Research and Inquiry Information Studies K – 12 Curriculum for Schools and School Libraries

Why Adopt a Research Model? A Research Model recognizes research as a process provides students with a consistent common language is transferable to all grades and subjects provides a framework to cluster skill sets facilitates student independence Provides opportunities to assess process and product

Research Model Activity #1 Think about every step that goes into research. Write each one on a separate sticky note.

Take your sticky notes, and put them into sequential order

The 4-Stage Process Preparing for Research Accessing Resources Processing Information Transferring (Communicating) Learning

Overall Expectations  define information needs using a variety of strategies  explore information using a variety of sources  Identify varied ways of organizing information  Relate prior knowledge to information tasks 1. Preparing for Research

Students develop  an overview of topic area  a vocabulary of search terms  a list of possible resources  inquiry question possibilities  initial focus statement 1. Preparing for Research

2. Accessing Resources Overall Expectations  locate a variety of appropriate resources from a variety of sources  Select information appropriate to needs using a variety of strategies  Gather information from resources using internal organizers and conventions of text  Collaborate with others to share findings and ideas

2. Accessing Resources Students  use effective search strategies (boolean logic)  select and evaluate resources print and electronic human community

3. Processing Information Overall Expectations:  Analyse and evaluate information using a variety of strategies  Test ideas to adjust research and problem solving stgrategies  Sort informatin using a variety of organizers and formats  Synthesize findings and formulate conclusions

Students  analyze/evaluate sources  record and process information note-making- jot notes with own ideas highlighting with focus - facts/opinion using graphic organizers  refine focus and develop ‘big idea’ 3. Processing Information

4. Transferring Learning Overall Expectations  Revise product appropriate to purpose, audience and format  Present research findings in a variety of forms for a variety of audiences  Reflect on and evaluate product and process  Transfer new information skills and knowledge to solve problems and make decisions

4. Transferring Learning Students  Conference (peer edit, teacher conference, rehearse)  Check format, permissions and documentation  Communicate new information, message, findings and understandings

The teacher-librarian can help students.  provide a context for research  teach the research process  select topics  develop research questions  set the stage for research process 1. Preparing for Research

2. Accessing Resources The teacher-librarian can help students  locate  select  gather  collaborate Information Sources print and electronic human community consider –learning styles –multiple intelligence –ability

The teacher-librarian can help students  analyze/evaluate information  sort/organize  note-making- jot notes with own ideas  highlighting and with focus - facts/opinion  using graphic organizers  post-it notes  drawing pictures  test  synthesize 3. Processing Information

4. Transferring Learning The teacher-librarian can help students  revise  present (samples, exemplars)  newspaper- (e.g. editorial, review, sports)  short stories, plays, narrative, poetry  letters  advertisements  reports  essays  promotional pamphlets  presentation  reflect  transfer/apply analyze/evaluate

Information Studies

Overview of Information Studies READ the introduction SELECT one grade and examine the ‘Expectations in Specific Areas’ sections IDENTIFY the explicit skills lessons that would be necessary in order for students to meet the expectation DEVELOP a lesson to deliver to a class that would support the acquisition of this skill