My final product, intended to be shared with my husband and the couple we are traveling to California with, is at https://oncourse.iu.edu/dav/~cjcarpen/wine.ppt.
Well, the "wishing" part of my project is that I could navigate through the technology aspects of the course, but I know that will come!
Saturday, February 24, 2007
Friday, February 23, 2007
Wrapping - Waving Weaving
Waving - The purpose of my personal inquiry project was to research the Sonoma and Napa Valley areas to find enough information to plan 3 days touring and tasting in California wine country. We will be traveling with friends, Donna and Bob, and together we are celebrating Bob’s retirement. The first part of our trip will be spent in Pebble Beach, then 2 days in San Francisco. Those arrangements are being taken care of by the “boys”, while I asked to plan the last three days learning about wine making. I want to share what I have learned with my husband, Donna, and Bob. I will prepare a Power Point presentation to send to them through email. I will share with them what they will want to know about the area and the different wineries. They will also be able to check out the web sites and study the maps. Let’s see if they agree with my logic!
Personal Connection - This project was of personal interest to me. We needed to know and act on a plan for our trip. (Let it me known right here and now that I NEVER make plans for trips. There are too many decisions to make and I’ve never wanted to be responsible for bad decisions.) But knowingly using components of the research models has made this a more comfortable process than I would have thought. For example, after I created a comparison map of Sonoma Valley and Napa Valley, I was able to confidently say, “We must tour both areas.” I was then able to go to the next step of investigating the different wineries. I made a list of possible interests, and then after locating the wineries on a map I was able to visualize the logistics of where to go when. By making an information table, I was even more confident that I had the information I needed to plan this leg of our vacation. This thought probably has something to do with my learning style, but after finishing the table, it occurred to me, “Holy Cow, I’m finished!” It is rare that I ever think that about anything. OK, I should say I was finished with the first 5 Ws of Lamb’s 8Ws model – (Watching) exploring, (Wondering) questioning, (Webbing) information searching, (Wiggling) evaluating, (Weaving) synthesizing. Self-assessment of my progress through blog entries has also helped me focus on the critical questions of my inquiry. Knowing that it is OK to wiggle is also a confidence builder.
Challenges - The parts of the project that were the most challenging to me were the uses of technology that I had not experienced. I put off the journaling because I didn’t know what I was going to encounter at Blogspot.com. I can’t stand looking at those pages because I don’t know how to format them. But I was determined to try Inspiration, and post my concept map there. Dr. Lamb explained how to do a screen capture someplace in our reading. I couldn’t find it, so I “Googled” and found a way and posted a copy of an email. I desperately wanted to share my maps. Creating those was about a 4-step process, which I’m sure shouldn’t be, but they are ready for use in my final product. I don’t even want to talk about my nightmares of trying to continue working on the project while taking a little vacation in Mexico. That frustration just about did me in, and put me way behind. If this is how I felt, I realize how students must feel when assigned a task they don’t know how to approach.
Thank you, Dr. Lamb, for making this all so clear! I’ve always felt like I’ve given students the support they need. But what I might only be giving them is support to produce a final product – and not the full learning experience of inquiry learning.
Curriculum Connections
Dream Vacation
This project could be used to meet several 5th grade academic standard requirements. Students could be asked to plan a “dream vacation” to any city in the United States. They would begin by thinking why they would want to visit that site, what they know about it or want to find out about. They could report their discoveries in many formats or points of view, for example, writing a personal narrative as if they had already been, or creating travel brochures, or visitor bureau commercials.
Indiana’s Academic Standards:
Social Studies
5.3.2 Name and locate states, major cities, major regions, major
rivers and mountain ranges in the United States
5.3.5 Map and describe the characteristics of climate regions of the United States
5.3.7 Describe the major ways that land was used by American Indians and colonists in each region, and explain how land use changed in the past and continues to change.
5.3.9 Identify the major manufacturing and agricultural regions in colonial America, and cite ways that agriculture and manufacturing have changed in the past and continue to change.
English/Language Arts
5.2.1 Use the features of informational texts, such as formats, graphics, diagrams,
illustrations, charts, maps, and organization, to find information and support understanding.
