An Abridged

Research Project A work in progress

By Leigh Anderson, Librarian andersonl@acs.gr

Identifying a Topic Students choose a partner. They are given a list of health topics. They choose one of the topics or identify a health topic that they are interested in. Insight –. Students are not always invested in the topics they choose. Some topics are too broad. Things to try- Find a way to introduce pre-research into the process to help students better understand their topics and choose something they are interested in.

Learning about Resources The Library Subscription Databases are introduced during a lesson using a worksheet with some questions related to the students health topic. The students learn: why to use the databases, where to find them and how to find the citations. Insight- This takes time that might be better used in other tasks. Things to try – Make this information available to students in a short interactive video to be listened to ahead of the lessons.

Finding Resources Students are given a mini-lesson on using key words and Boolean searching terms. Students are then asked to find an article related to their topics in the library subscription databases. Insight – Students struggle to generate key words beyond the obvious. They identify resources that are often broad or off-topic. Students just want to use Google. Things to try. – Spend more time on key word lesson. Include pre- research so students have more knowledge about their topics.

Highlighting the Resource and Taking Notes

Students are asked to copy/paste articles with citations into a document, then to highlight the article and use the highlights to take notes in their own words. Insight - Sometimes notes are unfocused and not useful. Useful information is missed. Things to try – Add a step where students have to organize their notes and add and discard information as needed.

Presenting their Learning Students are asked to use their notes from their articles to write a short, 4 to 5 paragraph, paper. This paper is used in some classes to create a website. Insight - Students prefer other forms of presentation rather than writing a paper. Things to try - Focus on producing useful and organized notes and allow students to choose the type of presentation they prefer.

Evaluating the Project Students are asked to submit the highlighted articles, notes, papers and websites for evaluation. They reflect on working with a partner on the project. Insight. – Handing in each step in the process helps evaluate the impact of this step on the success of the project from the teacher’s point of view. Things to try – Require a detailed student reflection on the steps in the process to get the students’ point of view.

Introduction Each semester I go into the Technology classes of

the 6th, 7th and 8th grade for three to four, 75 minute lessons to teach research skills through research on a health topic. I have used Action Research to enable me to explore ways to improve students’ research based writing during these lessons.

Through the systematic approach of Action Research, I first did a literature search, a survey of NESA librarians and students, and gathered anecdotal information from students to develop these lessons. After additional research I have began using the Big 6 Skills approach as a framework. In addition, I have used reflections by teachers and students and evaluation of student work as a means to find the most useful steps to help the students widen their knowledge of available resources while practicing their research skills and improving the communication of what they have learned.

I have described the activities in the lessons as they now stand in relation to The Big6 Skills with insights I have gained and the things I want to try next as a result.

Literature Search Universities feel students come to college unprepared to do research. Lawrence discovered in her research that training in high school makes a big difference. Lisa Peet even suggests that this training should begin as early as 4th Grade.

Using Resources - Research suggests that the go to place for research is Google, that when students research they don’t go beyond the first page, that they tend to ask questions or use simple keywords and if they don’t find something quickly – “It is not there.”. Speed is important over accuracy and understanding.

Suggestions to get students to go beyond Google were to make students aware of other resources, stress understanding in finding appropriate resources and teach students to use keywords and Boolean terms but most importantly give assignments that the students are passionate about and that require more than a simple Google search.

Research Process - Students learn information literacy skills best in the context of specific inquiries if they use a logical and systematic information process model. The Big6 Skills Approach gives students a process which can be used to solve any problem that requires creative/critical thinking.

Selected References Barack, Lauren. "Good Research Habits Pay Off." School Library Journal60.9 (2014): 14. MAS Ultra - School Edition. Web. 20 Oct. 2014. Byrne, Richard. "Keep Good Searches From Going Bad." School Library Journal 58.1 (2012): 15. MAS Ultra - School Edition. Web. 20 Oct. 2014. Eisenberg, Mike, Doug Johnson, and Bob Berkowitz. "Information, Communications, And Technology (ICT) Skills Curriculum Based On The Big6 Skills Approach To Information Problem-Solving." Library Media Connection 28.6 (2010): 24-27. ERIC. Web. 29 Jan. 2015. Hughes, Sandra. "The Big6 As A Strategy For Student Research." School Libraries In Canada 22.4 (2003): 28. Professional Development Collection. Web. 10 Mar. 2016. Singley, Emily. “How college students *really* do research – findings from recent studies”. usable libraries. November 22, 2014. Web. 20 Oct. 2014

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Conclusions • The success of a student research project is dependent upon giving students resources or guiding them to find resources that they can understand, while developing a process that enhances that understanding and allows them to communicate it effectively to others. • The Big 6 Skills Approach provides a proven framework for developing this process. • The systematic approach of Action Research enabled me to refine this process to meet the needs of the age group and the time available for the lessons.

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