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Enhancing Secondary Research Skills for Information Literacy

This article explores key points in secondary research, emphasizing the importance of evaluating information, ethical guidelines, and incorporating media literacy. It also discusses the need for purposeful searching, effective organization and collaboration, and the synthesis of information to solve problems.

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Enhancing Secondary Research Skills for Information Literacy

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  1. English SOL Institute • Secondary Research Strand Technology as a Research Tool Lisa Torrey

  2. Secondary Research • Key Points in Research • Critically evaluate the accuracy, quality, and validity of the information • Frame, analyze, and synthesize information to solve problems, answer questions, and generate new knowledge

  3. Secondary Research • Key Points in Research • Citation of primary and secondary sources begins in grade 6 • Consequences of plagiarism, following ethical and legal guidelines for gathering and using information stressed grades 3-12

  4. Secondary Research • Key Points in Research • Each research “product” does not have to be a paper • Incorporate Media Literacy into research • Research is now tested on the Writing SOL test

  5. QuickWrite • Think back to your memories of conducting research and writing a research paper when you were in high school. What was the process like? How do you think that process has changed for high school students today?

  6. Information Literacy • Are your students information literate? • Are you?

  7. Information Literacy • “Research shows that students primarily use one search engine and then only look at the first page of results. They can quickly give up or settle for something “close enough” when they don’t find the information they’re looking for. Huge amounts of time are being wasted in searches void of the rigor of research.” • ~Alan November. “Web Literacy: Where the Common Core Meets • Common Sense”

  8. Three Pillars • Purposeful search:Using advanced search techniques to narrow the scope and raise the quality of information found on the web. • Effective organization and collaboration: Being able to organize all of this information into a comprehensive and growing library of personal knowledge. • Sharing and making sense of information: Sharing what we find and what we learn with the world, and using the knowledge of others to help us make more sense of it all. • -Alan November “Why More Schools Aren’t Teaching Web Literacy--and How They Can Start”

  9. The Purposeful Search: Just Google it! • Googletips • Google Custom Search

  10. The Purposeful Search: Twitter • Twitter: Tweet the experts!

  11. Evaluation • Evaluate the URL • http://pubweb.northwestern.edu/~abutz/di/intro.html • Domain name • Extension • Personal Page? (% ~ members users) • Perform a link:URLsearch • Consider CARS: (credibility, accuracy, reasonableness, support) • Evaluation checklist

  12. Synthesis and Collaboration • According to Virginia employers, critical thinking and teamwork/collaboration are consistently rated as two of the top three most important skills for high school and college graduates entering the workplace in Virginia. • ~Carrier & Gunter. “Critical Workplace Skills for Virginia’s Economic Vitality” • How do we bring students and information together?

  13. What is synthesis? • In wider philosophical use and gen. The putting together of parts or elements so as to make up a complex whole; the combination of immaterial or abstract things, or of elements into an ideal or abstract whole. (Opposed to analysis n. 2a) Also, the state of being put so together. • (Oxford English Dictionary)

  14. Synthesis requires deep, purposeful reading 77% of all citations in a study of college-level student research papers only cited from the 1st 3 pages of the source. - The Citation Project

  15. Synthesis requires deep, purposeful reading • Use annotations to foster deeper reading. • summarize • question • connect • determine importance

  16. Synthesis and Collaboration • Choose one of the two web sources included in your packet to read and annotate. • summarize • question • connect • determine importance • Research question: What is the impact of street art and graffiti on the community?

  17. Synthesis and Collaboration • Pair up with a person near you who read the other article. • Together, list as many connections and distinctions between the articles as you can. • Finally, write a sentence that expresses a new idea, conclusion, or inference you can make based on these two articles. • Research question: What is the impact of street art and graffiti on the community?

  18. Synthesize Information • Tools for collaboration and synthesis in the classroom: • Diigo, Twitter, Google Docs

  19. Plagiarism • Turn and talk: What are some common misconceptions students have about plagiarism?

  20. Plagiarism Tools for teaching and learning: • Turnitin.com • Purdue Online Writing Lab (OWL at Purdue) • www.easybib.com • Noodletools Express http://www.noodletools.com/login.php

  21. Authentic and Powerful Research

  22. References Carrier, A. & Gunter, M. (2010). Critical workplace skills for Virginia. Retrieved from www.coopercenter.org/demographics Harris, R. (2010). Evaluating Internet Research Sources. Retrieved from http://www.virtualsalt.com/evalu8it.htm Jamieson, S. & Moore Howard, R. (2011). The Citation Project: Preventing plagiarism, teaching writing. Retrieved from http://site.citationproject.net/?page_id=224 Mull, B. & November, A. (2012). Web literacy: Where the common core meets common sense. Retrieved from http://novemberlearning.com/resources/archive-of-articles/web-literacy-where-the-common-core-meets-common-sense/ November, A. (2012). Information literacy quiz. Retrieved from http://novemberlearning.com/resources/information-literacy-resources/ November, A. (2012). Why more schools aren’t teaching web literacy—and how they can start. Retrieved from http://novemberlearning.com/resources/archive-of-articles/why-more-schools-arent-teaching-web-literacy-and-how-they-can-start/

  23. References cont’d NYC.gov. (2011). City and state anti-graffiti legislation. Retrieved from http://www.nyc.gov/html/nograffiti/html/legislation.html Parshley, L. F. (2011). For Egypt’s graffiti artists, revolution brings inspiration and uncertainty. Retrieved from www.theatlantic.com/international Rison, J. & Sessa, R. (2012, June 21). A tempting trio: Twitter, Youtube, and Diigo in the classroom. (Video file). Retrieved from http://www.youtube.com/watch?v=IKbDRz2IU_w Schrock, K. (2012). Critical evaluation of information. Retrieved from http://www.schrockguide.net/critical-evaluation.html Synthesis. (2012). In Oxford English Dictionary. Retrieved from www.oed.com

  24. Presentation Feedback On a note card: 3- Things you learned 2- Things you want to try out 1- Question or suggestion Thank you! Lisa Torrey ltorrey@ycsd.york.va.us

  25. Disclaimer Reference within this presentation to any specific commercial or non-commercial product, process, or service by trade name, trademark, manufacturer or otherwise does not constitute or imply an endorsement, recommendation, or favoring by the Virginia Department of Education.

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