Inquiry Teaching Research Articles

Curriculum SIG: The Ethics and Evolution of Truth and Information

The Curriculum SIG will examine how library science education curricula can prepare future librarians to engage with the ethics and evolution of truth and information. The session will begin with presentations of each paper, followed by an interactive discussion inviting attendees to participate in an open dialogue and Q&A with the presenters about the issues raised by the papers, implications for practice, and potential areas for future research. Dr. Natalie Taylor will deliver a presentation titled “Core Competencies, Core Courses: How Accredited MLIS Programs Interpret the ALA’s Core Competencies through their Curriculum.” This paper aims to examine the way that the 66 accredited degree programs describe their programs’ relationship with the ALA Core Competencies (ALACCs) and whether these descriptions can demonstrate a measurement of the influence of the ALACCs on curriculum. This finding will serve two purposes: 1) a representation of the strength (or weakness) of the connection between the library profession (as represented by the American Library Association) and MLIS degree programs and 2) a better understanding of how the curriculum of these programs represents the competencies called for by ALA. Dr. Cynthia Stogdill and Dr. Elizabeth Burns will present “Information Literacy: A Case Study in Inquiry Instruction.” Information literacy is a set of skills we expect school librarians to teach K-12 learners. AASL embeds these competencies within their instructional standards for learners and school librarians however, there is little agreement on a model of inquiry that should be used with K-12 learners. Further, there is little consistency in pre-service school librarian information literacy instruction. This exploratory case study examines the information literacy instructional models used with one cohort of pre-service school librarians. Findings discuss practices that can be shared and further developed for LIS education. Dr. Rhonda Clark, Dr. Xiaofeng Li, and Dr. Angela Jones will present “A Study of US Public Library Strategic Plans: Trends and Trajectories.” This paper reports the results of a content analysis, reviewing strategic plans from public libraries across multiple states in the U.S. The presenters will make recommendations based on their analysis to help library educators teach an effective writing style for strategic plans. They will also advocate for the importance of strategic planning as a necessary skill in the curriculum. Additionally, they will invite attendees to discuss how library schools implement curriculum development through strategic planning. Overall, these presentations will provide valuable insights into how library science education programs address core competencies, information literacy instruction, and strategic planning to better prepare future librarians for the evolving challenges of the profession.

Socratic Prompts: Engineered Dialogue as a Tool for AI-Enhanced Educational Inquiry

This case study explores the integration of the Socratic method with AI-assisted prompt engineering for educational research and course development. It demonstrates how an educator's structured dialogue with an AI system facilitated the design of a course on AI-driven strategies for local businesses while simultaneously developing a research framework to assess its impact. The analysis of this AI interaction highlights the potential and limitations of AI as a collaborative tool in academia, emphasizing the need for critical evaluation and ethical considerations. The findings suggest that this approach can improve efficiency and innovation in educational processes, offering new opportunities for teaching and learning advancement in the AI era. This research contributes to the growing discourse on AI in education and provides practical insights for educators aiming to incorporate AI into their research and pedagogical practices.

‘A Realist Conceptual Methodology for Qualitative Educational Research: A Modest Proposal’

AbstractThis article explains and illustrates an approach to the design of qualitative inquiry in education using a conceptual methodology informed by a realist ontology. It is written with research novices in mind, based on two observations we have made while supervising postgraduate students. The first is that the methodology literature education students often engage with tends to focus on interpretivist-constructivist approaches. The second observation is that it can be challenging for students to find appealing and accessible material which employs realist informed methodology. To counter this we offer a general introduction to undertaking educational research informed by a realist ontology drawing on a simplified account of critical realism (CR). We illustrate the key concepts of this approach using examples from postgraduate studies in education. It is our hope that this article may stimulate wider discussion about the possibilities, development, and use of realist approaches.

Teaching sequences based on the STEM approach for the development of inquiry in early childhood education: A systematic review

Teaching sequences based on the STEM approach for the development of inquiry in early childhood education: A systematic review

Engaging visual diaries in early childhood nature play as pedagogical arousal

This paper explores one element of a multi-faceted project that sought to investigate nature play in early childhood, namely the creation and co-creation of visual diaries by educators, children and academics. The methodology was participatory cartography, which involved the creation of visual and verbal mappings of nature play pedagogies by early childhood educators and academics, as well as visual mappings of nature play experiences by 4-5-year-old children. The visual diary supported, articulated, portrayed and documented the implementation of nature play pedagogies (by the educators), the experiences of nature play (by the children) and the analysis of data (by the academics). This paper explores this methodological slice of the project. It asserts that the visual diary is a useful, arousing and potentially aesthetic inquiry, documentary and resource apparatus for educators, enabling collaborative artmaking moments with children.