5.2.5 Distinguish among facts, supported inferences, evidence, and opinions in text.
5.4.3 Write informational pieces with multiple paragraphs that:
• present important ideas or events in sequence or in chronological order.
• provide details and transitions to link paragraphs.
• offer a concluding paragraph that summarizes important ideas and details.
5.4.4 Use organizational features of printed text, such as citations, endnotes, and bibliographic references, to locate relevant information.
5.4.5 Use note-taking skills when completing research for writing.
5.4.6 Create simple documents using a computer and employing organizational features, such as passwords, entry and pull-down menus, word searches, the thesaurus, and spell checks.
5.5.6 Write for different purposes (information, persuasion, description) and to a specific
audience or person, adjusting tone and style as appropriate.
5.5.3 Write or deliver a research report that has been developed using a systematic research
process (defines topic, gathers information, determines credibility, reports findings) and that:
• uses information from a variety of sources (books, technology, multimedia) and documents sources (titles and authors).
• demonstrates that information that has been gathered has been summarized.
• organizes information by categorizing and sequencing.
Professional Team Towns
Eighth grade students would choose cities in the United States that have a professional
league sports team. Why do teams locate in certain cities? What other attractions are in that city? Plan vacation itinerary; persuade other teams to relocate; write persuasive letter to newspaper to recruit a team to their city...
Social Studies
8.3.7 Analyze geographic factors that have influenced migration and settlement patterns and relate them to the economic development of the United States.
8.5.9 Describe changes in entertainment and recreation, such as the growing interest in sports of various kinds, in the mid-nineteenth century and explain how these changes related to urbanization and technological developments.
(same geography standards as 5th)
English/Language Arts
8.5.4 Write persuasive compositions that:
• include a well-defined thesis that makes a clear and knowledgeable appeal.
• present detailed evidence, examples, and reasoning to support effective arguments
and emotional appeals.
• provide details, reasons, and examples, arranging them effectively by anticipating and answering reader concerns and counterarguments.
Example: Using the research completed on public transportation, write a persuasive letter to the mayor on why the community should or should not invest more resources into public transportation.
8.5.3 Write or deliver a research report that has been developed using a systematic research
process (definesthe topic, gathers information, determines credibility, reports findings) and that:
• uses information from a variety of sources (books, technology, multimedia) and documents sources independently by using a consistent format for citations.
• demonstrates that information that has been gathered has been summarized and that the topic has been refined through this process.
• demonstrates that sources have been evaluated for accuracy, bias, and credibility.
• organizes information by categorizing and sequencing, and demonstrates the distinction between one’s own ideas from the ideas of others, and includes a bibliography (Works Cited).
Example: Research the topic of the benefits and drawbacks of public transportation. Conduct research to learn why some experts argue that we should use more public transportation. Survey parents and friends to find out how often they use public transportation for school, business, or pleasure travel. Summarize the findings and write a report on the pros and cons of public transportation.
8.4.4 Plan and conduct multiple-step information searches using computer networks.
8.4.5 Achieve an effective balance between researched information and original ideas.
8.4.6 Use a computer to create documents by using word-processing skills and publishing programs; develop simple databases and spreadsheets to manage information and prepare reports.
8.4.7 Review, evaluate, and revise writing for meaning and clarity.
8.4.11 Identify topics; ask and evaluate questions; and develop ideas leading to inquiry, investigation, and research.
8.4.8 Edit and proofread one’s own writing, as well as that of others, using an editing checklist or set of rules, with specific examples of corrections of frequent errors.
8.4.9 Revise writing for word choice; appropriate organization; consistent point of view; and transitions among paragraphs, passages, and ideas.
AASL Information Literacy Standards for Learning
Standard 1 The student who is information literate accesses information efficiently and effectively.
The student who is information literate recognizes that having good information is central to meeting the opportunities and challenges of day-to-day living. That student knows when to seek information beyond his or her personal knowledge, how to frame questions that will lead to the appropriate information, and where to seek that information. The student knows how to structure a search across a variety of sources and formats to locate the best information to meet a particular need.
