Dear Readers,
Is the truth really out there? This is the seminal question that was flashed across the
screen during the credits of every episode of the X-Files. While investing a good part of one of
my summer vacations into this show, it finally hit me that I needed to incorporate this subject
matter into my classes. Eight full seasons of seeing that seminal question. It is mysterious,
contemporary and surprisingly relevant at this point in time. I set down and compiled a list;
relaying topics from my own interest in the subject and some that were suggested by my favorite
show, everything from the conspiracies relating to assassinations of key political figures in our
government to Bigfoot and the Mothman. I knew that students would instantly gravitate toward
the ominous nature of the subjects covered in this list. I only hoped that marrying MLA Format
with conspiracy theories would help students be invested in this process while also learning skills
they needed for college. Would it work? Thankfully, it did.
I began this research project with my students three years ago during my second year of
teaching. Rough patches aside, students really seemed to be invested in the task of researching
topics that seemed so unorthodox to them. MLA research and writing suddenly became
interesting if it involved aliens and the Jersey Devil. I remember thinking after the initial class of
researchers; I need to make this bigger, more relevant. So, with the next batch of students, I
added a presentation requirement to the project. This seemed to be the next logical step in
making sure students are invested in this project. I thought about students giving synopses of
their topics with elegantly structured arguments revealing their evidence and claims to the
audience. Now students could incorporate evidence like images and videos, all the while sharing
their research with their peers. Students were engaged in this process. Upon observations of my
first set of presentations, students were eager and willing to share their research with others while
the audience was eager and willing to question the presenter and think critically about the
evidence being presented. At this point, I knew that this idea was an effective way to present a
rather boring concept in a new light. MLA research and writing suddenly became interesting if it
involved aliens and demonic possession. After continuing with this format for two years, I felt
like it was time to change things again. Could I add another component to this project without
students feeling burned out in relation to their topics?
This brings us to the present day. I am thinking about my students working on this
additional component. They have completed their MLA Format research papers. They have
delivered their presentations to an audience and confidently fielded questions from them. Now,
they are piecing together a digital publication to share with the rest of the world. What better
way to make sure others see and hear the research and evidence of my students? As I hear the
ideas that are being expressed by my students, one thing is clear: creativity and self-directed
learning is at home with this assignment and its aliens, Bigfoots and Loch Ness Monsters.
Good Stuff!
John Spillman
Superintendent Spillville City Schools