1. NoodleBib - A Teaching Tool Your name/title/contact info

2. What is NoodleBib? Citation and note taking software MLA, APA and Chicago/Turabian –All formats (blogs, wikis…) Links sources, notes and outline Extensive help, always up-to-date –Pop-up explanations –Searchable knowledge baseknowledge base –Expert answers in 24 hrs

3. List view

4. Pop-up help

5. Your students (or you) can get help beyond the handbook examples

6. Choose formatting preferences and export to a word processor

7. Student learning Helps students identify sources –Journal vs. magazine –Subscription database vs. open Web Tips for each element (with examples) Scaffolds reading comprehension Coaches paraphrasing Prompts for original thinking Answers students’ at-home questions

8. A teaching tool “NoodleTools stands out because instead of simply presenting an ambiguous form that a user may not correctly complete, it attempts to teach at almost every step. If a user chooses to cite a journal article, the software will provide a definition of a journal. This not only checks the user's choice, but reminds the user of the essence of the publication type selected…[and] continues to engage the user by asking if the journal was online or in print, from a Web site, or a database and will even coach the students on those "picky details" such as capitalization. The user not only gets an accurate citation, but has quite possibly learned something about sources and documentation.” – N. Tomaiuolo, “Citations and Aberrations.” Searcher Magazine, July/Aug. 2007 CHOICE Magazine, June 2006 - Rating: "Highly recommended"

9. Teacher’s view Sensible online teaching space Organizes teacher’s class lists Integrated assessment tools –Monitor ongoing student work –Add feedback to notes and sources –Capture evidence for evaluation –Collaborative assessment option

10. Students read feedback within their work, then make changes

11. A window on students’ thinking You can see if the student has: –selected quality, relevant sources –included an appropriate range of sources –identified key points in the author’s quote –grasped the author’s meaning –taken relevant notes –used your feedback to improve –seen alternative ways to organize information –asked thoughtful questions

12. Three-step notetaking process 1.The student captures the author’s words/images –Acts as a check on plagiarism –Links quotes and sources Say good-by to “I can’t remember where I got that” or “I need that quote about…” –Uses colors and highlighting to understand the author’s words By interacting with their notes, students understand them better

13. Cut-and-paste… Author’s image Author’s words

14. …and annotate the text Red for problems Green for statistics Highlight main ideas

15. Reading comprehension: analysis and synthesis 2.Next the student paraphrases the author’s words –Easy to see the annotated cut-and-paste –Adds tags to identify and analyze information Word tags enable searching and grouping by important terms, names and key ideas Color tags encourage student-defined sorting (e.g. red=problems, green=solutions, etc.) Visual icons remind student to follow-up (e.g., “incomplete,” “important,” “need help”)

16. Explain it to yourself* *Using words that you understand

17. It’s easier to add tags when you know more.

18. Adds the main idea last

19. Prompts for original thinking 3.“My Ideas” is the student’s thinking space –Encourages analysis and reflection How does this fit with what you know? –Promotes questioning What questions do you have? What don’t you understand? –Supports planning “What’s next” approach instead of “all done” Creates “to do” list

20. What do you think? I wonder…? “To do” next

21. Notes get organized on this tabletop Notes wait here

22. Drag and sort notes

23. Make piles

24. Organize and outline Students can process notes in multiple ways Order and reorder notes into piles –Experiment with tentative subtopics Attach multiple tags to a notecard –Label important details, themes, concepts Search notes - by one tag, by combinations –Investigate new ways to order information –Encourages flexible thinking

25. Label, order, search, reorder

26. Students can build an outline on-the-fly…

27. …or outline before taking notes

28. Drag notes into the outline, reorder

29. Technology scaffolds thinking Deep reading questions Strategy prompts Models to follow Just-in-time feedback Deep reflection Original thinking Self-evaluation

30. Teaches students to self-evaluate Scaffolds self-directed independence –Software automates punctuation Student scrutinizes source field-by-field –Software highlights possible errors Student make decisions about corrections –Software displays data about sources Student evaluates quantity, variety and currency

31. Student evaluates resources based on their information need

32. Your students (or you) can get help beyond the handbook examples

33. Why NoodleBib? Promotes an ethical academic climate Teach (rather than police) ethical behavior –Safeguard against accidental plagiarism Builds a common process and consistent attribution throughout the grades Allows departments to teach the style used in their discipline Ease of use encourages student buy-in I have used it with 5th-8th graders and I find that students are actually willing to consult more than the minimum number of sources because they know they will have help creating the proper citations. This encourages curiosity and intellectual engagement. Our English, History and Science teachers love NoodleBib and they are using it for their own research. - Constance Vidor, Middle School Library Media Specialist

34. Online portfolio of student learning over time

35. NoodleBib - A Teaching Tool Questions? For more teaching ideas: support [at] noodletools [dot] com