Indicators
Indicator 1. Recognizes the need for information
Indicator 2. Recognizes that accurate and comprehensive
information is the basis for intelligent decision making
Indicator 3. Formulates questions based on information needs
Indicator 4. Identifies a variety of potential sources of information
Indicator 5. Develops and uses successful strategies for locating information
Standard 2 The student who is information literate evaluates information critically and competently.
The student who is information literate weighs information carefully and wisely to determine its quality. That student understands traditional and emerging principles for assessing the accuracy, validity, relevance, completeness, and impartiality of information. The student applies these principles insightfully across information sources and formats and uses logic and informed judgment to accept, reject, or replace information to meet a particular need.
Indicators
Indicator 1. Determines accuracy, relevance, and comprehensiveness
Indicator 2. Distinguishes among fact, point of view, and opinion
Indicator 3. Identifies inaccurate and misleading information
Indicator 4. Selects information appropriate to the problem or question at hand
3
Standard 3 The student who is information literate uses information accurately and creatively.
The student who is information literate manages information skillfully and effectively in a variety of contexts. That student organizes and integrates information from a range of sources and formats in order to apply it to decision making, problem solving, critical thinking, and creative expression. The student communicates information and ideas for a variety of purposes, both scholarly and creative; to a range of audiences, both in school and beyond; and in print, nonprint, and electronic formats. This Standard promotes the design and execution of authentic products that involve critical and creative thinking and that reflect real world situations. The indicators under this Standard therefore deviate from the traditional definition of use. Rather than suggesting that students simply insert researched information into a perfunctory product, the indicators emphasize the thinking processes involved when students use information to draw conclusions and develop new understandings.
Indicators
Indicator 1. Organizes information for practical application
Indicator 2. Integrates new information into one’s own knowledge
Indicator 3. Applies information in critical thinking and problem solving
Indicator 4. Produces and communicates information and ideas in appropriate formats
Personal Connection - This project was of personal interest to me. We needed to know and act on a plan for our trip. (Let it me known right here and now that I NEVER make plans for trips. There are too many decisions to make and I’ve never wanted to be responsible for bad decisions.) But knowingly using components of the research models has made this a more comfortable process than I would have thought. For example, after I created a comparison map of Sonoma Valley and Napa Valley, I was able to confidently say, “We must tour both areas.” I was then able to go to the next step of investigating the different wineries. I made a list of possible interests, and then after locating the wineries on a map I was able to visualize the logistics of where to go when. By making an information table, I was even more confident that I had the information I needed to plan this leg of our vacation. This thought probably has something to do with my learning style, but after finishing the table, it occurred to me, “Holy Cow, I’m finished!” It is rare that I ever think that about anything. OK, I should say I was finished with the first 5 Ws of Lamb’s 8Ws model – (Watching) exploring, (Wondering) questioning, (Webbing) information searching, (Wiggling) evaluating, (Weaving) synthesizing. Self-assessment of my progress through blog entries has also helped me focus on the critical questions of my inquiry. Knowing that it is OK to wiggle is also a confidence builder.
Challenges - The parts of the project that were the most challenging to me were the uses of technology that I had not experienced. I put off the journaling because I didn’t know what I was going to encounter at Blogspot.com. I can’t stand looking at those pages because I don’t know how to format them. But I was determined to try Inspiration, and post my concept map there. Dr. Lamb explained how to do a screen capture someplace in our reading. I couldn’t find it, so I “Googled” and found a way and posted a copy of an email. I desperately wanted to share my maps. Creating those was about a 4-step process, which I’m sure shouldn’t be, but they are ready for use in my final product. I don’t even want to talk about my nightmares of trying to continue working on the project while taking a little vacation in Mexico. That frustration just about did me in, and put me way behind. If this is how I felt, I realize how students must feel when assigned a task they don’t know how to approach.
Thank you, Dr. Lamb, for making this all so clear! I’ve always felt like I’ve given students the support they need. But what I might only be giving them is support to produce a final product – and not the full learning experience of inquiry learning.
Curriculum Connections
Dream Vacation
This project could be used to meet several 5th grade academic standard requirements. Students could be asked to plan a “dream vacation” to any city in the United States. They would begin by thinking why they would want to visit that site, what they know about it or want to find out about. They could report their discoveries in many formats or points of view, for example, writing a personal narrative as if they had already been, or creating travel brochures, or visitor bureau commercials.
