Research Skills by XWNj40k

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									                                                                                                       Presented by
                                                                                                     Anni Tokatlian
                                                                                                  Teacher-Librarian
                                                                                         Jasper Road Primary School




        Adapted from Information Skills in the school: engaging learners in constructing knowledge
http://www.curriculumsupport.education.nsw.gov.au/schoollibrari es/teachingideas/isp/docs/infoskills.pdf
Information Search Process
           (ISP)
Information Search Process
How parents can help?
 demonstrate and discuss how information is found and used in the home



 involve the student in information tasks and decision making which arise
  in the home


 encourage the critical discussion of information encountered outside the
  school in terms of credibility, bias and other characteristics


 promote the information process steps of the information skills process.
Information
   Search
  Process
Defining              What do I really want to find out?

 Brainstorm Bubbl.us Mindmeister

 Say back to a parent what the task is (“I need to find out about…”)

 Identify key words in a question Keyword challenge

 Identify and define key words of the task, using dictionary, encyclopaedia as
  necessary

 Cluster key words Clusty.com       Ask for Kids

 Identify sub-topics which set directions for the task

 Decide on the limits of the task
Locating                Where can I find the information I need?

 Outline own knowledge of the topic and decide whether more information is needed
  Wordle

 Brainstorm alternative search words

 Make up a search plan, charting sources and locations according to the information
  process

 Be familiar with the Dewey Decimal Classification system (DDC)

 Use library catalogues in school and public libraries to locate resources

 Use electronic information e.g. websites, DVDs, online databases, CD-ROMs,
  webcasts, podcasts TaLe-Teaching and Learning Exchange

 Find more than one source and format of information for the task e.g. Website, book,
  DVD
Searching the library catalogue
Types of searches
 Boolean searching – and, or and not

 Google – Advanced search

 Askkids.com

 Kidsclick

 Kids' search tools

 Study search
Boolify
Google – Advanced search
Ask for kids
Kidsclick
Kids’ search tools
Selecting                What information do I really need to use?

 Use Contents page and Index

 Skim and scan using subheadings in books and sections of websites

 Select the appropriate picture from a range of pictures

 Find answers in more than one source to key questions of the task

 Use more than one medium (e.g. DVD, audio, book, internet)

 Develop a note-taking system, selected from a range of options, including electronic

 Compare and evaluate information from different sources

 Recognise fact, opinion, fiction, decide which is required
Note taking proforma
       snow
                    rainfall
                      climate
                                         What is the climate
                                         like in Antarctica?
                                                                       temperature
                                                                      weather
Focus question or    Original text (cut and paste)   Notes in point form
topic                or reference to original text


  Note taking proforma

Keywords
Note taking skills   With thanks to Maggie Roche who developed these pages at this
                     site (accessed 13th Sept. 2009)
Organising                  How can I use this information?

 Answer the question “Why am I doing this?” (purpose)

 Discard irrelevant information after reviewing purpose or task

 Take key words/ideas and combine them into whole thoughts

 Group related thoughts

 Use tables, spreadsheets, databases, graphics as appropriate

 Use information collected to develop own hypothesis or argument

 Outline the structure of the completed task

 Graphic organisers on the web
Presenting                  How can I present this information?

 Brainstorm possible presentation forms e.g. PowerPoint, video, picture book,
  Podcast

 Choose a presentation style most suited to purpose, audience and content of
  material

 Draw a picture and label with key words which summarise findings, explain the
  picture to others

 Include a bibliography listing the resources used Citation Machine
Assessing                               What did I learn from this?
   Brainstorm “Steps that we took to do this task” and put them into sequence. Analyse the steps, using questions such as
    “How did we make up our answer?” “What could we do next time?”

   Respond to the questions :                         “What was easy?”
                                                       “What was hard?”
                                                       “What did I learn?”
                                                       “What could we do next time?”

   Consider information process and own performance of each step:

                                                       “I’m good at …”
                                                       “I need to improve on …”
                                                       “I can improve by …”
                                                       “I learnt …”

   Analyse strengths and weaknesses of argument/content.

   Use a graphic organiser like KWL to assist with self-assessment
                           http://www.eduplace.com/graphicorganizer/pdf/kwl.pdf
Copyright issues
 What is copyright?

     When children plagiarise they are breaking the law

 Kids and plagiarism - Sydney Morning Herald

     When children plagiarise they are not learning anything except
     how to copy. Animals have been taught to do that
     When children plagiarise it hinders the creation of new ideas

     When children plagiarise they miss opportunities to develop
     their information gathering skills for the future
Further reading / exploring
 School libraries and information literacy - DET

 Information skills in the school - from the above site

 Click magazine – a technology guide for parents
  produced by the DET

 Cool Web 2.0 tools for schools – online tools to assist and
  support information gathering needs

 Dewey to the rescue – an online tour of the Dewey
  Decimal Classification system (DDC)

								
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