Effects of pedagogical intervention on Chinese EFL learners' use of motivational regulation strategies and oral English proficiency improvement

This study investigated the role of motivational regulation strategies (MRSs) in English as a foreign language (EFL) pedagogy, with a focus on Chinese university students. While prior research has explored MRSs, their specific impact on the oral proficiency of Chinese EFL learners remains under-examined. This mixed-methods research offers empirical insights, advocating for the integration of MRSs into EFL instruction to bolster students' oral proficiency. The study is bifurcated, with the first phase dedicated to cataloging MRSs' usage among Chinese university students and crafting the Speaking Strategies for Motivational Regulation Questionnaire (SSMRQ). This initial phase engaged 171 EFL students from a northern Chinese "211 project" university, employing convenience sampling. Factor analysis of participant responses culminated in a 15-item SSMRQ, spanning five dimensions: Environment Structuring (ES), Mastery Self-Talk (MST), Self-Consequating (SC), Self-Oriented Performance Self-Talk (SPST), and Externally-Oriented Performance Self-Talk (EPST). The second phase assessed the efficacy of MRSs-oriented instruction on student application of MRSs and oral English proficiency. This quasi-experimental study involved 22 consenting second-year English majors from the participating university. Data collection instruments encompassed the SSMRQ, oral English proficiency tasks, reflective journals, and semi-structured interviews. The instructional intervention spanned four weekly 30-min sessions, targeting the five MRSs' dimensions and offering feedback on oral performance. Assessments were conducted pre- and post-intervention using the SSMRQ, oral tasks, and reflective journals. Six participants, selected based on their oral English performance, were interviewed in-depth. Results suggest that the instructional intervention had a significant effect on the students' use of MRSs and their oral English proficiency. The study offers pedagogical insights into EFL speaking instruction in the higher education context, underscoring the importance of personalized teaching strategies tailored to individual learner needs. Collectively, this research introduces the SSMRQ and elucidates the pedagogical merits of MRSs-based instruction on oral English proficiency, establishing an empirical base for subsequent inquiry and pedagogical advancement in language education.

The transformative power of practitioner inquiry: collaborative autoethnography, norm critique and research circles in Swedish education

ABSTRACT This article builds on the social justice and critical and emancipatory dimensions of practitioner inquiry in education. The aim is to demonstrate the potential and challenges of collaborative autoethnography for institutional change, transformative learning and norm critique. Taking Jack Mezirow’s and Paulo Freire’s theoretical framework as a starting point, I analyse four autoethnographic cases conducted by Swedish teachers. I demonstrate the ways in which autoethnography may help teachers realise their own silence and unresponsiveness regarding oppression related to ethnicity, gender, professional role and generational hierarchies in preschools and schools. The collaborative autoethnography also instigates teachers’ realisation of space-time dynamics and other institutionalised constraints and their constitutive power over practices, feelings, understandings and social relations. The transformative learning that has emerged from collaborative autoethnography has led us to recognise the necessity and challenges of conducting empirical analysis, engaging in self-reflection and dialogue, and transforming institutionalised and personal practices and norms. While bringing about institutional change has been challenging, individual and relational transformation has been more achievable. I argue that top-down initiated practitioner inquiry with colleagues and superiors at one’s workplace may be more challenging, and I also argue for the benefits of engaging in practitioner inquiry with people outside one’s own organisation.

Application Analysis of Inquiry Teaching in Improving the Teaching Effectiveness of "Basic Principles of Marxism"

Application Analysis of Inquiry Teaching in Improving the Teaching Effectiveness of "Basic Principles of Marxism"

Exploring the implementation of stepwise inquiry-based learning in higher education

Abstract The study aims to explore the implementation of stepwise inquiry in chemistry education. The levels of inquiry used range from structured inquiry (level 1) to guided inquiry (level 2). The research design involved methods of analyzing the implementation of inquiry levels, assessing the ability to answer questions, engage in critical thinking, and gather student responses. The research sample consisted of 73 students studying biochemistry. A total of 14 groups, each containing 5–6 members, were involved in this research. The research results show that six groups (SG) successfully followed the investigation process at the inquiry steps, while eight groups were unsuccessful (UG). The average scores of the sub-skills collaboration, communication, data collection, use of equipment, and implementation of experimental design were the highest compared to other subskills. The stages of interpreting problems, observation, experimental design, formulating hypotheses, data analysis, and developing conclusions are still in progress and are classified as low. The SG group had an average N-Gain critical thinking score higher than the UG group (p < 0.05). The analysis of the ability to answer questions and think critically shows that the category of developing hypotheses and analyzing arguments had the lowest ability to respond compared to other indicators.

