library. Another article discusses literacies in Reggio Emilia inspired teaching, raising some questions about what this is and what its philosophies are, especially as it has come up before, in previous searches. I discovered an inspiring, in-depth article about creating infographics through inquiry based learning. This is an exciting find as it explores using creative and digital literacies in inquiry learning which can be applied across all curriculum areas. The infographic article also discusses how applying these literacies is not just for decorative purposes and places value on the visual inquiry process that I am exploring in this inquiry.
Continuing on, a number of other combinations of search terms were used in various string searches with mixed results. One of the more fruitful searches involved a simple string that brought the phrase integrated curriculum into the search. Paired with the subject heading visual literacy, 16 results were returned with some very interesting articles and studies including how visual literacy, had been integrated into other curriculum inquiry learning, with great success. Exploring this search further by introducing inquiry terms did not prove helpful.
At this stage of my inquiry process, I have found a substantial range of results, in relation to visual inquiry across the curriculum, that will allow me to formulate answers to my refined inquiry question. Seeing evidence and examples that satisfy my inquiry, I feel confident to be able to connect and assemble my discoveries together. I would, however, like to explore current and contemporary trends that are happening in my community, so as to further reinforce my findings so far.
SOCIAL MEDIA - Expert Searching
Social Media is a great way to discover both relevant and up-to-date information, though, the search method does not replicate previous search methods explored here. In fact, search methods conducted in databases such as ProQuest use methodical and formulaic approaches to discover information. The ubiquitous and fluid nature of social media, such as Twitter and Facebook, is tangled and messy. There are some solutions, however, to making that discovery process less overwhelming and create some organisation of the complex web of information.
Information discovered in social media is all about creating connections. Those connections can be made with communities and organisations but most importantly they are made with people. Those people can be your peers or gurus or both and everyone is accessible to speak to. Everyone has a voice. So as you may find worthwhile information from others, you too can share and create invaluable information as well. I recognise that what I will discover in social media lays in the thinking and reflection of others as I will be connecting to "people" rather than a catalogued source of information. "Likes" and "retweets" recognise the support and popularity of those people as well as what they share. This is where I, as the reader/viewer, must be more discerning about the quality of what is being shared over its popularity.
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Time to consider my essential question:
How can visual (art) inquiry enhance learning and literacy across the curriculum?
How do I address such a complex question through social media?
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In this search, I have decided to focus on the use of Twitter for its ubiquitous nature and its wide use by the educational community. Having set up a Tweetdeck previously and been involved in communities that share an interest in visual literacy, I already have some established connections as part of my personal/professional learning network. My attention now turns to connecting with others interested in inquiry learning and more specifically, visual inquiry. The latter term will be more narrow in searchability so I will include both searches together.
Initially, I am presented with a feed of all the posts that use the terms I have searched for. I could use other Boolean operators, like parentheses, to force terms together but am happy to browse what has been brought up.
Using Twitter's advanced search, I am able to look for anything with those two connections. Twitter also allows for a number of other searches including hashtag searches. Once I have located some posts of interest, I will be able to familiarise myself with some of the current hashtags being used and create new searches from these discoveries.
One of the posts that I discovered, uses visuals to present a metaphorical illustration of inquiry in education. This post merges my focus areas of visual art and inquiry together and so sparks my interest. At this point, I am keen to investigate more about the tweeter Trevor MacKenzie and I also take note of some of the hashtags that are linked to this post, including #InquiryMindset, #inquiry and #PBL. After viewing his profile, I choose to follow this person but I also make sure that I organise his posts to go to a particular area on my Tweetdeck.
My next step is to add this contact to my lists. At this stage, I will include him in my inquiry learning list so that once I have set up Inquiry Learning on my Tweetdeck, anything he posts will come up under that list feed.
A screenshot of my Tweetdeck showing search lists of terms and hashtags.
My search for contacts, who may assist my inquiry learning at this point, continues by scrolling through posts, taking note of connected hashtags and discovering other contacts through follower and following lists. I do find quite a few interesting contacts, who in turn, have published work elsewhere or have blogs that I am able to connect with including Kath Murdoch and Rebecca Bathurst-Hunt. In her web page, Rebecca Bathurst-Hunt has a recurring blog entitled Wonder Wednesday where she uses a selected picture book as a provocation tool in inquiry learning. This is a fantastic resource for how I can use visual inquiry and literacy in other curriculum areas and provides an ongoing source of information and inspiration to further my inquiry.
A final discovery, when utilising follower lists, is that of art teacher and blogger Melissa Purtee. On her blog Thoughts on Arting, Purtee has recently shared a modified flowchart of what she has titled "Artistic Thinking Process #2" (Purtee, 2018). Although this has not been written in an academic paper, it is important to share with colleagues and discuss frameworks and pedagogical models for teaching and learning. Purtee's model has given me a model to critique and evaluate in relation to my own findings and reflections.
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Although my discoveries, in social media, have been a little limited at this time, I am pleased with the possibilities of future discovery that I have created for myself in this process of inquiry. Social media opens up so many opportunities to connect with others that share the same passions and stimulate your curiosity.
The next step of my inquiry process is to curate a collection, a folio, of the most relevant, purposeful articles and links, to address my inquiry question:
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How can visual (art) inquiry enhance learning and literacy across the curriculum?
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