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English SOL InstituteEnglish SOL Institute

Secondary Research StrandSecondary Research Strand

English SOL InstituteEnglish SOL Institute

Secondary Research StrandSecondary Research Strand

Technology as a Research ToolTechnology as a Research ToolLisa TorreyLisa Torrey

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Secondary ResearchSecondary ResearchSecondary ResearchSecondary Research

Key Points in Research• Critically evaluate the accuracy, quality,

and validity of the information

• Frame, analyze, and synthesize information to solve problems, answer questions, and generate new knowledge

Key Points in Research• Critically evaluate the accuracy, quality,

and validity of the information

• Frame, analyze, and synthesize information to solve problems, answer questions, and generate new knowledge

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Secondary ResearchSecondary ResearchSecondary ResearchSecondary Research

Key Points in Research• Citation of primary and secondary

sources begins in grade 6

• Consequences of plagiarism, following ethical and legal guidelines for gathering and using information stressed grades 3-12

Key Points in Research• Citation of primary and secondary

sources begins in grade 6

• Consequences of plagiarism, following ethical and legal guidelines for gathering and using information stressed grades 3-12

Secondary ResearchSecondary ResearchSecondary ResearchSecondary Research

Key Points in Research• Each research “product” does not have

to be a paper

• Incorporate Media Literacy into researcharch

• Research is now tested on the Writing SOL test

Key Points in Research• Each research “product” does not have

to be a paper

• Incorporate Media Literacy into researcharch

• Research is now tested on the Writing SOL test

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QuickWriteQuickWrite

Think back to your memories of conducting research and writing a research paper when you were in high school. What was the process like? How do you think that process has changed for high school students today?

Think back to your memories of conducting research and writing a research paper when you were in high school. What was the process like? How do you think that process has changed for high school students today?

Information LiteracyInformation Literacy

Are your students information literate?

Are you?

Are your students information literate?

Are you?

Information LiteracyInformation Literacy

“Research shows that students primarily use one search engine and then only look at the first page of results. They can quickly give up or settle for something “close enough” when they don’t find the information they’re looking for. Huge amounts of time are being wasted in searches void of the rigor of research.”

~Alan November. “Web Literacy: Where the Common Core Meets

Common Sense”

“Research shows that students primarily use one search engine and then only look at the first page of results. They can quickly give up or settle for something “close enough” when they don’t find the information they’re looking for. Huge amounts of time are being wasted in searches void of the rigor of research.”

~Alan November. “Web Literacy: Where the Common Core Meets

Common Sense”

Three PillarsThree Pillars

• Purposeful search: Using advanced search techniques to narrow the scope and raise the quality of information found on the web.

• Effective organization and collaboration: Being able to organize all of this information into a comprehensive and growing library of personal knowledge.

• Sharing and making sense of information: Sharing what we find and what we learn with the world, and using the knowledge of others to help us make more sense of it all.

• -Alan November “Why More Schools Aren’t Teaching Web Literacy--and How They Can Start”

• Purposeful search: Using advanced search techniques to narrow the scope and raise the quality of information found on the web.

• Effective organization and collaboration: Being able to organize all of this information into a comprehensive and growing library of personal knowledge.

• Sharing and making sense of information: Sharing what we find and what we learn with the world, and using the knowledge of others to help us make more sense of it all.

• -Alan November “Why More Schools Aren’t Teaching Web Literacy--and How They Can Start”

The Purposeful Search: Just Google it!

The Purposeful Search: Just Google it!

• Google tips• Google Custom Search

• Google tips• Google Custom Search

http://www.google.com/

The Purposeful Search: TwitterThe Purposeful Search: Twitter

• Twitter: Tweet the experts!• Twitter: Tweet the experts!

EvaluationEvaluation

• Evaluate the URL• http://pubweb.northwestern.edu/~abutz/di/

intro.html Domain name

Extension

Personal Page? (% ~ members users)

• Perform a link:URL search• Consider CARS: (credibility, accuracy,

reasonableness, support)• Evaluation checklist

• Evaluate the URL• http://pubweb.northwestern.edu/~abutz/di/

intro.html Domain name

Extension

Personal Page? (% ~ members users)

• Perform a link:URL search• Consider CARS: (credibility, accuracy,

reasonableness, support)• Evaluation checklist

Synthesis and CollaborationSynthesis and Collaboration

According to Virginia employers, critical thinking and teamwork/collaboration are consistently rated as two of the top three most important skills for high school and college graduates entering the workplace in Virginia.