Indiana’s Academic Standards:
Social Studies
5.3.2 Name and locate states, major cities, major regions, major
rivers and mountain ranges in the United States
5.3.5 Map and describe the characteristics of climate regions of the United States
5.3.7 Describe the major ways that land was used by American Indians and colonists in each region, and explain how land use changed in the past and continues to change.
5.3.9 Identify the major manufacturing and agricultural regions in colonial America, and cite ways that agriculture and manufacturing have changed in the past and continue to change.
English/Language Arts
5.2.1 Use the features of informational texts, such as formats, graphics, diagrams,
illustrations, charts, maps, and organization, to find information and support understanding.
5.2.5 Distinguish among facts, supported inferences, evidence, and opinions in text.
5.4.3 Write informational pieces with multiple paragraphs that:
• present important ideas or events in sequence or in chronological order.
• provide details and transitions to link paragraphs.
• offer a concluding paragraph that summarizes important ideas and details.
5.4.4 Use organizational features of printed text, such as citations, endnotes, and bibliographic references, to locate relevant information.
5.4.5 Use note-taking skills when completing research for writing.
5.4.6 Create simple documents using a computer and employing organizational features, such as passwords, entry and pull-down menus, word searches, the thesaurus, and spell checks.
5.5.6 Write for different purposes (information, persuasion, description) and to a specific
audience or person, adjusting tone and style as appropriate.
5.5.3 Write or deliver a research report that has been developed using a systematic research
process (defines topic, gathers information, determines credibility, reports findings) and that:
• uses information from a variety of sources (books, technology, multimedia) and documents sources (titles and authors).
• demonstrates that information that has been gathered has been summarized.
• organizes information by categorizing and sequencing.
Professional Team Towns
Eighth grade students would choose cities in the United States that have a professional
league sports team. Why do teams locate in certain cities? What other attractions are in that city? Plan vacation itinerary; persuade other teams to relocate; write persuasive letter to newspaper to recruit a team to their city...
Social Studies
8.3.7 Analyze geographic factors that have influenced migration and settlement patterns and relate them to the economic development of the United States.
8.5.9 Describe changes in entertainment and recreation, such as the growing interest in sports of various kinds, in the mid-nineteenth century and explain how these changes related to urbanization and technological developments.
(same geography standards as 5th)
English/Language Arts
8.5.4 Write persuasive compositions that:
• include a well-defined thesis that makes a clear and knowledgeable appeal.
• present detailed evidence, examples, and reasoning to support effective arguments
and emotional appeals.
• provide details, reasons, and examples, arranging them effectively by anticipating and answering reader concerns and counterarguments.
Example: Using the research completed on public transportation, write a persuasive letter to the mayor on why the community should or should not invest more resources into public transportation.
8.5.3 Write or deliver a research report that has been developed using a systematic research
process (definesthe topic, gathers information, determines credibility, reports findings) and that:
• uses information from a variety of sources (books, technology, multimedia) and documents sources independently by using a consistent format for citations.
• demonstrates that information that has been gathered has been summarized and that the topic has been refined through this process.
• demonstrates that sources have been evaluated for accuracy, bias, and credibility.
• organizes information by categorizing and sequencing, and demonstrates the distinction between one’s own ideas from the ideas of others, and includes a bibliography (Works Cited).
Example: Research the topic of the benefits and drawbacks of public transportation. Conduct research to learn why some experts argue that we should use more public transportation. Survey parents and friends to find out how often they use public transportation for school, business, or pleasure travel. Summarize the findings and write a report on the pros and cons of public transportation.
8.4.4 Plan and conduct multiple-step information searches using computer networks.
8.4.5 Achieve an effective balance between researched information and original ideas.
8.4.6 Use a computer to create documents by using word-processing skills and publishing programs; develop simple databases and spreadsheets to manage information and prepare reports.
8.4.7 Review, evaluate, and revise writing for meaning and clarity.
8.4.11 Identify topics; ask and evaluate questions; and develop ideas leading to inquiry, investigation, and research.
8.4.8 Edit and proofread one’s own writing, as well as that of others, using an editing checklist or set of rules, with specific examples of corrections of frequent errors.
