Research Process Models We know from decades of studies that when people do research, they follow a process with some predictable stages. There are many models of this process. Here are three. As you read, think about what these models have in common. The Search Process Model 1 Step 1: Choosing a Topic and Asking Questions Define your research problem, explore topics, do some background building, and create questions to guide your research. Step 2: Identifying resources Figure out what resources you’ll need to best answer your questions and solve your research problem. Step 3: Planning your search Narrow or broaden your topic, create subject and keyword lists to search, prioritize your questions, create interview questions, schedule interviews, and organize your search time. Step 4: Hunting and Gathering Gather all the information you think you’ll need. Step 5: Sifting and Organizing Decide what to keep, what to leave out, how to record the information, how to organize your notes into useful parts.
S.O.S. for Information Literacy A New Way of Looking at Public Library Engagement in America The Pew Research Center’s Internet Project has intensively studied the changing world of public libraries for the last three years. The first stage of our research explored the growing role of ebooks, including their impact on Americans’ reading habits and library habits. Our second stage examined the full universe of library services, as well as what library services Americans most value and what they might want from libraries in the future. In March, we released a report from our third and final stage of research—the fruits of a representative national survey of 6,224 Americans ages 16 and older. provision of digital content is certainly a key element of the services that make libraries useful. This approach is a little new for us. Instead, we used statistical analysis to cluster individuals into groups based on their usage of, views toward, and access to libraries, in order to discover larger insights about how libraries fit into American culture. Other insights in the data
Information Literacy for Littlies From the time they are born children are innately curious and as soon as they are able to articulate the words, they ask questions so they can make the connections they need as they try to make sense of their world. As the nearest adult we try to help them with the answers. When the child comes to school they know they are going to learn to read not only so they can enjoy stories for themselves but also so they can answer their own questions. So how can we help them do this right from the get-go? Can we do more than just allowing them access to the non fiction section of the library? How can we help them ask quality questionsfind appropriate resourcesidentify their purposeuse clues and cues to choose the information they needsort their informationshare their learningassess their workact on what they’ve learned to seek, evaluate, create and use information effectively to achieve their personal,. social, occupational and educational goals
21st Century Skills Explore these powerful tools to help reach your goals. THE PIPELINE: Influence--7 Rules (And You Can’t Just Do One!) They always say that in polite company we don’t talk about politics, religion, or sex. Because, well, it runs the risk of offending someone and sparking fights and passionate opinion. I never believed that, and I love engaging in the good fight for the rights associated with the basic human condition. That said, when we talk about school library funding, you can get a similar reaction. Some say it’s like the weather: Too many people talk about it but few really do anything about it. In today’s world, access to information, learning, and technology is a human right in an advanced civil society and especially in a democracy where an informed and educated electorate is critical. Nearly everything we do requires more influence and oversight than it used to. So, here’s a short list of what leaders have built and tried in our profession to influence the success of libraries for learners: 1. Lord knows we have impact studies coming out of the horn of plenty like a tornado spins off cows. 2. 3.
Approaches to Information Inquiry Models and Process for Information Inquiry Many educators and librarians have designed models to illustrate how teachers and learners act in information inquiry situations. Other models have been developed for processes such as instructional design, thinking, and writing. During the 1980s educators and librarians experienced a surge of interest in information skills. In 1985, Ann Irving discussed this idea of cross-curriculum connections in a book titled Study and Information Skills Across the Curriculum. Irving stressed a resource-based learning approach that emphasized addressing individual differences in teachng and learning style. Nine Step Information Skills Model by Ann Irving Although many other models came after Ann Irving, her Nine Step Information Skills Model continues to be used in schools. Formulating Identifying Tracing Examining Using Recording Interpreting Shaping Evaluating Read Chapter 7: Modeling Recursion in Research Process Instruction by Sandy L. Personal Models
The Power of Data: An Introduction to Using Local, State, and National Data to Support School Library Programs - Books / Professional Development - Books for School Librarians - New Products This title is also available for purchase as an e-book or as a print/e-book bundle. 88 pages 6” x 9”SoftcoverISBN-13: 978-0-8389-8617-2 Year Published: 2012AP Categories: F, H The Power of Data discusses the use of data sets to establish goals for school library programs. Highlighting data available at the local, state, and national levels, the book takes a look at how school librarians can use available data to influence decisions at the local level. About the Authors The American Association of School Librarians (AASL), a division of the American Library Association (ALA), promotes the improvement and extension of library services in elementary and secondary schools as a means of strengthening the total education program.
