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Integrating Library 2'0 into the Inquiry Process

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... by Mark Dixon former Project Officer Apollo Parkways Primary in Melbourne, Australia. Apollo Parkways is the most successful school in the Navigator School ... – PowerPoint PPT presentation

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Title: Integrating Library 2'0 into the Inquiry Process


1
Integrating Library 2.0 into the Inquiry Process
  • The Red Text sections will indicate where
    technology naturally fits

Presented at the VEMA York River Spring Regional
Conference April 18, 2008 1030am to 1110am By
Sabrina Carnesi and Karen DiGiorgio Crittenden
Middle School Newport News, VA 23606
2
What is the purpose of the Inquiry Process in
research?
  • The Inquiry Process is an interactive cycle of
    research that is based on knowledge of content.
  • The purpose of inquiry is to encourage high
    levels of critical thinking using appropriate
    processes and resources
  • Conclusions are based on supporting evidence and
    problems are solved / decisions are made that
    will extend learning for a lifetime

3
Effective Inquiry Based Learning
Inspired by Mark Dixon former Project Officer
Apollo Parkways Primary in Melbourne, Australia.
Apollo Parkways is the most successful school in
the Navigator School Program in the state of
Victoria.
4
(No Transcript)
5
Use the Web toGuide Inquiry
  • Before students are able to do open inquiry they
    must be guided on how to effectively do inquiry
  • Webquests are wonderful tools to guide students
  • through the inquiry process and learn the
    content
  • at the same time
  • Webquests can be created or you can use already
    developed webquests which match the content you
    are teaching

6
Here are a few webquests you can use...
7
The WebQuest Page from San Diego State
University http//webquest.sdsu.edu/
8
  • WebQuest Online
  • from Cougar Port portaportal for Crittenden
    Middle School (NNPS)
  • http//guest.portaportal.com/scarnesi

9
and
  • University of Richmond
  • Education Department
  • Includes Web-based projects for k12 that has been
    created by students at the University of
    Richmond. Each project is categorized by both
    subject and grade.
  • http//oncampus.richmond.edu/academics/education/
    projects/

10
Web-based InquiryProjects
  • Once students are proficient at webquests and the
    basic inquiry skills, students can move onto more
    open inquiry
  • Students can do this using the web to
  • conduct web-based inquiry projects similar to
    webquests but are more open-ended and may involve
    outside research

11
and
  • WISE Web Site
  • Teachers can register to use the WISE site to
    allow their students to participate in various
    inquiry projects
  • Teachers can also create their own projects using
    the WISE site
  • Students can store their work on the projects
    and teachers can monitor progress
  • Lets explore the site.
  • http//wise.berkeley.edu/

12
http//wise.berkeley.edu/
13
Birdseye View of the NNPS Inquiry Process
  • Step 1 Questioning
  • Step 2 Planning
  • Step 3 Collecting and Crediting
  • Step 4 Organizing
  • Step 5 Synthesizing
  • Step 6 Communicating

14
Preliminary Preparation
  • Managing the Process
  • Select a curricular sub-topic
  • The
  • Process
  • Identify focus on a topic

15
Step One
  • The
  • Process
  • Questioning
  • Managing the Process
  • Brainstorm
  • What do you already know about the topic?
  • What questions do you need to answer about the
    topic?
  • Use the question stems to get started
  • WHO
  • WHAT
  • WHEN
  • WHERE
  • WHY

16
Mapping and Brainstorming Online Site with
exploratree
17
http//www.exploratree.org.uk/ A free online
library of interactive thinking guides
  • Tracking helps you plan your inquiry
  • Future Wheel think through the consequences and
    impact of an event
  • Lotus Blossom Helps to create lots of ideas on
    a broad issue and turns those ideas into action

18
http//www.exploratree.org.uk/
19
Step Two
  • The
  • Process
  • Planning
  • Managing the Process
  • Create a plan
  • 1. Revise questions and plan
  • as necessary
  • 2. Determine the resources you can use
  • 3. Evaluate your sources
  • Begin a work schedule
  • Use email and message boards to contact teacher,
    librarian, and study partners with questions

20
How to Determine Sources
  • Kathy Schrocks Website has a Printable Form for
    Evaluating Acceptable Internet Sites
  • For Elementary http//school.discoveryeducation.c
    om/schrockguide/evalelem.html
  • For Middle http//school.discoveryeducation.com/s
    chrockguide/evalmidd.html
  • Which Information Source Should I Use? Below is a
    printable guide to help you determine which
    source to use http//www.ri.net/schools/East_Green
    wich/KWHL.PDF
  • Primary and Secondary Source Usage
    http//www.graphic.org/resources.html

21
An Acceptable and Easily Maintained Message Board
  • Think.com

22
Step Three
  • The
  • Process
  • Collecting and Crediting
  • Managing
  • the Process
  • Use CD ROM and library facilities
  • Students collect data from previewed URLs on the
    Internet
  • Students use emails for collaboration and data
    gathering
  • Students maintain digital portfolios to hold
    information
  • Record your sources

23
Online Help for Collecting and Crediting Data
  • http//www.carmun.com/

    Free Online Bibliography
    tool that helps students find, manage, share, and
    cite their research
  • http//notestar.4teachers.org/ NoteStar is an
    Internet utility to assist in the preparation of
    research papers.Teachers and students can set up
    research projects with topics and sub-topics.
    Students may then take advantage of NoteStar's
    many features to collect and organize their notes
    and prepare their bibliography page.

