Research Defying Gravity in the Today’s LMC

1. Research Defying Gravity in the Today’s LMC

2. Modeling Recursion in the Research Process Teaching research is probably one of the most exciting parts of the the library media specialist's "job."  There are so many topics of great interest and students tend to be more engaged when they are researching a topic or subject they are interested in.  It motivates the learning process since they are involved in many areas of learning while doing research. Connie Reynolds

3. Guide on the Side • I hope to be the "guide on the side," rather than the "sage on the stage." I can certainly model the thinking processes involved in the research process. although I must also remember that time is very, very short. • Kristen Lee

4. Teaching Individuals to do the Research • I understand that recursion in research is taking a look back at the research and perhaps starting over when there is conflict in the research.  If research does not give the researcher the result he/she expected it is time to go back to the beginning for revision perhaps.  I think the author is saying that recursion is more open because it revolves around the individual doing the research and not someone telling the researcher what to do. • Mary Paterson-Bright

5. Students work at Different Paces • That is why I like using the Big 6 with students as well Mary. Since students tend to work at different paces and each go through that recursion process differently, it's nice to have steps to follow so everyone knows what to expect. • Sarah Morgan

6. Collaboration Works • We must be patient and learn to guide our students, in only a 25 or 50 minute time period once/week. We really need to work with the classroom teachers and assist the students as much as we can. A collaborative assignment is the only way I can see us do a real in-depth research project with the students. The majority of the work would have to be completed in the classroom. If we carry it on too many weeks, the students will get bored, as was already stated. Patricia Hodges

7. Role of the TL in the Research Process • The role of the TL in the research process is critical but must be in collaboration with the classroom teacher except in the case of a few extremely motivated students who research for the sheer joy of learning. The teacher librarian works with teachers and students to focus the project with the students' interest in mind. The task becomes how to bring the content of state learning standards into the sphere of the real lives of our students. The recursive nature of authentic research helps to bring student interest to the topic. As the students begin the research hopefully some aspect of the topic will spark a question or relate to some aspect of the students' lives. The student can then reframe the topic to be more meaningful. I firmly believe that authentic research is recursive because all questions lead to more questions. As my father was fond of saying, "The more you know the more you know you don't know." I don't know who he was quoting but it certainly predates the work of John Maxwell and Stephen Covey. Teacher librarians need to find a way to help students narrow their research tasks to match their interests. • Elizabeth Kraut

8. Teachable Moments • Teachable moments are certain to emerge. What is appropriate depends on the grade level. If students are unfamiliar with the research process, writing a paragraph as a class is a good beginning. At all skill levels, finding main ideas, connections, and forming logical units is important. • Eleanor Henderson

9. Organizing Thoughts • Teachers/Librarians can help students determine what is relevant by being clear about the purpose, goal and instructions of the research project. Providing a well labeled graphic organizer, specific directions, along with a rubric listing expectations, helps the students target relevant information. • Lisa Essa

10. Keep Projects Manageable • A big project can be overwhelming to students, especially when they haven't done one before. That is where we as 'guides' come into play. • Patricia Hodges

11. Habits of Mind-Conclusion • The author states “that by modeling and supporting the pattern of recursion within the research cycle, we help our students understand the value of risk. As each student struggles to assemble the puzzle pieces of information in a way that speaks personally to his or her understanding, he or she learns to listen to and trust the persistent drive to make sense of his or her world.”