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Who This Is For 10th grade to PhD learners—especially Latinas, Afro-Latinas, and Black women and girls—who want to strengthen their thinking, writing, and evidence-building skills while learning to navigate online sources critically and confidently. This is for the learner who has ideas… but wants to back them up with proof. Purpose This module helps learners build execution skills by:
The goal is evidence-based thinking made visible. Portfolio Evidence By the end, learners will have:
Learning Objective By the end of this module, you will: Formulate a focused research question, evaluate and synthesize credible online sources, and write a structured research paper that clearly presents an evidence-based argument relevant to your personal, academic, or professional interests.  “Research Is Power” The library was quieter today. Jasmine stared at her blank Google Doc. Title: Technology and Inequality Cursor blinking. Nothing else. Jasmine: “I don’t even know where to start. There’s so much information online. I Google something and it’s like… 10 million results.” Tia pulled up a chair. Tia: “I went to a research-based university. Let me tell you something—just because someone has a title doesn’t mean they’re teaching you how to research well. Sometimes you have to learn the structure yourself.” Jasmine looked up. Tia continued: “Research isn’t copying information. It’s asking a better question.” Across the table, Ebony chimed in. Ebony: “I do legislative research for clients. I can’t just Google and paste. I have to know: Who wrote this? When? Who benefits from this policy? Research is about impact.” Nadine leaned in, thoughtful as always. Nadine: “When I moved into human interaction design, I had to understand what people feel and need. Research is curiosity structured. It’s asking, ‘Why?’ and actually listening to the answer.” Nicole Bakula smiled. Nicole: “As a UX researcher, my job is literally to discover the ‘why’ behind what people do. If you tell me your favorite app, I want to know why you love it. What problem does it solve? What experience does it create? That’s research.” She paused. Nicole: “And as minorities? We already research. We ask each other: ‘Did that happen to you too?’ That’s qualitative research. We just have to bring it into professional spaces.” Jazmin nodded energetically. Jazmin: “I loved research. I didn’t even know it was my strength at first—writing, reading, analyzing. But it was research that helped me position myself. I once read a book about immigrant communities that finally explained my family’s story. Research gave language to my experience.” Sharlene crossed her arms thoughtfully. Sharlene: “Research is also about understanding community. If you want to build programs or market to Latino communities, you need to know who they are. Numbers alone aren’t enough. Context matters.” Njoki added softly: Njoki: “I research all the time—Google for products, scroll to understand trends, read articles to stay updated. But the difference between scrolling and research? Intention.” Jasmine exhaled. Jasmine: “So it’s not about finding everything. It’s about finding what answers my question.” Tia smiled. Tia: “Exactly. So don’t write ‘Technology and Inequality.’ That’s too big. Try this: ‘How does access to digital tools reduce educational inequality in small communities?’” Jasmine’s fingers started moving. Nicole leaned over: Nicole: “There is always space for you at the research table. Take it.” And for the first time, Jasmine didn’t feel overwhelmed. She felt focused. Research had entered the room.  Module Activities: Ask → Investigate → Write → Justify → Archive
Step 1 — Narrow Your Research Question (15 minutes) Too broad:
If your question cannot be answered in 5–7 pages, it’s too broad. Step 2 — Source Sprint: Find 6 Sources (30 minutes) Find:
Research is not just about collecting information. It is about how knowledge is created, whose voices are centered, and how stories are told. Historically, research has sometimes excluded, misrepresented, or harmed communities of color. As emerging researchers, especially as Latinas, Afro-Latinas, and Black women and girls, we approach research differently — with care, context, and accountability. Before you begin writing, pause and reflect: Ask Yourself:
Ethical Commitments for This Module:
It is about seeking truth with integrity. As Nicole reminds us, minorities often approach research differently — we check in with community, we ask, “Did you experience this too?” That instinct is powerful. Bring that awareness into your academic and professional writing. When you research with responsibility, you are not just completing an assignment. You are practicing ethical leadership. Optional Reflection Prompt (for high school learners) “What responsibility do I have when I write about this topic?” Step 3 — Annotate Before You Write (30 minutes) For each source, write:
Step 4 — Draft Structure (Build Sprint 1 – 40 minutes) Use this scaffold: Title Introduction
Step 5 — Cite + Justify (20 minutes) Choose citation style (MLA, APA, Chicago). Write one sentence: “I structured my argument this way because…” That is metacognitive execution. It means you are paying attention to your own thinking—understanding why you organized your ideas a certain way and how you chose to support your argument. Step 6 — Reflection Caption (10 minutes)
Deliverables Checklist
Mini Rubric (Portfolio-Based Evidence) Complete (Meets Goal)
Instructor/Facilitator Notes For 10th–12th Grade:
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Build It Messy: Your First Blog Post (and Your First Proof) Who this is for 10th grade to PhD learners—especially Latinas, Afro-Latinas, and Black women/girls who are self-starters, creative, and ready to move from “consuming content” to publishing something real. Purpose This module helps learners build execution skills by completing a minimum viable blog and publishing a first post—without getting stuck in perfectionism. Portfolio EvidenceBy the end, learners will have:
Learning Objective By the end of this module, you will publish a short blog post that shares a personal, academic, or professional insight, and you will practice digital literacies (asking questions, note-taking, communicating, DM’ing, and justifying decisions) to move from idea → draft → publish.  “From Tabs to Truth” Jasmine sat at the library table with her laptop open, headphones on, and a notebook full of half-finished ideas. A sticky note on the edge of her computer read: START A BLOG. Under it, she’d scribbled: But what if it’s not good? Her browser looked like a crowded room—YouTube tutorials, “Best Blogging Platforms,” “How to Write Like a Pro,” “How to Grow an Audience Fast.” Fifteen tabs. No post. Tia walked by with that calm, steady energy she always carried—like someone who had learned to build through the nerves. Tia: “Jasmine… how many tabs you got open?” Jasmine groaned. Jasmine: “Don’t judge me. I’m trying to do this right. Like… the right platform, the right theme, the right voice… I keep researching and I still haven’t written anything.” Tia leaned in, smiling—not in a “gotcha” way, but in a “I’ve been there” way. Tia: “Listen. When I was in undergrad, I had to create a blog for my internship. I documented my experience and wrote about marketing. It wasn’t perfect. But it was real. That blog helped me get over myself.” Jasmine blinked. Jasmine: “So you didn’t have the perfect setup first?” Tia: “Baby, I had a draft and a deadline. That’s what made it real.” Across the room, Dominique overheard and rolled her chair over, warm but direct. Dominique: “Can I tell you something? I used to blog on Medium—just little snippets of my life and how I got into tech. Then I started sharing more about what it’s like working in the industry… the good and the challenging parts, especially as a woman of color.” Jasmine’s eyes widened. Jasmine: “But weren’t you nervous? Like… what if people judge you?” Dominique nodded like she respected the fear, but didn’t let it drive. Dominique: “Of course. But blogging gave people a way to reach out. Sometimes they’d DM me with questions, and we’d end up having real conversations—about interviews, about getting a foot in the door. The blog wasn’t just content. It was connection.” Nadine, who had been listening quietly, added her signature “professional lens” with a small laugh. Nadine: “Also… not all learning needs to come from random influencers. Sometimes I prefer learning from seasoned professionals—the people with years of experience. But you know what? Even professionals start with drafts. Your first post isn’t your final form.” Njoki raised her hand from the other table like she was calling a meeting to order. Njoki: “And honestly? The best reason to start a blog is purpose. If you’re excited, passionate—give yourself a reason to create. Your blog can grow with you. You can even add code later if you want.” Tia tapped Jasmine’s notebook. Tia: “Okay. New rule. Close ten tabs. Keep one. Then write one post. A messy first post is better than a perfect idea living in your head.” Jasmine exhaled—like she’d been holding her breath for weeks. Jasmine: “Alright. One post. Messy. But mine.” Dominique smiled. Dominique: “That’s it. Publish something you would’ve needed when you were starting.” And just like that, Jasmine opened a blank document. One title. One paragraph. One truth. Execution had entered the room. How many tabs are open in your mind right now? Module Activities: Build → Share → Reflect → Archive
