Post on 07-Nov-2014
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Research Skills for the 21st Century
Isabelle Hobbs & Greg ScotchburnNovember 2008
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Student Research Habits
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Information Literacy
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Finds best solutions for family counseling Social Worker
Reads journal for latest proceduresDoctor
Checks local building codesCity Planner
Revises menu to improve nutritionChef
Compares specs of new models for emissions testing
Automotive Shop Owner
Gathers archival background for novelWriter
Updates knowledge of computer systemsVideo Game Designer
Research ActivityField
Information Literacy in the Workplace
From TDSB Information Literacy presentation
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DDSB Information Literacy Skills Continuum
http://programs.durham.edu.on.ca/ddsbinfoli/
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Designing Research Assignments – Some Models
• Take a Position
• Compare and Contrast
• Re-Create Model
Loertscher, David and others. Ban Those Bird Units 15 Models For Teaching and Learning in Information-rich and Technology-rich Environments. Salt Lake City UT: Hi Willow Research and Publishing, 2005.
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Take a Position
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Compare and Contrast
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Re-create Model
Preparing for Research
Define, Explore, Identify, Relate
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Explore
• You are researching MARC records – develop 5 questions
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Online Encyclopedias
Encyclopedias/databases have many advantages over the “free” internet…• Organized and authoritative information• No pop-up commercial advertising• Designed for educational research• Age appropriate articles• Safer searching
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Accessing Resources
• DDSB Staff (internal access, no passwords necessary)o http://schoolresources.prog/teacher/ o http://schoolresources.prog/student/
• Resources – Grolier (no username or password necessary at school, home access for students and teachers username: durham password: research12
• Canadian Encyclopedia (www.thecanadianencyclopedia.com) no username or password required
• Print encyclopedias, other online encyclopedias (ex. Worldbook), library resources, textbook
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Setting the Context: Developing Questions
http://programs.durham.edu.on.ca/ddsbinfoli/
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Think Literacy Resources
• Access Think Literacy documents online at:
http://www.edu.gov.on.ca/eng/studentsuccess/thinkliteracy/library.html
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Accessing Resources
• Locate, Select, Gather, Collaborate
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Where can they look?
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School work – Finding and Evaluating Information
• The Internet is the clear winner over books from a library:o Grade 4: Sixty-two per cent of
students prefer the Internet, while 38 per cent choose the library
o Grade 11: Ninety-one per cent of students prefer the Internet, with only nine per cent choosing the library.
From: Young Canadians in a Wired World Study (2005)
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Research Tips for Junior Grades• Emphasize books
o Instruction on Table of Contents, Index• Safe, Age-Appropriate Searching
o www.kidsclick.org • Teacher pre-selects websites in folder
and provides them to students
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Adding a Folder of Web Links to your Class Group• Instructions are in Teachers
Community/Software Documentation/SchoolConnect/
• Preselected sites guarantee that students are using appropriate information (especially for Gr. 4-5)
• For older students, saves random surfing time
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Where do they go?
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How do search engines work?
From: http://computer.howstuffworks.com/search-engine1.htm
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• “Anatomy of a Search” in the Skills Continuum
• No human review!• Results based on:
o Keywordso Popularity (as determined
by how often other sites link to the page)
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Paid results
Computer Generated Results
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How much for that Keyword?• Video - Bidding on keywords
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Buying Keywords
• How much does a keyword cost?
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Searching Hints
From: http://www.brandonu.ca/library/ocls/boolean.gif
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Searching Hints – Boolean Searches• Google
o Searches automatically use ANDo OR must be capitalizedo NOT is represented by a “-” signo Try the advanced search
examples Juno Beach –Florida
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Searching Hints
• Quotation marks to finding an exact phrase – great for finding plagiarized papers!
• Use ctrl f to find words on a page
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Evaluating Websites
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Evaluating Websites
Criteria:• Authority• Objectivity/Bias• Content and
Accuracy• Currency
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Check for Authority
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Wikipedia (www.wikipedia.org)
• What is a wiki? o A wiki is computer software
that allows users to easily create, edit and link web pages. (definition from Wikipedia of course!)