24
Online Help for Collecting and Crediting Data
  • http//thinktank.4teachers.org/ ALTEC's
    ThinkTankThinkTank is designed to help students
    develop a Research Organizer (a list of topics
    and subtopics) for reports and projects. Based on
    the subject assigned, the students can refine it
    by choosing from a variety of suggestions and by
    using a random subtopic generator. This helps
    students learn how to refine a subject so that it
    is more manageable for Internet research.
  • http//www.ri.net/RIEMA/bibliog.html

    Bibliography Guide

25
http//easybib.com/


26
Examples of Student Digital Portfolios
  • Samples of Electronic Portfolios from the
    Discovery Middle School in Orlando, Florida
    http//longwood.cs.ucf.edu/MidLink/portfolios.dms
    .html
  • Student Digital Portfolio and Public Performance
    Project sponsored by the Buffalo/Hanover/Montros
    e School System
  • http//buffalo.k12.mn.us/learning/techportfoli
    o.html

27
http//longwood.cs.ucf.edu/MidLink/portfolios.dms
.html
  • Homepage from Discovery Middle School in Orlando,
    Florida

Student Digital Portfolio on Rainforests
28
Step Four
  • The
  • Process
  • Organizing
  • Managing the Process
  • Revise questions and plan as necessary
  • Organize data into a diagram
  • Analyze Data Identify missing or controversial
    data, draw conclusions
  • Phone or email an expert to clarify, verify and /
    or fill in gaps

29
Graphic Organizers
  • Teacher Tools Graphic Organizer Makers
    http//www.teachnology.com/web_tools/
    graphic_org/
  • Concept Generator
  • KWL Generator
  • SQ3R Generator
  • Venn Diagram Generator

30
Graphic Organizers
  • Read/Write/Think Persuasion Map Organizer
    http//www.readwritethink.org/materials/persuasion
    _map/
  • Interactive graphic organizer that helps students
    map out their arguments for a persuasive essay.
    Students begin by determining their goal or
    thesis. They then identify three reasons to
    support their argument, and three facts or
    examples to validate each reason. The map graphic
    in the upper right-hand corner allows students to
    move around the map, instead of having to work in
    a linear fashion. By clicking the printer icon,
    students can preview their map, return to their
    map for revisions, or print their completed map
    for future reference.

31
http//www.readwritethink.org/materials/persuasion
_map/
32
Step Five
  • The
  • Process
  • Synthesizing
  • identifying themes
  • forming conclusion
  • developing insight into the problem
  • Managing the Process
  • Determine one of the following formats for final
    product
  • Multimedia presentation
  • Speech
  • Report
  • Word process document
  • PowerPoint presentation
  • Web Page / Blog
  • Evaluate your product using the product rubric
  • Determine the shape of product
  • Determine the content of product

33
Completing Your Project
  • Writing Your Paper
  • A Guide to Writing Your Final Paper
    http//www.angelfire.com/wi/writingprocess/
  • More Great Writing Tips http//www.infoplease.com/
    homework/writingskills1.html

34
Completing Your Project
  • Oral Presentation
  • Great Tips on Giving an Oral Presentation
    http//www.infoplease.com/homework/oralreport1.htm
    l
  • 10 Tips for Making a Presentation
    http//www.kn.pacbell.com/wired/21stcent/presentti
    ps.html
  • Oral Presentation Peer Evaluation Form
    http//www.eslpartyland.com/teachers/listening/eva
    l.htm
  • Guideline which includes PowerPoint on Visual
    Aides http//dcc2.bumc.bu.edu/prdu/Session_Guides/
    oral_presentation_techniques.htm

35
Completing Your Project
  • PowerPoint Presentation
  • Guidelines for creating effective PowerPoint
    presentations checklist http//mason.gmu.edu/mo
    ntecin/powerpoint.html

36
Acceptable Blogs for School Usage
37
Acceptable Blogs for School Usage
  • Writers Window
  • Students can read and publish writing, post
    continuous stories, participate in a discussion
    board , and share final products
    http//english.unitecnology.ac.nz/writers/home.htm
    l

38
www.think.com
39
http//www.wikispaces.com/
40
http//www.21classes.com/
41
Step Six
  • The
  • Process
  • Communicating
  • Managing the Process
  • Communicate information to your audience
  • Evaluate
  • Students will use product rubric to aid in self
    evaluation and / or
  • Teacher evaluates
  • Set new goals

42
Evaluating Your Work
  • Did I Avoid Plagiarism? http//www.indiana.edu/7E
    wts/pamphlets/plagiarism.shtml
  • Printable Library Research Rubric
    http//www.ri.net/schools/East_Greenwich/Cole/libr
    aryrub.html

43
In Summary...
  • Inquiry is an important part of the new standards
    and students must be proficient at those types of
    skills
  • Technology can help teachers guide students
    through the inquiry process
  • Students already have a high interest level in
    the web so we must capitalize on that interest to
    engage them in the content we want them to learn

44
Questions?
45
Thanks for Attending
  • If you would like to contact us about further
  • questions or instructional issues, you can
    contact
  • us by
  • Mailing Address-
  • Crittenden Middle School
  • 6158 Jefferson Avenue
  • Newport News, VA 23605
  • Phone- 757-591-4900
    FAX-
  • 757-838-8261
  • Email
  • sabrina.carnesi_at_nn.k12.va.us
  • karen.digiorgio_at_nn.k12.va.us
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