Donna Frost

Design and methods 115 4 Collaborative meaning making within the CCCI: step by step The eight steps in this process took place within and alongside the phases of the CCCI lemniscate cycle. Although generally enacted during CCCI meetings, represented by the blue loop in the lemniscate (summarised in Figure 4 . 4 and shown in detail in Figure 4 . 5 ), they were grounded in the practice and inquiry activities which had occurred during the practice cycle, represented by the red loop (also shown in both illustrations). In each explanation below the relevant phase of the lemniscate cycle is noted. 1. Pre-CCCI meeting: complete practice loop of the CCCI lemniscate This step occurred in practice and involved the completion of the lower loop of the CCCI lemniscate. In this way the process of meaning making, laying the groundwork for analysis, began with and was grounded within experiences in professional practice. As explained previously, moving through the practice loop could take place individually, together with a co-inquirer or, to some extent, with another person outside the inquiry group. 2 . Pre-CCCI meeting: prepare presentation (step i of the CCCI lemniscate, ending the practice loop and transitioning into the meeting loop) Inquiry group members prepared for the CCCI meeting by making a presentation not more than five minutes long based on the data generated during the practice inquiry loop. Therewere no ‘rules’ as to formor style: the presentation could take the form the presenter felt to be the most useful, evocative or effective. Presentations could include practice stories, narrative (re-)constructions, creative expressions made during practice or afterwards to capture and/or express the essence of the experience or the message, a found poem or object used as a metaphor or symbol, PowerPoint slides or anything else that the presenter deemed helpful. In creating the presentation we were articulating our learning, insights and questions, represented in the lemniscate by step i (Figure 4 . 5 ), at this stage to ourselves in preparation for sharing with the rest of the group. The presentations were prepared individually. Where two people had inquired together in practice it was generally the person in the role of practitioner-inquirer who prepared the presentation. On occasion and when agreed beforehand the observer-inquirer took on the role of preparing the presentation. Importantly, the presenter or duo concerned was ‘in charge’ in terms of what was shared and what was kept private. There was no requirement to share anything. Each individual could opt out completely, if wished, and not present anything.