1. Teaching Research Skills with the New Utah Core State Standards for Library Media (6-12)
Caitlin Gerrity and Anne Diekema (Sherratt Southern Utah University)

2. Session Objectives
Unpack the six strands concerning the research process
Uncover essential research skills
Discuss teaching strategies relevant to these strands
Increasing Rigor & Engagement: Webb’s “Depth of Knowledge” Chart
High-impact practices
Share ideas for engaging lesson plans
Wrap up & Questions

3. Explore: “Information & Research”

4. Unpacking Standards
As teachers unpack the component knowledge and skill required by a standard statement, they better understand the learning expectations and can more clearly articulate those expectations to students and parents” (Konrad, 2014).
Allows teachers to break standards down into manageable pieces from complex, overarching statements for deeper understanding
Promotes a deeper analysis of the standards by asking participants to consider what students need to know and be able to do to demonstrate mastery of the standard.  
Provides an opportunity for reflection on the skills we teach
Allows for the identification of professional development/ resources needed to implement each standard.

5. Uncovering the essential skills

6. Defining and Information Problem and Identifying an Information Need
2.1: Define an Information Problem
Develop a research question
2.2: Identifying an Information Need
Searching to learn

7. Identifying, Evaluating, and Selecting Sources
3.1: Determine a wide range of general and specific sources
Source types and related information types
3.2: Select relevant sources.
Evaluation (authority, accuracy, currency, relevance)

8. Locating Sources and Accessing Information
4.1: Locate identified sources and access information within sources
Search; test & tweak (experimentation)
4.2: Access information within sources
TOC, back-of-the-book index, alpha order

9. Engaging with and Extracting Information
5.1 Engage with information by reading, listening, and viewing sources in a variety of formats
Read & Note taking & time management
5.2 Extract relevant information that answers the information problem and meets task requirements
Organization charts, concept maps

10. Organizing, Synthesizing & Presenting Information
6.1: Organize information from multiple sources
Information synthesis
6.2: Present research learning products
Variety of end products

11. Evaluating the Process and Product
7.1 Assess the process and product for efficiency and effectiveness
Reflection

12. Teaching Strategies

13. Increasing Rigor and Engagement
Webb’s “Depth of Knowledge” Chart
Similar to Bloom’s Taxonomy
Levels of Cognition
Bloom’s Taxonomy Webb’s Depth of Knowledge

14. This slide shows another model for teachers to consider when looking at what students should be doing to show mastery of the common core standards.
Level 1: Curricular elements that fall into this category involve basic tasks that require students to recall or reproduce knowledge and/or skills. The subject matter content at this particular level usually involves working with facts, terms and/or properties of objects. It may also involve use of simple procedures and/or formulas. Key words that often denote this particular level include list, identify and define. A student answering a Level 1 item either knows the answer or does not; that is, the answer does not need to be “figured out” or “solved.”
Level 2: includes the engagement of some mental processing beyond recalling or reproducing a response. This level generally requires students to contrast or compare people, places, events and concepts; convert information from one form to another; classify or sort items into meaningful categories ; describe or explain issues and problems, pattern, cause and effect, significance or impact, relationships, points of view or processes.
Level 3: Items falling into this category demand a short-term use of higher order thinking processes, such as analysis and evaluation, to solve real-world problems with predictable outcomes. Stating one’s reasoning is a key marker of tasks that fall into this particular category. The expectation established for tasks at this level tends to require coordination of knowledge and skill from multiple subject-matter areas to carry out processes and reach a solution.
Level 4: Curricular elements assigned to this level demand extended use of higher order thinking processes such as synthesis, reflection, assessment and adjustment of plans over time. Students are engaged in conducting investigations to solve real-world problems with unpredictable outcomes.

15. Effective teaching practices
Learning activities that involve application, analysis, evaluation, and creativity
From: Empowering Learners: Guidelines for School Library Programs / AASL (2009);
Standards for the 21st-Century Learner in Action / AASL (2009)

16. Collaboration Incorporate with the content area
Not teaching in isolation
Skills are best learned in the context of content learning

17. Active searching
Design learning tasks that incorporate the information search process
Have students find their own materials instead of handing them out

18. Status quo Build on learners prior knowledge needed for learning task
Take level of development into account

19. Graphic organizers
Provide aids that help learners collect information and data

20. Differentiated teaching
Use differentiated strategies (gender, ability, interests, etc.)
Integrate all learning modalities (reading, writing, speaking, listening, viewing, and respresenting)

21. Feedback
Use diagnostics, formative, summative assessments to guide learners
Guided, goal-directed practice with targeted feedback
Provide opportunities for learners to revise through feedback from educators and peers
Use diagnostics to identify zones of intervention

22. Instructional technology
Integrate instructional technologies for effective and creative learning

23. Group learning
Social nature of learning
Group assignments

24. Autonomous learners
Create self-directed learners learn to monitor and adjust their approaches to learning

25. Sharing lesson plan ideas

26. In pairs of two... Visit: goo.gl/pZoLhL (case sensitive!)
Select your assigned strand (handout)
Select one or more standards
Brainstorm how best to teach it
Take notes to share with others

27. Conclusion
Standards guide librarians to ensure student progress to next level
Plan out learning progression
Tell us what students need to know
Allow us to implement best teaching practices

28. Thanks you for your participation!
Please get in touch!

29. Sources
Albuquerque Public Schools (2009). Webb’s Depth of Knowledge Guide. Retrieved from:
American Association of School, L. (2013). Empowering Learners : Guidelines for School Library Programs. Chicago: AASL.
American Association of School, L. (2009). Standards for the 21st-Century Learner in Action. Chicago, Ill: AASL.
Bloom, B.S. (Ed.). Engelhart, M.D., Furst, E.J., Hill, W.H., Krathwohl, D.R. (1956). Taxonomy of Educational Objectives, Handbook I: The Cognitive Domain. New York: David McKay Co Inc.