Measuring Self-Efficacy Beliefs in Teaching Inquiry-Based Science and the Nature of Scientific Inquiry

AbstractInquiry-based science teaching (IBST) is a key goal of science education reforms worldwide. Recent research highlights the importance of infusing inquiry teaching with knowledge about the nature of scientific inquiry, and not just focusing on procedural skills to do inquiry. However, such an endeavour requires teachers to have high levels of self-efficacy. Given the lack of valid and reliable measurement instruments for Spanish-speaking teachers, the present study adapted and validated Aydeniz et al. Science and Education, 30(1), 103–120, (2021) Inquiry-Based Science Teaching Efficacy Scale (IBSTES, Science & Education, 30:103–120). Confirmatory factor analysis on data from 428 pre-service teachers in kindergarten and elementary school revealed a two-factor structure, which is consistent with the conceptual framework of IBST. The two factors measured self-efficacy beliefs regarding (1) helping students improve their understanding of the nature of scientific inquiry and (2) helping students develop procedural skills for conducting scientific inquiry. Both factors demonstrated very high reliability (> 0.90), as assessed by Cronbach's alpha and McDonald's omega. This latent structure was invariant across genders, suggesting that the instrument can be used with both male and female prospective teachers, allowing for gender comparisons. This study is the first of its kind to validate in Spanish a self-efficacy scale for IBST that specifically tackles the epistemological understanding of the nature of scientific inquiry. The Spanish IBSTES provides a valuable tool for researchers and practitioners to assess and support teacher self-efficacy, which is essential for the success of educational reforms.

Effects of Inductive and Deductive Inquiry Teaching Approaches on Technical College Students Achievement in Metalwork

The impact of inductive and deductive teaching methods on metalwork proficiency was evaluated among technical college students. The purpose of study was designed to determine the effect of inductive and deductive inquiry teaching approaches to enhance students’ cognitive achievement in Metalwork and to students’ psychomotor achievement in Metalwork. The study, involving 115 students, employed a pre-test, post-test, non-equivalent control group design, with 56 students allocated to the Deductive Inquiry group and 59 to the Inductive Inquiry group. Data were collected using the Metalwork Achievement Test (MCAT) and the Metalwork Psychomotor Achievement Test (MPAT). The Pearson Product Moment Correlation produced a correlation coefficient of 0.83 for assessing the MCAT's reliability. The reliability of MPAT was determined using the scorer dependability technique. The inter-rater agreement was 0.82. Despite a non-significant ANCOVA result at the 0.05 level, the students in the experimental groups showed superior mean scores. In metalwork instruction, students who employed the inductive inquiry method earned higher average scores on both the cognitive and psychomotor tests. The mean scores were statistically significant. Given these findings, Metalwork teachers at technical colleges should employ an inquiry-based learning method.

Teacher inquiry and learning stories: a site for pedagogical change

ABSTRACT This article draws on the research findings of a case study at Greerton Early Learning Centre in Aotearoa, New Zealand, utilising data from the teachers’ research inquiries into their professional practice. Teachers’ inquiries included Learning Stories – a research-based sociocultural narrative assessment approach – written for children and families. Teachers, as part of usual practice, to deepen collegial understanding of their local curriculum (the learning and teaching culture), shared Learning Stories. The research findings indicated that the dialogical process involved in sharing Learning Stories strengthened teachers’ pedagogical practice. Constructing case study data using teacher inquiries was useful because it allowed for a zooming-in approach to understanding children’s learning identities by way of the Learning Story narrative assessments [Carr 2001. Assessment in Early Childhood Settings: Learning Stories. Sage] that captured learners’ lived experiences over time, across cultures, and community spaces. A zooming-out focus then enabled wider comments about the effectiveness of strengthening children’s learning identities and stretching teachers’ pedagogical practice through analysing Learning Stories that tracked the continuity and progress of both learning and teaching. All participants provided informed consent, including choosing to forgo anonymity.