6 elements of a successful iPad implementation By Samantha Messier and Stephanie Schroeder 11/17/2014 Topics: Mobile Learning, 1-to-1, Professional learning As more districts across the United States move to 1:1 initiatives, a common barrier is financial resources, and a common temptation is to regard these initiatives as technology enterprises rather than instructional transformations. In a three-year pilot project, the Boulder Valley School District (BVSD) addressed these challenges by implementing a creative approach designed to entice public funders by providing all students with equitable access to digital devices. A key feature of our model was synergy among multiple, interdependent program elements: Community engagement A strong instructional model Digital devices and apps for students Logistical support Guidance toward high-leverage resources Ongoing, embedded professional development None of these elements alone is sufficient. 1. We also made every effort to include one of the most important stakeholder groups: parents.
icts-sc / The Simple Four The Simple Four is a problem-solving research model developed for South Carolina and works with the research and inquiry standard (Standard 6) in the 2007 ELA Academic Standards. Step 1: PLAN (Planning means that students are engaging the topic or assignment and deciding what they know about the topic; what they want/need to know about the topic; and what information they need about their topic to complete their assignment or research project.) Students demonstrate the ability to: Step 2: Act (As students ACT ontheir plan, they must prioritize their list of possible sources of information, find those resources, engage the resources, to extract the relevant information and then evaluate the information for credibility, authority, and relationship to the topic or assignment.) Step 3: Organize (When students ORGANIZE their information, they make decisions about that information and their topic or assignment. Step 4: Reflect
Literature Review Searching in Education | Get Help with a Subject There are three places to search for peer-reviewed articles: GALILEO, Google Scholar and Open Access Journal sites. Here are the details: GALILEO Databases: The UGA library subscribes to over 400 research databases in GALILEO; some are multidisciplinary, others are discipline-specific. Google Scholar: Google Scholar is a subset of Google that searches only scholarly journals and books. GS strengths: A strong search engine that can search the full text of books and articles, including open access journals (see below).GS weaknesses: Since it doesn't provide a list of the journals it covers, there is no way to know how comprehensive it is. Open Access Journals: A relatively new model of publishing called "Open Access" charges the author for publication rather than the reader, so these articles are 'free' to you.
MLA Formatting and Style Guide Coming Soon: A new look for our same great content! We're working hard this summer on a redesign of the Purdue OWL. Worry not! Our navigation menu and content will remain largely the same. Summary: MLA (Modern Language Association) style is most commonly used to write papers and cite sources within the liberal arts and humanities. Contributors: Tony Russell, Allen Brizee, Elizabeth Angeli, Russell Keck, Joshua M. The following overview should help you better understand how to cite sources using MLA eighth edition, including the list of works cited and in-text citations. Please use the example at the bottom of this page to cite the Purdue OWL in MLA. Creating a Works Cited list using the eighth edition MLA is a style of documentation based on a general methodology that may be applied to many different types of writing. Thus, the current system is based on a few guiding principles, rather than an extensive list of specific rules. Here is an overview of the process: Author Said, Edward W. Number
Reintroducing students to Research Reintroducing Students to Good Research Barbara Fister Lake Forest College November 7, 2001 I’m very pleased to be here today for a campus-wide conversation about something central to liberal learning. Lately it has acquired the label “information literacy,” a phrase I’m not particularly fond of for a two reasons: the words “information” and “literacy.” Assumptions about research as part of an undergraduate education When we started rethinking how we do this at Gustavus Adolphus College, we first sat down with faculty and defined some assumptions we have about the role of independent inquiry in an undergraduate education. First, we think research, broadly defined, is a valuable part of an undergraduate education. Second, taking a leaf from our experience with writing across the curriculum, we recognize that research is situated in disciplinary frameworks and needs to be addressed in terms of distinct research traditions. Making skeptics Writing beyond academic discourse