8.4.9 Revise writing for word choice; appropriate organization; consistent point of view; and transitions among paragraphs, passages, and ideas.
AASL Information Literacy Standards for Learning
Standard 1 The student who is information literate accesses information efficiently and effectively.
The student who is information literate recognizes that having good information is central to meeting the opportunities and challenges of day-to-day living. That student knows when to seek information beyond his or her personal knowledge, how to frame questions that will lead to the appropriate information, and where to seek that information. The student knows how to structure a search across a variety of sources and formats to locate the best information to meet a particular need.
Indicators
Indicator 1. Recognizes the need for information
Indicator 2. Recognizes that accurate and comprehensive
information is the basis for intelligent decision making
Indicator 3. Formulates questions based on information needs
Indicator 4. Identifies a variety of potential sources of information
Indicator 5. Develops and uses successful strategies for locating information
Standard 2 The student who is information literate evaluates information critically and competently.
The student who is information literate weighs information carefully and wisely to determine its quality. That student understands traditional and emerging principles for assessing the accuracy, validity, relevance, completeness, and impartiality of information. The student applies these principles insightfully across information sources and formats and uses logic and informed judgment to accept, reject, or replace information to meet a particular need.
Indicators
Indicator 1. Determines accuracy, relevance, and comprehensiveness
Indicator 2. Distinguishes among fact, point of view, and opinion
Indicator 3. Identifies inaccurate and misleading information
Indicator 4. Selects information appropriate to the problem or question at hand
3
Standard 3 The student who is information literate uses information accurately and creatively.
The student who is information literate manages information skillfully and effectively in a variety of contexts. That student organizes and integrates information from a range of sources and formats in order to apply it to decision making, problem solving, critical thinking, and creative expression. The student communicates information and ideas for a variety of purposes, both scholarly and creative; to a range of audiences, both in school and beyond; and in print, nonprint, and electronic formats. This Standard promotes the design and execution of authentic products that involve critical and creative thinking and that reflect real world situations. The indicators under this Standard therefore deviate from the traditional definition of use. Rather than suggesting that students simply insert researched information into a perfunctory product, the indicators emphasize the thinking processes involved when students use information to draw conclusions and develop new understandings.
Indicators
Indicator 1. Organizes information for practical application
Indicator 2. Integrates new information into one’s own knowledge
Indicator 3. Applies information in critical thinking and problem solving
Indicator 4. Produces and communicates information and ideas in appropriate formats
Saturday, February 17, 2007
MAPS OF NAPA AND SONOMA VALLEY
Wineries we
will tour are indicated in red.
We will start DAY #1 in Napa Valley at Cakebread Cellars.
*See email response from Cakebread!
Webbing-Wiggling-Weaving
After reading a chapter in Fodder’s Portable book about Napa Valley and Sonoma Valley and Northern County, (Erika Lenkert, 2006 Frommer’s Portable Wine Country, Wiley Publishing, Inc., Hoboken, NJ) I thought I’d try to create a comparison concept map with Inspiration. I had never used Inspiration before. After getting started, I really liked it and immediately saw the possibilities for students. While reading, I had taken notes about each valley, so I entered that information in the columns labeled “Differences”. When they didn’t “match up”, I reread to see if I missed any information that would make the comparison clearer. Had I not mapped what I had found, I would not have noticed that I missed important facts. From the chapter “Modeling Recursion in Research Process Instruction,” in Curriculum Connections, Guild called this a kind of cognitive self-talk, the ongoing monologue of discovery, testing and analysis. In creating concept maps, students will recognize the need to “wiggle” just as I did.
After reading a chapter in Fodder’s Portable book about Napa Valley and Sonoma Valley and Northern County, (Erika Lenkert, 2006 Frommer’s Portable Wine Country, Wiley Publishing, Inc., Hoboken, NJ) I thought I’d try to create a comparison concept map with Inspiration. I had never used Inspiration before. After getting started, I really liked it and immediately saw the possibilities for students. While reading, I had taken notes about each valley, so I entered that information in the columns labeled “Differences”. When they didn’t “match up”, I reread to see if I missed any information that would make the comparison clearer. Had I not mapped what I had found, I would not have noticed that I missed important facts. From the chapter “Modeling Recursion in Research Process Instruction,” in Curriculum Connections, Guild called this a kind of cognitive self-talk, the ongoing monologue of discovery, testing and analysis. In creating concept maps, students will recognize the need to “wiggle” just as I did.
