St Paul’s School Parent PartnershipsSt Paul’s School Parent Partnerships

23 August 201223 August 2012

The Research ProcessThe Research ProcessJudy BoltonJudy Bolton

Middle School LibrarianMiddle School Librarian

IntroductionIntroduction

Rename? Information Search ProcessRename? Information Search Process

““Research”: connotations of assignments, Research”: connotations of assignments, school-based tasks, assessmentschool-based tasks, assessment

““Information Search”: explains use of Information Search”: explains use of process for ANYONE in ANY situation and process for ANYONE in ANY situation and for ANY purposefor ANY purpose

WHY?WHY?

Kendo’s photostreeam: http://flic.kr/p/5f7xy4 The Great Wave off Kanagawa, by Hokusai, 1823-1829. under CC Licence Attribution-NonCommercial-NoDerivs 2.0 Generic (CC BY-NC-ND 2.0)

"In the nonstop tsunami of global information, librarians provide us with floaties and teach us how to swim." 

Linton Weeks  (Washington Post article, 13 January 2001, p. C01)

The Changing Face of Information The Changing Face of Information in Educationin Education

THEN:THEN:

““Industrial model”: transmission of finite Industrial model”: transmission of finite knowledge; gaps? ; limited sourcesknowledge; gaps? ; limited sources

NOW:NOW:

““Inquiry / Constructivist model”: student Inquiry / Constructivist model”: student based; needs driven; real-world problems based; needs driven; real-world problems and issues; limitless amounts and and issues; limitless amounts and countless sourcescountless sources

Enter…. Information LiteracyEnter…. Information Literacy

We need to teach students the skills of We need to teach students the skills of information literacy: determining their need, information literacy: determining their need, locating sources to satisfy this need, locating sources to satisfy this need, evaluating and selecting from the material they evaluating and selecting from the material they find and reconfiguring the information gleaned find and reconfiguring the information gleaned into a piece of new knowledge………into a piece of new knowledge………

…………..The Information Search ..The Information Search ProcessProcess

One Model: Six Step ProcessOne Model: Six Step Process

Step 1:Step 1: DefineDefine Step 2: Step 2: LocateLocate Step 3:Step 3: SelectSelect Step 4:Step 4: OrganiseOrganise Step 5:Step 5: PresentPresent Step 6:Step 6: EvaluateEvaluate

Or better still …..Or better still …..

Cyclical, iterative….Cyclical, iterative….

http://http://www.curriculumsupport.education.nsw.gov.auwww.curriculumsupport.education.nsw.gov.au/schoollibraries/teachingideas/isp/index.htm /schoollibraries/teachingideas/isp/index.htm

Step 1: DEFINEStep 1: DEFINE“What Do I Really Want to Find Out?”“What Do I Really Want to Find Out?”

Relate the task to their learningRelate the task to their learning Exactly whatExactly what am I required to do? (write in own am I required to do? (write in own

words)words) What are the key words and main ideas in the What are the key words and main ideas in the

task?task? Formulate some Focus questions to investigate Formulate some Focus questions to investigate

(“research” then becomes “hunting” for the (“research” then becomes “hunting” for the answers!)answers!)

Step 2: LOCATEStep 2: LOCATE“Where Can I Access Information for THIS Task?”“Where Can I Access Information for THIS Task?”

Connect to prior knowledge (KWL chart?) What Connect to prior knowledge (KWL chart?) What do I already know and what else do I need to do I already know and what else do I need to find out?find out?

Which source/s will be best? (electronic? print? Which source/s will be best? (electronic? print? objects? people? organisations?)objects? people? organisations?)

Manageable size!Manageable size! Record details of sources usedRecord details of sources used

Step 3: SelectStep 3: Select““What Information Do I Really Need?” What Information Do I Really Need?”

Use key words and focus questions to skim and Use key words and focus questions to skim and scan the resource to ascertain usefulnessscan the resource to ascertain usefulness

Assess credibility of source / bias / fact or Assess credibility of source / bias / fact or opinionopinion (NB: Back to Step 2?)(NB: Back to Step 2?)

Devise and practise a method of recording Devise and practise a method of recording information (not just note taking!) and information (not just note taking!) and summarisingsummarising

Record quotations and sources of informationRecord quotations and sources of information

Step 4: OrganiseStep 4: Organise“How Can I Use this Information?”“How Can I Use this Information?”

Do I have enough / too much information for my Do I have enough / too much information for my purpose?purpose?

Consider the best way to Consider the best way to combinecombine the the informationinformation

How can the information be best organised to fit How can the information be best organised to fit the required structure?the required structure?

Step 5: PresentStep 5: Present“How Do I Need to Present the Information?”“How Do I Need to Present the Information?”

Take heed of task requirements OR choose Take heed of task requirements OR choose most suitable method for purpose and most suitable method for purpose and considering audienceconsidering audience

PreparePrepare PresentPresent

Step 6: EvaluateStep 6: Evaluate“What Did I Learn from This?”“What Did I Learn from This?”

About the About the topictopic, but also about the , but also about the processprocess

Assess personal strengths and weaknesses in Assess personal strengths and weaknesses in information seekinginformation seeking

Set goals for future encounters!Set goals for future encounters!

Is This All?Is This All?

This is the start – a “broad brush” overviewThis is the start – a “broad brush” overview Other associated skills and processes are Other associated skills and processes are

taught as we go throughtaught as we go through

eg Website evaluation when Locatingeg Website evaluation when Locating

Skimming and Scanning when Skimming and Scanning when SelectingSelecting

Where To…?Where To…?

Fabulous Fabulous site explaining the research process in detail and regarding study skills in site explaining the research process in detail and regarding study skills in general:general:

http://www.studyvibe.com.au/iResearch/The-research-process.aspxhttp://www.studyvibe.com.au/iResearch/The-research-process.aspx

Online module regarding Information Literacy: http://www.webs.uidaho.edu/info_literacy/Online module regarding Information Literacy: http://www.webs.uidaho.edu/info_literacy/

““Kid-friendly”, colourful explanation of the process: Kid-friendly”, colourful explanation of the process: http://www.kyvl.org/docs/IntroductionToKYVLForKids.pdf http://www.kyvl.org/docs/IntroductionToKYVLForKids.pdf

A similar model (The Big 6): http://nb.wsd.wednet.edu/big6/big6_resources.htm#overviewA similar model (The Big 6): http://nb.wsd.wednet.edu/big6/big6_resources.htm#overview

Image SourcesImage Sources1.Kendo’s photostream: http://flic.kr/p/5f7xy4

The Great Wave off Kanagawa, by Hokusai, 1823-1829. Licensed under CC Attribution-NonCommercial-NoDerivs 2.0 Generic (CC BY-NC-ND 2.0)

2. Boston Public Library’s photostream: http://www.flickr.com/photos/boston_public_library/with/6197663215/

#photo_6197663215 North Bennett [sic] Street School - interior, shop class (teacher in front of classroom) Licensed under CC Attribution-

NonCommercial-NoDerivs 2.0 Generic (CC BY-NC-ND 2.0)

3. Ludwig Gatzke’s photostream. http://flickr.com/photos/stabilo-boss/ Licensed under CC Attribution-Non-Commercial-ShareAlike 2.0 Germany