Teacher identity ambiguity and where to find it? A narrative inquiry of ELT teachers in rural areas

Commitment and efficiency of teachers are supposed to closely link with the perception of their own identity, which determine their working motivation and job satisfaction. The past few years have seen many teachers, particularly those in less developing regions, leaving their profession due to low pay regardless of affluent nations, such as the United States and the United Kingdom, or developing countries like Vietnam. In fact, the problem could only be addressed when the root cause is revealed. Using the narrative inquiry approach with semi-structured interviews and researchers’ voice on eight English teachers, this study positions and examines the identity of rural language teachers in various intertwined interactions at personal and societal discourses. Research results unveiled the dominance of external factors in shaping and shifting teacher identity, including students, policies, school leadership and socio-cultural systems. Also, personal identity was more likely to be suppressed while professional identity was vaguely expressed. A comprehensive understanding of teacher identity would give policymakers and teacher educators some justification to revisit current policies and teacher training programs by taking into account individual identities, experiences, and concerns of rural teachers.

From Deficit to Asset-Based Perspectives on Multilingual Learners: A Critical Inquiry in Teacher Education

Preparing teachers to develop a critical lens on educational inequities and to leverage all students’ resources and potential are central projects for teacher education. This case study examines how critical asset-based teacher inquiry in diverse K-12 English and ELD classes, supported by teacher noticing, may support development of equity-oriented teaching for racialized multilingual learners (MLs). We report three themes in preservice teachers’ (PST) practices and reflections that evidence affordances of our assets-focused teacher inquiry design, as well as areas of need in our design and PST learning: (1) centering MLs through unit design and early use of inquiry resources, (2) documenting ML engagement for achievement, and (3) critiquing assessment and context as potential impediments to an assetbased focus. Our study marks both possibilities and need in teacher education for pedagogical innovations and designs that intentionally shape an assets-based perspective on racialized MLs.

Taking Seriously Campus Debates Surrounding Invited Speakers: Open-Mindedness and the Ethics of Inquiry in Higher Education

Context: College campuses in the United States are currently engaged in public and ongoing negotiation of the value and limits of free speech in educational contexts. Responses to invited campus speakers from students, faculty, and campus leaders point to diverging perspectives on the roles and responsibilities of higher education institutions and their members as communities of inquiry. Considering these perspectives raises questions about the epistemic aims of colleges and universities. Purpose: The purpose of this article is to investigate perspectives on the ethics of inquiry and on the value and demands of open-mindedness in higher education. Specifically, I examined one case of an invited campus speaker who sparked considerable debate—Charles Murray’s invited talk at Middlebury College in 2017. Research Design: This study employs the methods of empirically engaged philosophy, a philosophical approach to inquiry that engages with empirical evidence in considering educational aims and implications for institutional structures and policies. I apply conceptual tools stemming from the philosophical theories of knowledge and justice to a thematic content analysis of public statements made by faculty, administrators, and students in the Middlebury case. Conclusions or Recommendations: Through analysis of this campus speaker case, I observed two alternative perspectives on the ethics of inquiry—rational individualism and just collectivism. These two perspectives shared a number of common commitments, including the importance of cultivation of the mind as a primary aim in higher education; the value of open-mindedness, debate, and protest in the pursuit of truth; and the importance of justice, equality, and inclusion. They diverged in their epistemic orientations (individual vs. collective responsibility), their views on the proper bounds of open debate within an institution oriented toward truth-seeking, and what virtuous open-mindedness requires of individuals and collectives. This study contributes to a contemporary understanding of the unique ethical responsibilities of colleges and universities as inquiring organizations, whose members may hold divergent epistemological orientations. By investigating the relationship between open-mindedness, inquiry, and justice in contemporary public discourse in higher education, this study addresses a need for deeper engagement with the philosophical foundations of higher education.

