1. Importance of Databases

2. Information Literacy Information literacy is a set of abilities requiring individuals to recognize when information is needed and have the ability to locate, evaluate, and use effectively the needed information.

3. Databases support EGUSD goals for students: College and Careers

4. Databases support EGUSD goals for students: Common Core State Standards Research

5. Databases support EGUSD goals for students: Digital Citizenship (respecting Intellectual Property)

6. Databases support EGUSD goals for students: 21st Century Skills for Learning (Information, Media and Technology Skills)

7. While online databases and websites are accessed on the Internet, there are some key differences between the two resources. When looking for reliable information + other helpful “tools,” we recommend starting research with an online database as one’s first choice. NEED GOOD INFORMATION?

8. DatabasesWebsites · Published by reliable companies, like book publishers· May be published by anyone · Information comes from professionals or experts in the field · Information may not be verified or reliable · No advertising - information is provided by a paid yearly subscription thanks to Principal Meyer & PG site budget · Advertising banners, pop-up ads, etc. · Searches can be narrowed using Keywords, Author, Date, Type of Source, etc. · Broad searches using Keywords only · Data is updated frequently and includes date of publication · Often unable to tell when information is updated or if it is current · FREE to students, staff and parents EGUSD schools; must access via library webpage with user/password from any campus or personal device with internet access. · Valuable content, like newspaper or magazine articles often requires a subscription or fee

9. Less than 10% of Google is K-12 curriculum-relevant and is limited to websites, not publications. Most websites are consumer oriented, distracting to students and many websites are from sources that are questionable or even inappropriate. <10%

10. CC.9-10.R.I.8 Integration of Knowledge and Ideas: Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant and sufficient; identify false statements and fallacious reasoning. CC.9-10.W.7 Research to Build and Present Knowledge: Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation. CC.9-10.W.8 Research to Build and Present Knowledge: Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation. point of view as an inherent aspect of nonfiction Students as readers, researchers, writers, and speakers compare and contrast sources, assemble evidence, and make arguments and assertions of their own. How can we give students the background, overview, and multiple perspectives they need to interpret what they’re reading