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Teaching Strategies For Improving Student Internet And Keyword Research

Teaching Strategies For Improving Student Internet And Keyword Research

Related:  Resources for Media SpecialistsInformation SkillsResearchresearch strategies

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Doing Internet Research at the Elementary Level One of the hardest things to teach, in my opinion, is research. I have been teaching in a computer lab for going on five years and I have never taught research the same way twice. This is partially because I never teach anything the same way twice, but it's also because each year I learn something new. Sometimes I learn the hard way when things don't pan out the way I planned in the classroom, sometimes I learn because something I didn't plan arose and worked out well, and sometimes its due to my own self-education as I prepare to teach my annual research unit.

Research Process - Elementary - Super 3 I use the attached PowerPoint presentation to teach the research process to first and second grade students. It is called the "Super Three" which is the elementary version of the Big Six. I collaborate with the classroom teacher. When they are assigning a research project to their students I have the teacher bring the class down to the media center. The "end project" is assigned and explained by the classroom teacher (during the "Step 1 Plan" slide on the PowerPoint) while I cover the actual research process.The attached lesson plan and docs are geared to first/second grade but can be adjusted to meet the needs of any elementary student. The first lesson covers print material and the second lesson covers non-print.

Active Learning - Library Instructors' Toolkit - LibGuides at Northwestern University Try adding one or two activities like these in to your session. You can even tie student learning outcomes and some informal assessment in to your activities. For example: 1. Take an example topic sentence and ask your students to help you extract the keywords out of that sentence. Write those on the white board. Keeping Your Library Collection Smelling F.R.E.S.H! Yesterday I had the opportunity to work with a fun group of librarians in the northern part of my state who had some questions about weeding. Specifically, they were concerned about getting rid of old materials when their collections are already small and there's no money to replace the discards with shiny new replacements. I understand this concern, but when it comes to weeding, I err on the side of less being more.

Mr. Breitsprecher's Dewey Challenge Take Our Dewey Challenge! Ready to master Dewey Decimal? Ready to master information science? Are you ready to find your way around virtually ANY library? If you answered "YES", then you can start our online quiz by clicking HERE. Each question shows you a book and has 3 answer choices - choose the one that correctly identifies which general Dewey number the book belongs in. eBooks: Step-by-Step Young readers typically focus on fiction books. Since a couple of my first graders were showing interest in nonfiction books, however, I thought it would be a good idea to introduce the whole class to this genre and take the opportunity to also teach them about nonfiction text features and some basic research steps along the way. To jump start, I randomly distributed a number of nonfiction books (emergent and fluent reader texts, 0.8 to 4.5 AR book levels) on each of our four group tables and asked students to look through the books, noting any differences to fiction books.

University of Texas at Austin Libraries Try some of these activities in your class. You can find more ideas in the Information Literacy Toolkit. Case study: Assign students a case study to problem solve on their own or in groups. Use the debrief from the case to discuss the research process and core concepts rather than introducing them before the activity. Learning Outcome: Students will be able to evaluate websites for authority. Google for Teachers: 100+ Tricks It's Google's world, we're just teaching in it. Now, we can use it a little more easily. With classes, homework, and projects–not to mention your social life–time is truly at a premium for all teachers, so why not take advantage of the wide world that Google for teachers has to offer?

S.O.S. for Information Literacy Students will explore the library media center, and then create a map consisting of neighborhoods and street names to depict the location of materials such as picture books, reference, fiction, nonfiction, etc. Students will then use their maps to locate a specific resource by call number and title. This lesson is designed to help students increase confidence in their research abilities by learning how to locate specific resources in the library and how they may be used. CURRICULUM OBJECTIVES:Social Studies: The student will create a map of the library media center, by using either paper, rulers, and colored pencils or a software drawing program on the computer.Technology: The student will use computer software to create signs for their library. MOTIVATIONAL OBJECTIVES:The student will:-become interested in the research process.-understand the importance of information skills.