Research Ready Kids

1. Research Ready Kids Building Common Core Skills USING Databases and Advanced Internet tools Amy Jo Southworth Bay Shore High School Library asouthworth@bayshoreschools.org

2. Common core revives research Inquiry is at the heart of the common core

3. “Research Ready??”

4. How do we teach students to generate and answer questions?

5. Inquiry Inquiry is a study into a worthy question, issue, problem or idea. It is the authentic, real work that that someone in the community might tackle. It is the type of work that those working in the disciplines actually undertake to create or build knowledge. Therefore, inquiry involves serious engagement and investigation and the active creation and testing of new knowledge. http://www.galileo.org/inquiry-what.html

6. Inquiry brings the following features into play: • personal experience, • the need for further information • knowledge creation • deep understanding COMMON CORE?? http://www.galileo.org/inquiry-why.html

7. A Research Question Rubric: not all research questions are created equal. Level One: My research is about a broad topic. I can complete the assignment by using a general reference source such as an encyclopedia. I have no personal questions about the topic.Primary example: My research is about an animal.Secondary example: My research is about the economy of Minnesota. Level Two: My research answers a question that helps me narrow the focus of my search. This question may mean that I need to go to various sources to gather enough information to get a reliable answer. The conclusion of the research will ask me to give a supported answer to the question.Primary example: What methods has my animal developed to help it survive?Secondary example: What role has manufacturing played in Minnesota’s economic development? Inquiry Resources Getting started with inquiry

8. How can students and instructors in beginning level Italian language courses use online resources to make the learning process more interactive? Are some languages more difficult to learn? What would be the best way to promote use of foreign language/international materials at the University of Northern Iowa's Rod Library? How might one go about creating a collection of truly useful French resources for students of all ages? How is Spanish/French like and unlike English? In what ways would learning a foreign language be beneficial? What resources exist for the Haitian Creole speaking community in the United States? How are literacy problems addressed? What is it like to be a first-generation Asian in America?

10. Level Three: My research answers a question of personal relevance. To answer this question I may need to consult not just secondary sources such as magazines, newspapers, books or the Internet, but use primary sources of information such as original surveys, interviews, or source documents.Primary example: What animal would be best for my family to adopt as a pet?Secondary example: How can one best prepare for a career in manufacturing in the Twin Cities area? Level Four: My research answers a personal question about the topic, and contains information that may be of use to decision-makers as they make policy or distribute funds. The result of my research is a well support conclusion that contains a call for action on the part of an organization or government body. There will be a plan to distribute this information.Primary example: How can our school help stop the growth in unwanted and abandoned animals in our community?Secondary example: How might high schools change their curricula to meet the needs of students wanting a career in manufacturing in Minnesota? http://www.doug-johnson.com/dougwri/designing-research-projects-students-and-teachers-love.html Great Inquiry Rubric: http://www.phy.ilstu.edu/pte/311content/inquiry/Inquirylessonscoringrubric.pdf

12. “Multiple authoritative print and digital sources…”

13. Types of resources • Print vs. Digital

14. Specify Types of sources + +

15. Database Vs. The Internet

16. Get students to consider purpose… Wikipedia is a wonderful gateway resource. Point out the “References“ and “External Links”

17. Virtual reference Collection • Google “Virtual Reference Collection” • http://xaaa.calypso.scoolaid.net/bin/vrc/vrcList?level=hs&p=h1 Username: bay shorehs Password: bshs Begin with great KEYWORDS…

18. I want to do my project about some kind of ocean mammal such as whales or dolphins. • Pull out key words and phrases in the sentences above and list them separately: • ocean mammal • whales • Dolphins • Expand the list with related terms and synonyms: • ocean --> sea --> marine • mammals --> warm-blooded animals • ocean mammal --> marine mammal • whales --> cetaceans • dolphins --> porpoises • Are there any larger categories that might lead you to information? • ocean mammal --> ocean life, marine life, mammals, animals • Are there any words or phrases that are more specific? • whales --> blue whale, killer whale, humpback whale • dolphins --> bottle nose dolphin • Now you have a beginning list of key words and phrases to begin searching for information. You can organize them:

19. Google Advanced Search

20. Evaluating Sources and Understanding Types of Sources • Classzone • Berkeley

22. Subject Guides • Digital Librarian • EERE • Envirolink • Green Files • INFOMINE • IPL • Librarians' Internet Index • Open Directory Project • WWW Virtual Library

23. Your Librarian can… • Help you shape research assignments • Help you locate readings • Guide you/students to best databases • Help students navigate information • Work with a small group of advanced or slower students • Work with individual students • Grade portions of work like Works Cited Page… This helps create another audience • And much more!! • Ask for help! • Visit often! • This helps students become proficient at using these important research tools!