[K-6] 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. I begin teaching research skills in third grade -- just at the time where my students' reading skills are such that they can feel successful and just at the time when they have mounds and mounds of natural curiosity. In the past, I have done your typical find-information-and-regurgitate-it-to-me kinds of projects, all in the name of teaching students how to locate information. Choosing a Topic, Creating Keywords and Search Terms

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Related: Teaching Research

Put an End to Plagiarism in Your Classroom According to a report by Plagiarism.org, "Studies indicate that approximately 30 percent of all students may be plagiarizing on every written assignment they complete." Kids plagiarize for a variety of reasons. Some kids are lazy, some are unmotivated, some are disorganized, and some just don't understand what plagiarism really is. A WebQuest Starter on the Shah of Iran: Background for Marjane Satrapi's Graphic Novel Persepolis by Lisa Wynn, IUPUI In groups, you will research the Shah of Iran (Mohammad Reza Pahlavi)--especially his role in government and reasons for his eventual overthrow and exile. To continue with the ongoing theme of "Struggles and Solutions", we have read Marjane Satrapi's graphic novels, Persepolis I and Persepolis II. In groups of 4, you will create a graphic journal that will be published as part of a class wiki.

The Top 10 Reasons Students Cannot Cite or Rely On Wikipedia 10. You must never fully rely on any one source for important information. Everyone makes mistakes. All scholarly journals and newspapers contain “corrections” sections in which they acknowledge errors in their prior work. And even the most neutral writer is sometimes guilty of not being fully objective. Thus, you must take a skeptical approach to everything you read. Purdue OWL This page is brought to you by the OWL at Purdue University. When printing this page, you must include the entire legal notice. Copyright ©1995-2018 by The Writing Lab & The OWL at Purdue and Purdue University. All rights reserved.

Gaining Background for the Graphic Novel Persepolis: A WebQuest on Iran ReadWriteThink couldn't publish all of this great content without literacy experts to write and review for us. If you've got lessons plans, activities, or other ideas you'd like to contribute, we'd love to hear from you. More Teach Information Literacy & Critical Thinking! Are you spending a lot of time helping your students do information research? Do they know the differences between scholarly and popular materials? Are they... Elementary Research Rubric University of Wisconsin - Stout — Schedule of Online Courses, Online Certificate Programs, and Graduate Degree Follow us on

Copyright for Educators SlideShare with Audio <div class="greet_block wpgb_cornered"><div class="greet_text"><div class="greet_image"><a href=" rel="nofollow"><img src=" alt="WP Greet Box icon"/></a></div>Hello there! If you are new here, you might want to <a href=" rel="nofollow"><strong>subscribe to the RSS feed</strong></a> for updates on this topic.<div style="clear:both"></div></div></div> I’ve used the SlideShare “synchronization tool” to sync up the recorded audio from my ITSC 2009 session “Copyright for Educators” with my slides. Referenced links for this session are available on my presentation wiki page. This is the first SlideShare I’ve synchronized like this to recorded audio.

TeachersFirst: Embracing Reseach - Primary Students Research/Information literacy projects with primary students Do your students understand the difference between reading fiction and reading informational texts? How much practice have your students had reading for information? It is essential that students have some background knowledge of the text features they are likely to encounter in reading non-fiction texts while doing research. If you have not already taught a series of mini-lessons about the table of contents, index, sidebars, captions, guide words, diagrams, glossary, comparisons, cross-sections/cutaways, maps, and charts you should consider doing so before asking students to complete research. Knowing the purpose of each of these features or conventions and how they help the reader gives your students a distinct advantage in tackling many informational texts.

Copyright and Schools Here's a nice, interactive website from the UK laying reasonably clear guidelines (well, as clear as copyright ever gets). But, as usual with most of these sites, it answers the easy questions and leaves the murkier ones still unanswered. For example, what to do with YouTube videos in an interactive iBooks project that will be published online. Dilemmas, dilemmas. UPDATE: I found a good link from Australia specifically addressing YouTube. Here's the gist, I think, (at least for our project): Generally you may embed a link to a YouTube video on another website.

TeachersFirst: Embracing Reseach - Middle School Research/Information literacy projects with students in middle grades How will you help students to build a good search? You might want to begin by showing the short video Web Search Strategies in Plain Englishproduced by Common Craft. Search terms, keywords, relevant vocabulary and related topics can be organized using a mindmapping tool like MindMeister or Drop Mind. How will your students know whether the web content they find is worthwhile? Digital Literacy and Citizenship Curriculum – Know your web – Good to Know – Google At Google we believe in the power of education and the promise of technology to improve the lives of students and educators -- leading the way for a new generation of learning in the classroom and beyond. But no matter what subject you teach, it is important for your students to know how to think critically and evaluate online sources, understand how to protect themselves from online threats from bullies to scammers, and to think before they share and be good digital citizens. Google has partnered with child safety experts at iKeepSafe, and also worked with educators themselves to develop lessons that will work in the classroom, are appropriate for kids, and incorporate some of the best advice and tips that Google's security team has to offer. Class 1: Become an Online Sleuth In this class, students will identify guidelines for evaluating the credibility of content online.

TeachersFirst: Embracing Reseach - Grades 3-5 Research/Information literacy projects with students grades 3-5 Do your students understand the difference between reading fiction and reading informational texts? How much practice have your students had reading for information? It is essential that students have some background knowledge of the text features they are likely to encounter in reading non-fiction texts while doing research. If you have not already taught a series of mini-lessons about the table of contents, index, sidebars, captions, guide words, diagrams, glossary, comparisons, cross-sections/cutaways, maps, and charts you should consider doing so before asking students to complete research. Knowing the purpose of each of these features or conventions and how they help the reader gives your students a distinct advantage in tackling many informational texts.