1. Ms. Molly Bates, Library/Media Specialist Mrs. Hailey Clark, Classroom Teacher Mrs. Patrice Smith, Classroom Teacher Russellville Middle School Russellville City Schools Using the AVL and Library Resources to Create a Unique Standards-Based Research Project

2. Collaboration among student peers Strengthening technology skills before spring career research Vertical alignment with our high school teachers revealed that students need additional research experience Increase student confidence using library resources before spring career research

3. Interactive and collaborative unit that allows students from different classes to work together and create a travel guide essay based on a foreign country using the AVL and library resources Library Skills Research Team Work Composition Creating Critical Thinking

4. 21.) Write informative or explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content. [W.8.2] 23.) Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 20-22 above.) [W.8.4] 24.) With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed. [W.8.5] 25.) Use technology, including the Internet, to produce and publish writing and present the relationships between information and ideas efficiently as well as to interact and collaborate with others. [W.8.6] 26.) Conduct short research projects to answer a question (including a self-generated question), drawing on several sources and generating additional related, focused questions that allow for multiple avenues of exploration. [W.8.7] 27.) Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation. [W.8.8]

5. 1.1.4 Find, evaluate, and select appropriate sources to answer questions. 1.1.5 Evaluate information found in selected sources on the basis of accuracy, validity, appropriateness to needs, importance, and social and cultural context. 1.2.3 Demonstrate creativity by using multiple resources and formats. 1.3.1 Respect copyright/intellectual property rights of creators and producers. 1.3.3 Follow ethical and legal guidelines in gathering and using information. 3.1.6 Use information and technology ethically and responsibly.

6. 1.Creativity and Innovation Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology. Students: a.apply existing knowledge to generate new ideas, products, or processes.b.create original works as a means of personal or group expression.c.use models and simulations to explore complex systems and issues.d.identify trends and forecast possibilities. 2.Communication and Collaboration Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others. Students: a.interact, collaborate, and publish with peers, experts, or others employing a variety of digital environments and media.b.communicate information and ideas effectively to multiple audiences using a variety of media and formats.c.develop cultural understanding and global awareness by engaging with learners of other cultures.d.contribute to project teams to produce original works or solve problems. 3.Research and Information Fluency Students apply digital tools to gather, evaluate, and use information. Students: a.plan strategies to guide inquiry.b.locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media.c.evaluate and select information sources and digital tools based on the appropriateness to specific tasks.d.process data and report results. 4.Critical Thinking, Problem Solving, and Decision Making Students use critical thinking skills to plan and conduct research, manage projects, solve problems, and make informed decisions using appropriate digital tools and resources. Students: a.identify and define authentic problems and significant questions for investigation.b.plan and manage activities to develop a solution or complete a project.c.collect and analyze data to identify solutions and/or make informed decisions.d.use multiple processes and diverse perspectives to explore alternative solutions. 5.Digital Citizenship Students understand human, cultural, and societal issues related to technology and practice legal and ethical behavior. Students: a.advocate and practice safe, legal, and responsible use of information and technology.b.exhibit a positive attitude toward using technology that supports collaboration, learning, and productivity.c.demonstrate personal responsibility for lifelong learning.d.exhibit leadership for digital citizenship.

7. Writing Standards Level 3: Developing Produce short paragraphs with main ideas and some details Level 4: Expanding Create multiple paragraph essays Produce content-related reports Compose introduction, body, and conclusion paragraphs Paraphrase or summarize text Take Notes Level 5: Bridging Produce research reports using multiple sources

8. 1. I can locate sound, reliable information independently and with a peer. 2. I can utilize technology to complete all aspects of research. 3. I can combine information from varying sources to create a complete answer. 4. I can compose a well-organized expository essay. 5. I can create a thorough presentation that portrays other cultures and landscapes.

9. Day 7 Write Final Copy Turn In Seven 50-minute class periods

10. Day one handout Triple-set of research questions Nine-square organizer Expository format example Set of encyclopedias Atlas set Non-fiction books about world geography

11. One computer per pair Internet access for AVL research Library OPAC Document software (Microsoft Word)

12. Partnering Classroom Teachers Sat down with classroom rosters Compared our students’ strengths and weaknesses Paired each student with another from the other class based on these needs Teachers/LMS Instructional Collaboration Brainstormed project Discussed resources Resource Preparation Library/Media Specialist Rearranged library/resources to accommodate project Scheduled lab/library time Prepared AVL navigation video Classroom Teachers Posted directions and document files on websites Prepared laminated copies of templates

14. Introduce students to their partners Give each group a “Group and Source Information” handout Assign letter to group Atlas research Search for a book, encyclopedia article, and Internet article on prospective country Finalize country choice for research

16. Use a research question handout to begin the research process One member answer questions using their book source Other member answers questions using the encyclopedia source Members work together to answer questions using the Internet source

18. Finish answering research questions

19. Use information from research questions to complete a Nine-Square Organizer

21. Using the Nine-Square Organizer and expository essay outline, begin writing first draft of paper

22. Nine-Square Research Outline Expository Essay Outline

23. Finish first draft of essay and peer edit

24. Write and turn in final draft of essay

30. Oral Presentations Brochure Small Group Critique History Faculty Involvement Poster or Tri-Fold Boards Full-Color Brochures Travel Contacts Guest speaker

31. H AILEY C LARK hailey.clark@rcs.k12.al.us http://www.rcs.k12.al.us/webpages/hclark/ P ATRICE S MITH patrice.smith@rcs.k12.al.us http://www.rcs.k12.al.us/webpages/psmith/ M OLLY B ATES molly.bates@rcs.k12.al.us http://www.rcs.k12.al.us/webpages/mbates/ http://rmsmediacenter.wikispaces.com/