The effect of inquiry teaching approach on scientific process skills of students with intellectual disabilities

In this study, the effect of the inquiry teaching approach on the scientific process skills of students with intellectual disabilities was examined. The study was completed in the 2019-2020 academic year. In this study, multiple case study design from qualitative research methods was used. The study group consisted of nine middle school students with intellectual disabilities attending a special education class. The study process consisted of pre-tests, implementation of activities, post-tests and generalization practices. In order to collect the data of the study, the scientific process skills inventory developed by Özkan (2015), observation and field notes, and the activity observation form developed by the researcher were used. Data analysis includes the process of analyzing and integrating the data obtained from the pre-test, post-test and observations made during the process of the scientific process skills of students affected by intellectual disability. The pre-test-post-test application of the scientific process skills inventory and all of the activities were videotaped and then observed. During the analysis process, performance differences exhibited by students before, during, and after the implementation of activities were evaluated based on transcriptions of video recordings, and necessary notes were taken. Initially, comparisons were made between students' performance behaviors in pre-test and post-test assessments. Subsequently, the development of students' scientific process skills during the implementation of activities was examined through observations, field notes, student work, and video recordings of the activities. Throughout this coding process, particular attention was given to students' performance behaviors in relevant sections of the activities.Video recordings were transcribed and necessary notes were taken. As a result of the research, it was found that the inquiry teaching approach was effective in the development of observation, estimation and scientific communication skills of students with intellectual disabilities except inference skills. In addition, it was observed that students with intellectual disabilities were able to generalize the science process skills they acquired to different subject areas. As a result, it was seen that the inquiry teaching approach was effective in developing the science process skills of students with intellectual disabilities.

Bewildering the legacy effects of Gail Melson’s wild things/animals/children

ABSTRACT This article bewilders dominant discourses about child-animal relations by acknowledging and challenging the work of Gail Melson who positions animals as providing emotional, social and pedagogical support for children. Melson’s psychological approach rests upon implicit assumptions that shape and support anthropocentrism whilst also critiquing a utilitarian approach to animals in educational learning spaces. The legacy effects of this approach are steeped in neoliberal discourse that entangle with pedagogy and practice. Unless modified these effects pass through generations as sticky webs of knowability that are difficult to contest. Research from Australia and Finland, framed by critical posthuman and relational ontologies, unsettles these effects to reconfigure child-animal relations as fluid and situated. ‘Bewildering education’ grants insights into historical political legacies that can be traced in education policy, practice and theory preoccupied with knowledge development, relations and meaning-making around the productive ‘good’ human subject. Child-animal relations expose complex and far-reaching effects of early childhood because processes of becoming and being human with other animals provides spaces for knowing ‘difference’ as a constituting force that disrupts anthropocentric relations with the world. Building a political history of animals that pays attention to agency and ethical relations reconfigures and reconstitutes animal species, not as objects of pedagogical inquiry, but rather as subjects and fellow earth dwellers.

Exploring Science Teachers’ Belief towards Inquiry Based Teaching Learning Activity at Grade –VI

The National Curriculum of Bangladesh (2012) recommends student-centric IBT (IBT) learning activities in the science classroom. However, teaching science in Bangladesh is hardly follows the instructions of curriculum, and most teachers are found not to place adequate emphasis on involving the students in the inquiry process. A possible reason might be science teachers’ belief. The focus of the research questions is to find out firstly, the beliefs of both urban and rural sixth grade science teachers and secondly, the differences between genders and lastly to explore the challenges of IBT. Thereby, a sequential explanatory mixed method was adopted for this study. The participating teachers were from both rural and urban areas. An interview was taken to support statistical and quantitative data for an in-depth explanation. The result revealed that teachers from both urban and rural areas have positive beliefs towards inquiry, and there is no significant difference between urban-rural and male-female teachers. In the case of urban teachers, the challenges were time and classroom management, but not for rural teachers. This study recommends that stakeholders use the inquiry instruction, reshape the training, and provide the teachers with the necessary opportunities for professional development programs in an effective way. Teacher’s World: Journal of Education and Research, 49 (2),135-149

Game-based collaborative scientific inquiry learning using realistic context and inquiry process-based multidimensional scaffolding

ABSTRACT Integrating multidimensional scaffolding into digital game-based learning is expected to address scientific inquiry teaching challenges, simulating real-world complexities to ignite learner interest. This study stands out by using realistic scenarios and multidimensional scaffolding to develop an online collaborative scientific inquiry game, designed based on the scientific inquiry process to create corresponding game mechanics and processes. It leverages cloud technology integration as scaffolding, accompanied by a train maintenance scenario with non-player characters (NPC) to enhance electromagnetism learning for learners. This study involved 90 college students divided into three groups: game scaffolding group (remote gaming teaching activities with NPC-based scaffolding), document scaffolding group (remote case study activities with document-based scaffolding), and no scaffolding group (remote case study activities without scaffolding). The results indicate that providing scaffolding in remote scientific inquiry teaching enhances learning outcomes compared to activities without scaffolding. Learners in the game scaffolding group reported a high level of flow experience, perceived that remote gaming teaching was helpful for scientific inquiry learning, and experienced lower anxiety. Furthermore, learners provided highly positive feedback on the usefulness of multidimensional scaffolding in the game. There were no significant differences among the three instructional activities in terms of flow state, activity anxiety, and the usefulness of scientific inquiry.