• Pros and Cons• Create your own?
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Objectivity/Bias
• Check for any indication of bias• Look at the domain address:
commercial site.com
Canadian site.caorganization or advocacy group
.org
British site.ukgovernment site.gov
personal web page~educational site.edu
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Reading a website address
http://www.bigredhair.com/robots/index.html
Truncate the address to find more information
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Objectivity and Bias
• Find the owner of a site at:o www.easywhois.com
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Objectivity/Bias
• What is the purpose of the site?o Does the source have a political or business
agenda?• Is there an organization sponsoring the
site?o sponsored by a political, business or
advocacy group? If so, what can you find out about that group?
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Objectivity and Bias Example
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Objectivity/Bias
• Who is the intended audience?
• Is the information free from advertising?
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Content and Accuracy
• Can the information be verified using another source?
• Is there documentation to indicate the sources of the informationo Does the site provide a list of
sources or a Works Cited page?o Can you locate any of the source
material? How reliable is this material?
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Content and Accuracy
Students are researching and come up with the following site while searching the web
• Research on Famous Explorers:http://www.allaboutexplorers.com
• Check out more fake websites in the Information Literacy Skills Continuum
• What sites link to this site in Yahooo Link:http://www.allaboutexplorers.com
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Content and Accuracy
• Linkso Are there links to other credible sites with additional
information?o Does the site provide a link for emailing the author
or webmaster?o Did you reach this site through a reputable link?
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Currency• Does the site clearly
state a date of creation or a date for the most recent update?
• Does the information cover recent changes or advances in the field or topic you are researching?
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Online Databases
The Student Research Centre has many advantages over the “free” internet…• More authoritative information?• No pop-up commercial
advertising• Filter for Canadian
content/reading level• Can access “older” articles that
may not be available on the Internet
• Safer searching
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Student Research Center
• aggregates full-text periodicals, international newswires, classic books, hundreds of maps, thousands of photographs (The Star, Canadian Geographic, MacLeans, Time Canada)
• No username/password necessary from school• At home:
o Username: durhamo Password: research12
http://search.ebscohost.com
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Processing Information
Analyse/Evaluate, Test, Sort, Synthesize
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Making Jot notes
• Marzano says that notes provide students with a clear picture of what the teacher considers important. Notes provide student with a model of how notes might be taken. All sort of ways but want to avoid plagiarism.
• Notes/summarizing are two of the most powerful skills students can master. They provide students with tools for identifying and understanding the most important aspect of why they are learning.
• The Information Literacy Skills Continuum has several examples of jot notes templates
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Smart Ideas
• Ministry Licensed software
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Fish Bone
Good Grades
Cause 2Cause 4
Cause 1Cause 3
Good Study Habits
SufficientSleep
Healthy Diet
In-classWork
Presentation created by G. ScotchburnPro/Con or Agree/Disagree Chart
Topic: Hockey Violence
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Transferring Learning• Revise, Present, Reflect, Transfer
Elementary Level:[Students] “should also have opportunities to use available technologies to create media texts of different types (e.g., computer graphics, cartoons, graphic designs and layouts, radio plays, short videos, web pages). (The Ontario Curriculum, Grades 1-8: Language, 2006, p. 13)
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Transferring Learning
• Revise, Present, Reflect, Transfer
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Transferring Learning• Revise, Present, Reflect, Transfer
Elementary Level:[Students] “should also have opportunities to use available technologies to create media texts of different types (e.g., computer graphics, cartoons, graphic designs and layouts, radio plays, short videos, web pages). (The Ontario Curriculum, Grades 1-8: Language, 2006, p. 13)
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Transferring Learning
• Tools:o WordPerfect, MS Publisher,
MovieMaker, Audacity, Dreamweaver, PowerPoint, Corel Presentations, Smart Ideas, PhotoShop
o Check in Teachers Community/Software
Documentation for support materials