~Carrier & Gunter. “Critical Workplace Skills for Virginia’s Economic Vitality”

How do we bring students and information together?

According to Virginia employers, critical thinking and teamwork/collaboration are consistently rated as two of the top three most important skills for high school and college graduates entering the workplace in Virginia.

~Carrier & Gunter. “Critical Workplace Skills for Virginia’s Economic Vitality”

How do we bring students and information together?

What is synthesis?What is synthesis?What is synthesis?What is synthesis?a)a) In wider philosophical use and gen. The putting together of parts In wider philosophical use and gen. The putting together of parts

or elements so as to make up a complex whole; the combination of or elements so as to make up a complex whole; the combination of immaterial or abstract things, or of elements into an ideal or immaterial or abstract things, or of elements into an ideal or abstract whole. (Opposed to analysis n. 2a) Also, the state of being abstract whole. (Opposed to analysis n. 2a) Also, the state of being put so together.put so together.

(Oxford English Dictionary)(Oxford English Dictionary)

a)a) In wider philosophical use and gen. The putting together of parts In wider philosophical use and gen. The putting together of parts or elements so as to make up a complex whole; the combination of or elements so as to make up a complex whole; the combination of immaterial or abstract things, or of elements into an ideal or immaterial or abstract things, or of elements into an ideal or abstract whole. (Opposed to analysis n. 2a) Also, the state of being abstract whole. (Opposed to analysis n. 2a) Also, the state of being put so together.put so together.

(Oxford English Dictionary)(Oxford English Dictionary)

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Synthesis requires deep, Synthesis requires deep, purposeful readingpurposeful reading

Synthesis requires deep, Synthesis requires deep, purposeful readingpurposeful reading

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77% of all citations 77% of all citations in a study of in a study of college-level college-level student research student research papers only cited papers only cited from the 1from the 1stst 3 3 pages of the pages of the source.source.

- The Citation Project- The Citation Project

77% of all citations 77% of all citations in a study of in a study of college-level college-level student research student research papers only cited papers only cited from the 1from the 1stst 3 3 pages of the pages of the source.source.

- The Citation Project- The Citation Project

Synthesis requires deep, Synthesis requires deep, purposeful readingpurposeful reading

Synthesis requires deep, Synthesis requires deep, purposeful readingpurposeful reading

• Use annotations to foster Use annotations to foster deeper reading.deeper reading.• summarize summarize

• question question

• connect connect

• determine importancedetermine importance

• Use annotations to foster Use annotations to foster deeper reading.deeper reading.• summarize summarize

• question question

• connect connect

• determine importancedetermine importance16

Synthesis and CollaborationSynthesis and Collaboration

• Choose one of the two web sources included in your packet to read and annotate. summarize summarize

question question

connect connect

determine importancedetermine importance

• Research question: What is the impact of street art and graffiti on the community?

• Choose one of the two web sources included in your packet to read and annotate. summarize summarize

question question

connect connect

determine importancedetermine importance

• Research question: What is the impact of street art and graffiti on the community?

Synthesis and CollaborationSynthesis and Collaboration

• Pair up with a person near you who read the other article.

• Together, list as many connections and distinctions between the articles as you can.

• Finally, write a sentence that expresses a new idea, conclusion, or inference you can make based on these two articles.

• Research question: What is the impact of street art and graffiti on the community?

• Pair up with a person near you who read the other article.

• Together, list as many connections and distinctions between the articles as you can.

• Finally, write a sentence that expresses a new idea, conclusion, or inference you can make based on these two articles.

• Research question: What is the impact of street art and graffiti on the community?

Synthesize InformationSynthesize InformationTools for collaboration and synthesis

in the classroom: Diigo, Twitter, Google Docs

Tools for collaboration and synthesis in the classroom:

Diigo, Twitter, Google Docs

PlagiarismPlagiarism

• Turn and talk: What are some common misconceptions students have about plagiarism?

• Turn and talk: What are some common misconceptions students have about plagiarism?