Exploring Digital Lifeworlds

Networked Learning (NL), originally presented by Goodyear et al. (2004), has recently been reimagined to embrace a richer, more context-sensitive understanding that incorporates the entangled, emergent and “messy” nature of learning (NLEC, Gourlay, Rodríguez-Illera, et al., 2021). Postphenomenology was cited as one of the multiple methodological frameworks relevant to this redefinition. Matthews (in NLEC, Gourlay, Rodríguez-Illera, et al., 2021) recommends postphenomenology for its focus on human-nonhuman mediation and questions of agency in sociotechnical networks. Similarly, Thestrup & Gislev (in NLEC, Gourlay, Rodríguez-Illera, et al., 2021) draw on postphenomenology to reconceive the learning network as a media ecology where “technology, not being neutral, but multistable (Ihde 1990), mediates the perceptions and actions of the participants (Verbeek 2005), and by that co-shapes the space, the connections, and the network” (p. 346). But what is postphenomenology? This workshop will introduce participants to postphenomenology as a philosophy of technology, a theoretical framework, and a pragmatic approach to doing NL research. Postphenomenology emerged from philosopher Don Ihde’s (1975, 1979) early phenomenological investigations of specific technologies being used in everyday life: chalk, eyeglasses, telephones, etc. His inquiries led to several key discoveries including the occurrence of distinct forms of human-technology-world relations (embodiment, hermeneutic, alterity and background) which can be further characterized by their amplification-reduction structure. Today, Ihde’s approach to studying technologies “phenomenologically, i.e., as belonging in different ways to our experience and use” (1993, p. 34) is known as postphenomenology and has evolved into an increasingly popular posthuman form of qualitative inquiry in education and the social sciences (Aagaard, 2016). As a theoretical framework, postphenomenology views technology not as a neutral tool but as an active mediator in shaping and co-constituting human actions, perceptions, and interpretations including interactions with others and their world (Ihde, 1990; Verbeek, 2005). Peter-Paul Verbeek (2005) expanded postphenomenology to include key insights from Actor-Network Theory, drawing especially on the work of Bruno Latour (1992, 2002), and thereby broadening its theoretical reach to include the morality of hybrid beings and the ethical design of things. As an approach to research, postphenomenology allows for in-depth explorations of how digital technologies mediate educational experiences (Aagaard, 2017; Adams & Turville, 2018). It is especially well-suited to studying how technologies shape ethical actions and decisions (Verbeek, 2011, 2023). Through “investigating how technologies help to shape human practices, perceptions, and interpretative frameworks, [postphenomenology] makes visible a moral dimension of technology itself” (Verbeek, 2023, p. 49). Postphenomenology employs a variety of phenomenological and empirically grounded methods to capture the everyday, lived experiences of different technologies including disciplined observation of humans employing specific technologies (Aagaard & Matthiesen, 2016), “interviewing objects” (Adams & Thompson, 2016) and “thing writing” (Adams & Yin, 2017). Here, doing postphenomenology demands an out-of-the-corner-of-one’s-eye attentiveness to everyday life, “an ear for meaning and an eye for materiality” (Aagaard & Matthiesen, 2016, p. 41, emphasis in original). Postphenomenological analysis often begins by first reconstructing “posthuman anecdotes”, that is, descriptions of human-technology-world interactions as they are lived, then subjecting these “reassembled resemblings” (Adams & Thompson, 2016, p. 31) to a set of postphenomenological analytic tools to help untangle how humans and different technologies in use are mutually shaping and co-constituting each other. Analytics include studying breakdowns (e.g., the “broken hammer” strategy), attending to the invitational quality of things, and discerning the spectrum of human-technology-world (HTW) relations (Adams & Turville, 2018; Adams & Thompson, 2016).