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(or even an outline, or notecard)

Students DON'T:

  • value the purpose of research
  • know what a database is
  • "get" the differences between db & search engines
  • understand the reason for citations and bibliographies
  • understand what an authoritative source is

Students DO:

  • expect information to come quickly
  • like using electronic sources over paper
  • thank you for making it easier!

Teachers DON'T

  • mind help
  • understand many "print" resources can be online
  • want to carry piles of papers and notecards
  • (generally) like to teach research
  • view technology as a tool or aide

Teachers DO:

  • want help from the library but are pressed for time
  • want students to use "paper" resources
  • like having their work load reduced

In Planning Stage:

  • Teacher & Librarian work together
  • Develop overview of whole lesson

In Lesson:

  • Overview for student
  • Set the path of learning

Previewing, examining prior knowledge, brainstorming, developing initial questions

  • Deadlines
  • Rubrics
  • Expectations

Search Engines vs.

Database

Tips from Google:

Less Is More!

Less is More: 1 or 2 word searches give you the broadest results. Start with short search terms, then narrow by adding more words.

Case SeNsiTivE? NOt!

Searches Are NOT Case SeNsiTivE. A search for new york times is the same as a search for New York Times.

No $*@! Needed

Don't Bother With Punctuation: Search ignores punctuation. This includes @#%^*()=[]\ and other special characters

Automatic Spill Chick

Auto Spell Check: Google's spell checker automatically defaults to the most common spelling of a given word, whether or not you spell it correctly.

Use Descriptive Words

Use Descriptive Words: The more unique the word, the more likely you are to get relevant results. Even if the word has the correct meaning, if it's not the one most people use, it may not match the pages you need.

  • Applying critical thinking
  • Refining keywords
  • Questioning deeply
  • Problem solving

what makes a credible author?

what makes a valid source?

what is a good paraphrase or summary?

what needs cited and how?

Ongoing throughout project

do I have enough sources?

what are other keywords I can use?

am I keeping pace with the project?

am I answering my research question?

Make database access easy

Preplan with teacher:

  • help i.d. resources ahead of time
  • suggest tools to help save time
  • offer to teach (and grade!)

Have a solid, useful library webpage

  • Brush up on Web 2.0 skills
  • Have handouts or web tutorials

Scan databases for articles

Utilize email tools (if available)

EBSCO folder

not all resources will be print

"Competent readers can synthesize information from a variety of sources including print, audio and visual."

Common Core L.A. standard

Assessing, Clarifying, Categorizing, Synthesizing, Interpreting

teach them to ask, "does this source answer my research question?"

teach kids to paraphrase...but still cite

...not use synonyms...condense, and get to the point.

encourage them to find more sources that make the same point

students need help outlining

and USING the outline to find gaps in their research

Make knowledge useful

  • Relating to bigger picture
  • Seeking global perspective
  • Considering impact
  • Connect understanding to the real world.
  • Consider diverse and global perspectives in drawing conclusions.
  • Collaborate with others--make new understandings, solve problems, create, evaluate

Not all research leads to a written report.

5 page paper understanding

Important for teachers and students.

Teachers:

  • what part of the planning process worked well?
  • what part of the lesson would you revise? why?
  • what tools were not well suited for this assignment?

Student:

  • reflect on work (before you turn it in!)
  • reflect on overall assignment
  • Evaluating results
  • Assessing learning process

Web 2.0 allows for ongoing evaluation,

teacher feedback, & easy editing

Collect feedback

about the process:

what worked well?

were databases useful?

what do you know now, that you wish you knew at the beginning of the process?

what search strategies worked best for you?

as a learner, what would you do differently or the same next time?

Collect feedback

about the project:

were the directions clear?

was the purpose of the project clear?

what tools were most useful?

Web 2.0 sites mentioned today:

weebly http://www.weebly.com

google sites, docs http://www.google.com

NoodleTools (subscription): http://www.noodletools.com

GlogsterEdu http://edu.glogster.com

WallWisher http://www.wallwisher.com

bubbl.us http://bubbl.us

Ebsco (INFOhio) http://www.infohio.org

Learning Commons (INFOhio) http://learningcommons.infohio.org

TRAILS http://www.trails-9.org

Research Project Calculator (INFOhio) http://www.infohio.org

Pagekeeper http://www.pagekeeper.teachingmatters.org

PageFlakes http://www.pageflakes.com

Wikispaces/PB Wiki http://www.wikispaces.com

or http://www.pbworks.com

Google Earth (download to local computer) http://earth.google.com

SpicyNodes http://www.spicynodes.org

Discovery Portal inside your INFOhio catalog

Formative Assessment!!

Pre assess "Know your audience"

http://www.trails-9.org

Observations:

Discover/Develop an Overview

D

Language Arts, Research and 21st Century Skills

Want to Learn More?

Investigate

I

Background Reading

Helps determine depth and breadth of topic

Helps identify key words & related topics, dates

Information Literacy takes front stage:

Graphic Organizers

http://bubbl.us

Building basic understanding

Narrowing Topic

Search words that are most likely to appear on pages for best results. For example, use headache instead of "my head hurts" for terms medical sites would use

http://www.google.com/insidesearch/features.html#spell

Tools of the Trade

Site Search: Precede your query with site: if you know you want your answer from within a specific site or type of site (.org, .edu). For example: site:edu or site:nytimes.com.

Find Related Pages: Use the related: operator to find pages that have similar content by typing related: followed by the website address. For instance, if you find a website you like, try using related:[insert URL] to locate similar websites.

The * Effect: Put an asterisk * in a phrase or question you want completed and we'll fill in the blanks. For example, you can find the lyrics to a song even if you only remember a few words.

How to Narrow Results

A

Analyze

http://learningcommons.infohio.org/

Take time to visit "Things" 3, 5, 11 & 14.

Also be sure to visit the Learning Skills tab.

http://bubbl.us

we need

Karon Lippincott lippinck@mcsoh.org

Locate/Explore

L

  • students struggle to be organized
  • they do little at home
  • students are unfamiliar with the research process but pick it up over time
  • collaborative technology helps
  • teachers love 24/7 access
  • Use same passwords for those outside of INFOhio
  • Have handouts with web addresses & pw for home use
  • Align free database trials with big projects

http://pagekeeper.teachingmatters.org/home

http://sites.google.com/site/medinabeelibrary/

Prepare library:

Prepare online accounts

Prepare students:

  • Identifying/locating sources
  • Exploring relationships

Organize

Apply

to have

O

NoodleTools

Traditional Notecards

ALA Learning Standards

Globalize

G

Develop understanding and deep comprehension

Construct new knowledge

Understand/Reflect

Communicate new understandings

Google Earth Lit Trip or History Tour

http://historytours.wikispaces.com

Create

Reflect

U

Formative Assessment!!

Evaluate

http://www.usi.edu/distance/bdt.htm

E

http://sites.google.com/site/medinabeelibrary/

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