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Research Guides: Making the Personal Connection @your library

Research Guides: Making the Personal Connection @your library. Tina Antoniou ACL Social Science Earl Haig Secondary School TDSB. Ruth Hall ACL Library Earl Haig Secondary School TDSB. Our story: Where did this begin?. Both creating our own research handouts

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Research Guides: Making the Personal Connection @your library

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  1. Research Guides: Making the Personal Connection @your library Tina Antoniou ACL Social Science Earl Haig Secondary School TDSB Ruth Hall ACL Library Earl Haig Secondary School TDSB

  2. Our story: Where did this begin? • Both creating our own research handouts • Began to realize we would benefit from handouts with a common look and feel • Started talking about a template • Decided to edit and adapt the work we had already done – stopped creating from scratch

  3. Results of our collaboration • Deepened our practice (effectiveness) • Saved time (efficiency) • Gave students instant recognition of a tool and how to use it (connection) • Expanded our program outside of the library (extension)

  4. Why are we here today? • To share the results of our collaboration in creating customized research tools • To demonstrate the benefits of creating a common set of research tools which can be adapted across grades and subject areas

  5. Where’s the connection? • Personalizing research guides and making them a dynamic part of your library program exemplifies the creative side of librarianship where you are: “constantly rearranging, rethinking, rebuilding,seeing things inside out” - Cynthia Archer

  6. Research guides: What’s out there? • G.E.A.R.S. • Koechlin & Zwaan’s – Info Power Packs • TDSB’s Research Success @your library • Thames River Valley

  7. Why use Research Guides? • Create a common framework for teaching research and information literacy skills • Establish a consistent approach • Clearly identify stages in the research process

  8. How have they been used? • As black line masters • In TDSB, the most commonly used were • KWL chart • Evaluating a web site • Note taking sheets • Documentation information • Wanted to make the guide an active teaching tool

  9. What did we do? • Began with basic model from a guide • Consulted multiple guides and gathered ideas • Added on • to meet assignment requirements • to meet needs of different ages, subjects and levels • Created unique products where we found a need Samples for each research stage

  10. Where do we go from here? • Design rubrics • brainstorming • logging sources • notes • citations/works cited lists • Be the evaluator • Market these products to teachers

  11. Tips (KISS) • Maintain a consistent header/footer • Use a symbol or graphic to identify a document with the library • Place copies of handouts at circulation desk • Associate a certain paper colour with each handout or stage of the research process • Create handouts you can easily SELL to departments (include a rubric or sample student work) • Whenever possible COLLABORATE

  12. Questions and comments… ?

  13. Source List Gauntley, Tim, Jo-Anne LaForty and Esther Rosenfeld.Research Success @ Your Library: A Guide for Secondary Students. Toronto: Toronto District School Board, 2005.

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