As far as my research goes, and answering the question of which region to visit, the two valleys are very distinct, so since we have 3 days, we will visit both.
The sources I’ll be using to determine which wineries to tour are the e-book, Frommer’s Portable Wine Country, visitor’s bureau brochures, friends’ recommendations, Wine Country website, and individual wineries websites.
WIGGLING - WEAVING
Based on friends’ recommendations, personal taste, location, and descriptions from Frommer’s, I have decided on the following wineries. I wanted to make some notes to help me remember the plusses. When I present the information to my husband and the couple we are traveling with, I want to excite them about the choices.I have marked the wineries on maps on Sonoma and Napa. Based on the locations, it looks like we’ll travel the full length of both and will be able to enjoy all the landscape! That was pure luck. I had only picked 2 wineries that were in Sonoma, so I looked back at some descriptions and found the Landmark Vinyards. We own a John Deere implement store, so when I saw the Deere name, I read further. Sounds like a good find. We’ll even get to play bocce if we want (yes, they give lessons).
My resources of friends, Frommers travel book, websites, and travel brochures have been very helpful. As far as reliable sources, I trust my friends recommendations, they know what I like and I know what they like. I felt that the Frommers travel book was non-biased. In the forward, it said that they want to know if you were disappointed in any recommendations. The author is from San Francisco and seems to know the area very well. She writes for travel magazines, fashion magazines and has written a book. Her descriptions are very candid - some negative, some positive. I used the brochures to locate the wineries and read some descriptions. Since the businesses in the brochure pay to be pubished in the guide, they would be less reliable in evaluating the tours, tastings and product.
This part of my research has been the “exploration” and “formulation” and “collection” stages in the ISP. The process has “hopped” around between these stages. After deciding the questions and locating information sources I then read to become more informed, which created more questions. The feelings that Kulthau explains in these stages were on target with me. As soon as I marked the wineries on the map, I felt huge relief. I have enough information about the wine country, what to expect, and now enough information about the wineries to know that this trip will be memorable. Now, to make appointments and find the hotel.
Resourses Used
Book:
Lankert, Erika. Frommer's Portable California Wine Country. John Wiley & Sons, Inc.,
eBooks.com International LLC. Retrieved February 9, 2007
<http://www.ebooks.com/>
Travel Brochures:
The Best of the Wine Country. Vol: 1 Summer 2006 – 2007. (Brochure). Dayguide
Publishing. San Francisco, CA
Winery Map. 2006 Official Sonoma Valley Visitors Bureau Edition, Sonoma Valley
Real Wine Country. Sonoma, CA
General Websites :
http://www.bestofthewinecountry.com/
http://www.sonomavalley.com/
http://www.winecountry.com/
http://www.cakebread.com/
http://www.sonoma.com/
http://www.backroads.com/
http://www.napavalley.com/
http://www.napasonoma.com/
**Invaluable resources – email correspondence with friend Peggy
Phone and personal conversations with friends Mike and Carol
Friday, February 9, 2007
WEBBING
WEBBING
I am “walking in the shoes of student researchers” with this project. Since I started with very little background about California Wine Country, what I initially found out from my interviews with friends was new information which will guide my search. They both had very definite ideas about how to make your decision, and they also shared some of the highlights of their trips.
My big question is “how do you decide what vineyards to visit? What area, Napa Valley, Sonoma Valley, or both, if you are visiting for 3 days?”
I emailed my friend who did the bicycle tour of wine country with her husband. I asked her how they decided where to go, or what one should consider when making plans. Her answer:
I remember that the decision, in our case, was a "no-brainer" as the trip started in San Francisco; a bus trip to nearby Healdsburg, then pretty much followed the trip below that covered both the Napa and Sonoma Valleys. I believe the Culinary Institute of America is in Napa and the Villagio Inn in Yountville was wonderful, and what I liked was you were able to walk to some of the most famous world class chef restaurants, ECT. We were interested in a bike trip on the heels of 9/11 and chose to stay in the USA for this one. (her husband’s stepsister) got us interested after returning from a trip they took in Europe.