PlagiarismPlagiarism

Tools for teaching and learning:• Turnitin.com • Purdue Online Writing Lab (OWL at

Purdue)• www.easybib.com • Noodletools Express

http://www.noodletools.com/login.php

Tools for teaching and learning:• Turnitin.com • Purdue Online Writing Lab (OWL at

Purdue)• www.easybib.com • Noodletools Express

http://www.noodletools.com/login.php

Authentic and Powerful Research

Authentic and Powerful Research

ReferencesReferencesCarrier, A. & Gunter, M. (2010). Critical workplace skills for Virginia. Retrieved from www.coopercenter.org/demographics

Harris, R. (2010). Evaluating Internet Research Sources. Retrieved from http://www.virtualsalt.com/evalu8it.htm

Jamieson, S. & Moore Howard, R. (2011). The Citation Project: Preventing plagiarism, teaching writing. Retrieved from http://site.citationproject.net/?page_id=224

Mull, B. & November, A. (2012). Web literacy: Where the common core meets common sense. Retrieved from http://novemberlearning.com/resources/archive-of-articles/web-literacy-where-the-common-core-meets-common-sense/

November, A. (2012). Information literacy quiz. Retrieved from http://novemberlearning.com/resources/information-literacy-resources/

November, A. (2012). Why more schools aren’t teaching web literacy—and how they can start. Retrieved from http://novemberlearning.com/resources/archive-of-articles/why-more-schools-arent-teaching-web-literacy-and-how-they-can-start/

Carrier, A. & Gunter, M. (2010). Critical workplace skills for Virginia. Retrieved from www.coopercenter.org/demographics

Harris, R. (2010). Evaluating Internet Research Sources. Retrieved from http://www.virtualsalt.com/evalu8it.htm

Jamieson, S. & Moore Howard, R. (2011). The Citation Project: Preventing plagiarism, teaching writing. Retrieved from http://site.citationproject.net/?page_id=224

Mull, B. & November, A. (2012). Web literacy: Where the common core meets common sense. Retrieved from http://novemberlearning.com/resources/archive-of-articles/web-literacy-where-the-common-core-meets-common-sense/

November, A. (2012). Information literacy quiz. Retrieved from http://novemberlearning.com/resources/information-literacy-resources/

November, A. (2012). Why more schools aren’t teaching web literacy—and how they can start. Retrieved from http://novemberlearning.com/resources/archive-of-articles/why-more-schools-arent-teaching-web-literacy-and-how-they-can-start/

References cont’dReferences cont’dNYC.gov. (2011). City and state anti-graffiti legislation. Retrieved from

http://www.nyc.gov/html/nograffiti/html/legislation.htmlParshley, L. F. (2011). For Egypt’s graffiti artists, revolution brings

inspiration and uncertainty. Retrieved from www.theatlantic.com/international

Rison, J. & Sessa, R. (2012, June 21). A tempting trio: Twitter, Youtube, and Diigo in the classroom. (Video file). Retrieved from http://www.youtube.com/watch?v=IKbDRz2IU_w

Schrock, K. (2012). Critical evaluation of information. Retrieved from http://www.schrockguide.net/critical-evaluation.html

Synthesis. (2012). In Oxford English Dictionary. Retrieved from www.oed.com

NYC.gov. (2011). City and state anti-graffiti legislation. Retrieved from http://www.nyc.gov/html/nograffiti/html/legislation.html

Parshley, L. F. (2011). For Egypt’s graffiti artists, revolution brings inspiration and uncertainty. Retrieved from www.theatlantic.com/international

Rison, J. & Sessa, R. (2012, June 21). A tempting trio: Twitter, Youtube, and Diigo in the classroom. (Video file). Retrieved from http://www.youtube.com/watch?v=IKbDRz2IU_w

Schrock, K. (2012). Critical evaluation of information. Retrieved from http://www.schrockguide.net/critical-evaluation.html

Synthesis. (2012). In Oxford English Dictionary. Retrieved from www.oed.com

Presentation FeedbackPresentation Feedback

On a note card:3- Things you learned2- Things you want to try out1- Question or suggestion

Thank you!Lisa Torrey ltorrey@ycsd.york.va.us

On a note card:3- Things you learned2- Things you want to try out1- Question or suggestion

Thank you!Lisa Torrey ltorrey@ycsd.york.va.us

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