Step 1 — Choose Your Blog Topic (10 minutes) Pick one lane: Option A: Personal
Step 2 — Define “Done” (5 minutes) Your post is DONE when it has:
Step 3 — Pick Your Platform (10 minutes) Choose based on ease, not aesthetics:
Step 4 — Build Sprint 1: Write the Ugly Draft (25 minutes) Timer on. No researching. Use this scaffold: Title: Hook (2–3 sentences): Section 1: What happened / what I noticed Section 2: What I tried / what I learned Section 3: What I recommend / what I’m doing next Closing: One sentence to the reader (“If you’re like me…”) Step 5 — Build Sprint 2: Light Polish + Add One Proof (20 minutes)
Write 1 sentence: “I chose to publish this now because…” Step 6 — Connection Moment (10–15 minutes) Choose ONE: Option A: CommentLeave a thoughtful comment on a blog post by a Latina, Afro-Latina, or Black woman creator. Option B: DM (Template)“Hi ___, I’m building a small blog as part of my portfolio. Would you be willing to share one tip on what makes a post clear or impactful?” Option C: Peer FeedbackAsk a friend/classmate: “What’s one part that resonates? What’s one part that’s unclear?” Step 7 — Publish + Archive Portfolio Proof (10 minutes) Upload/save:
Deliverables Checklist (for learners)
Mini Rubric (Portfolio-Based Evidence) Complete (Meets Goal)
Instructor/Facilitator Notes (Optional) To support younger learners (10th–12th):
High Difficulty | Infrastructure | Long-Term Sustainability | System Building
These are the most complex because they require vision, technical design, systems thinking, and ongoing management.
Why Level 4?
This is “build a system.” Moderate–High Difficulty | Leadership | Coordination | Instructional Design
Now we move into multi-person systems, planning, and leadership.
Why Level 3?
Builder → Facilitator → Strategist Moderate Difficulty | Audience Engagement | Brand Development
These projects move from building for yourself to building for an audience.
Why Level 2?
“I made something.” to “I shared something.” Low–Moderate Difficulty | Individual Execution | Skill Application
These projects require initiative but are primarily solo, skill-based, and execution-focused. They build confidence and tangible artifacts.
Why Level 1?
“Don’t let perfection stop you. Build the draft. Publish the post.” Examples of Digital Literacies and Reflection & Writing Prompts: Review the examples of digital literacies. Reflect on the corresponding prompts and write out your responses. You are welcome to skip any of the prompts that do not apply and jump to the "guiding questions for online search" to learn more about how others demonstrate the digital literacies.
1. Design Research
Examples of Digital Literacies and Reflection & Writing Prompts: Review the examples of digital literacies. Reflect on the corresponding prompts and write out your responses. You may use those selected or choose new ones later on in the lesson. You are welcome to skip any of the prompts that do not apply and jump to the "guiding questions for online search" to learn more about how others demonstrate the digital literacies.
1. Broadcast
Examples of Digital Literacies and Reflection & Writing Prompts: Review the examples of digital literacies. Reflect on the corresponding prompts and write out your responses. You are welcome to skip any of the prompts that do not apply and jump to the "guiding questions for online search" to learn more about how others demonstrate the digital literacies.
1. Create
Examples of Digital Literacies and Reflection & Writing Prompts: Review the examples of digital literacies. From the list below, select 5 to explore further throughout the lesson. Based on your selections, reflect on the corresponding prompts and write out your responses. You may use those selected or choose new ones later on in the lesson. You are welcome to skip any of the prompts that do not apply and jump to the "guiding questions for online search" to learn more about how others demonstrate the digital literacies.
1. Beta Testing
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AuthorThis blog post was created through a collaborative effort, incorporating valuable insights from contributors, prompt engineering and editing by Dr. Jordan, and the assistance of Janiyah GPT and Gemini for generating and refining content. ArchivesCategories |
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