Blogging the Information Search Process: A Student Inquiry Project Bill Pisarra, Social Studies Teacher Marci Zane, Library Media Specialist Hunterdon Central Regional High School New Jersey Association of School Librarians December 3, 2010

How do our students define success in research?

Essential Questions How do students achieve success in research? How do students achieve success in research? How do we develop a meaningful collaborative teaching experience? How do we develop a meaningful collaborative teaching experience?

Goals and Objectives Students will understand that: Students will understand that:  research is not a scavenger hunt  the process is just as important as the product  research is an active learning experience (“ah-ha” moments occur during process, not just a sigh of relief at the end)  their affective experience is as important as their physical experience  learning begins with questions  research requires creativity and synthesis  resources are not just books, periodicals, and websites  librarians are not the “last resort” but instead a primary resource  collegial processes and conversations are essential for success

Inquiry Project: Human Geography Project may be based on any aspect of human geography Project may be based on any aspect of human geography Project requires: Project requires: –Developing a hypothesis –Collecting data –Analyzing data –Mapping data –Reviewing geographical literature –Presenting conclusions

The Information Search Process (Kuhlthau, 2004, p. 82) Kuhlthau, C. C. Seeking Meaning: A Process Approach to Library and Information Services, 2nd edition, Libraries Unlimited, Westport, CT., 2004.

Why Blogs? Electronic “conversation” supports “face to face” conversation; it doesn’t replace it Electronic “conversation” supports “face to face” conversation; it doesn’t replace it Enables librarian to communicate with students asynchronously Enables librarian to communicate with students asynchronously Authentic Audience Authentic Audience Peer Feedback Peer Feedback Collaboration Collaboration Writing Process Writing Process Intellectual Property and Digital Citizenship Intellectual Property and Digital Citizenship

Exploration Stage: Samples What steps have you taken to address the parts of your proposal? What have you learned about your topic? At this stage, what parts of the research process are you finding easy to do? What parts are you finding difficult to do? What questions do you have (about your topic and/or the research process)? What help do you need? ERIC ERIC PATRICK PATRICK JAMIE JAMIE PATRICK PATRICK

What We Learned Students don’t understand the need to reach out to an audience Students don’t understand the need to reach out to an audience The concept of hypothesis isn’t clear to students The concept of hypothesis isn’t clear to students Students don’t necessarily comprehend scope Students don’t necessarily comprehend scope Frequently, students underestimate information need Frequently, students underestimate information need Research process takes longer than expected Research process takes longer than expected We need to reinforce the idea that this project isn’t a formulaic exercise We need to reinforce the idea that this project isn’t a formulaic exercise Students are disconnected from the idea of numeric data Students are disconnected from the idea of numeric data It takes time to actively insinuate librarian into process It takes time to actively insinuate librarian into process Sometimes they told us what we wanted to hear in the blog responses Sometimes they told us what we wanted to hear in the blog responses

Changes for Started project two months earlier Started project two months earlier Created Pathfinder/Project Link: Created Pathfinder/Project Link: Implemented a rubric for blog posts Implemented a rubric for blog posts Shared blogs with this year’s class Shared blogs with this year’s class Engaging in more research meetings during class Engaging in more research meetings during class

Goals and Objectives Revisited Students will understand that: Students will understand that:  research is not a scavenger hunt  the process is just as important as the product  research is an active learning experience (“ah-ha” moments occur during process, not just a sigh of relief at the end)  their affective experience is as important as their physical experience  learning begins with questions  research requires creativity and synthesis  resources are not just books and periodicals  librarians are not the “last resort” but instead a primary resource  collegial processes and conversations are essential for success

Final Thoughts Professional Development Professional Development Inquiry isn’t just an “AP” thing Inquiry isn’t just an “AP” thing –For additional examples across the curriculum and across grade levels, visit: Please visit the blogs and participate in the project: Please visit the blogs and participate in the project:

References Kuhlthau, C., Maniotes, L. & Caspari, A. (2007). Guided inquiry: learning in the 21st century. Westport, CT: Libraries Unlimited. Kuhlthau, C. C. (2004). Seeking Meaning: A Process Approach to Library and Information Services. 2 nd edition. Westport, CT: Libraries Unlimited. Todd, R. J., Kuhlthau, C. C., & Heinström, J. E. (2005). The School Library Impact Measure (SLIM). New Brunswick, NJ: Center for International Scholarship in School Libraries, Rutgers University.

Contact Information Bill Pisarra Marci Zane Hunterdon Central Regional High School 84 Route 31 Flemington, New Jersey