If you go to the Backroads site you can view the Inns. Here is a link: http://www.backroads.com/trips/BWCI
Top 5 Reasons People Choose Wineries:
1. There is a certain wine you really like and you want to see where it’s made (hmmmm)
2. You like to eat accompanied by local fantastic wine
3. Biking because no one has to drive after a day of tasting
4. One valley produces a better Zinfandel (in ones own opinion) or Merlot, ECT.
5. Some might choose Napa because of the proximity to the culinary institute may make for an abundance of great chefs.
Well, that is news to me! I did not know that the culinary institute was in Napa! This is a new factor for the criteria.
I then called my friend, Carol. She and her husband, Mike, have visited wine country more than once and are very passionate about learning. Her first response to my question was, “You want to see the most beautiful landscape.” She went on to talk about the winemakers and how they love their land, their work, and their life. She suggested that we try to see some of the smaller vineyards as well as the larger, more commercial ones. She said they toured and tasted up to 3 a day, so if we are there 3 days, we could visit both Napa and Sonoma. (whew!) Remembering that I like Cakebread Chardonnay, she said we must schedule a tasting there especially since Dennis Cakebread is an alum of Indiana University. Mike called back later to say that he is bringing me a map of the regions tomorrow. He told me about Deldotta in lower Napa. Tours are by appointment only and it is in a cave. It all sounds very exciting.
OK – 3 wineries in one day sounds like a lot. I’ll take a look at the map tomorrow and with these new bits of information, I will research a few of the wineries.
I have still resisted searching the internet because there is going to be too much information. I am a global learner and like to get the big picture before making any moves. I know I would get lost in the WWW if I blindly start looking (oxymoron?)
This is the beginning of my webbing. I have interviewed 2 “real” people. I sent an email to Cakebread Cellars, explaining this will be a 1st time visit, so what would they suggest we partake in at their winery? I purchased an ebook, Fodder’s PORTABLE California Wine Country, 2006. After looking at the map, I will see what I can find in the Fodder’s book, and THEN, go to the websites of the wineries.
I am just beginning the Exploration stage in Carol Kuhlthau’s Information Search Process. I hope I have done enough narrowing that I won’t feel the uncertainty she refers to at this stage. (Actually, in thinking about me, I don’t like to make decisions, so maybe I’m not feeling uncertain because I think I’m going to perfectly plan perfect tours at the perfect wineries in both Napa Valley and Sonoma Valley.)
I want to focus my search on 5 – 6 wineries and then look for lodging. I would prefer to stay in one place and venture out each day. I don’t like to pack and repack.
2 new questions: Which 5 – 6 (in either Napa Valley or Sonoma Valley J) will we tour?
Where will we stay?
I am “walking in the shoes of student researchers” with this project. Since I started with very little background about California Wine Country, what I initially found out from my interviews with friends was new information which will guide my search. They both had very definite ideas about how to make your decision, and they also shared some of the highlights of their trips.
My big question is “how do you decide what vineyards to visit? What area, Napa Valley, Sonoma Valley, or both, if you are visiting for 3 days?”
I emailed my friend who did the bicycle tour of wine country with her husband. I asked her how they decided where to go, or what one should consider when making plans. Her answer:
I remember that the decision, in our case, was a "no-brainer" as the trip started in San Francisco; a bus trip to nearby Healdsburg, then pretty much followed the trip below that covered both the Napa and Sonoma Valleys. I believe the Culinary Institute of America is in Napa and the Villagio Inn in Yountville was wonderful, and what I liked was you were able to walk to some of the most famous world class chef restaurants, ECT. We were interested in a bike trip on the heels of 9/11 and chose to stay in the USA for this one. (her husband’s stepsister) got us interested after returning from a trip they took in Europe.
If you go to the Backroads site you can view the Inns. Here is a link: http://www.backroads.com/trips/BWCI
Top 5 Reasons People Choose Wineries:
1. There is a certain wine you really like and you want to see where it’s made (hmmmm)
2. You like to eat accompanied by local fantastic wine
3. Biking because no one has to drive after a day of tasting
4. One valley produces a better Zinfandel (in ones own opinion) or Merlot, ECT.
5. Some might choose Napa because of the proximity to the culinary institute may make for an abundance of great chefs.
Well, that is news to me! I did not know that the culinary institute was in Napa! This is a new factor for the criteria.
I then called my friend, Carol. She and her husband, Mike, have visited wine country more than once and are very passionate about learning. Her first response to my question was, “You want to see the most beautiful landscape.” She went on to talk about the winemakers and how they love their land, their work, and their life. She suggested that we try to see some of the smaller vineyards as well as the larger, more commercial ones. She said they toured and tasted up to 3 a day, so if we are there 3 days, we could visit both Napa and Sonoma. (whew!) Remembering that I like Cakebread Chardonnay, she said we must schedule a tasting there especially since Dennis Cakebread is an alum of Indiana University. Mike called back later to say that he is bringing me a map of the regions tomorrow. He told me about Deldotta in lower Napa. Tours are by appointment only and it is in a cave. It all sounds very exciting.
OK – 3 wineries in one day sounds like a lot. I’ll take a look at the map tomorrow and with these new bits of information, I will research a few of the wineries.
I have still resisted searching the internet because there is going to be too much information. I am a global learner and like to get the big picture before making any moves. I know I would get lost in the WWW if I blindly start looking (oxymoron?)
This is the beginning of my webbing. I have interviewed 2 “real” people. I sent an email to Cakebread Cellars, explaining this will be a 1st time visit, so what would they suggest we partake in at their winery? I purchased an ebook, Fodder’s PORTABLE California Wine Country, 2006. After looking at the map, I will see what I can find in the Fodder’s book, and THEN, go to the websites of the wineries.
I am just beginning the Exploration stage in Carol Kuhlthau’s Information Search Process. I hope I have done enough narrowing that I won’t feel the uncertainty she refers to at this stage. (Actually, in thinking about me, I don’t like to make decisions, so maybe I’m not feeling uncertain because I think I’m going to perfectly plan perfect tours at the perfect wineries in both Napa Valley and Sonoma Valley.)
I want to focus my search on 5 – 6 wineries and then look for lodging. I would prefer to stay in one place and venture out each day. I don’t like to pack and repack.
2 new questions: Which 5 – 6 (in either Napa Valley or Sonoma Valley J) will we tour?
Where will we stay?
Tuesday, February 6, 2007
Wondering
Well, my first question was answered. We will be staying at Pebble Beach Resort on July 5th, 6th and 7th. My husband has taken care of reservations and even tees times. (No, I don't want to play Pebble Beach. I only use a 5 iron, pitching wedge, and putter. It might take a while for me to get around those 18 beautiful, expensive holes.) If I'm reading his email correctly, he and our buddy, Bob, will be making arrangements for San Francisco; staying the nights of the 8th and 9th. So, it's up to me to plan the agenda and accommodations for July 10th, 11th and 12th. We will fly home to Indiana on the 13th. (click on email for larger image)I now know that we will have 3 days to experience wineries. It doesn't appear that our group has a preference for Napa or Sonoma, so I guess that will be decided by my findings. To begin searching, I need to find some answers to my big question: "What is the difference?" How have others decided where to go? Does a person's taste for wine determine that, or, as I'm inclined to think, is it the setting of the vinyards?
I will contact a friend who went last year. I don't know where they toured, but I know they enjoyed it! I can also talk to a couple who took a bicycling tour of the wine country. That doesn't appeal to me!, but I'll try to find out how they decided. I will also do some general searching on the internet and see if I can get a "feel" for the areas and start narrowing my choices.
While still in the "selection" stage, I am experiencing feelings of uncertainty, from "what am I going to find out" to hoping I make some good choices. I'd hate to mess up everybody's vacation by choosing the wrong spots. I'm also worried about this process as an assignment! As Carol Kulthau mentions, feelings of anxiety are possible if the selection is delayed or postponed. I didn't get back to this as soon as I had hoped.
I am quickly seeing how this process is not at all linear. Am I watching or wondering? Am I selecting or searching. The answer is "both."
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