Using Research Logs to Build Information Literacy Skills

1
Using Research Logs to Build Information Literacy
Skills
Violet H. Harada University of Hawaii IRA Annual
Conference May 6, 2003
2
Targets

• Inquiry-based research projects.
• Information literacy skills.
• Research logs as a learning tool.
• Teacher and librarian as teaching partners.

3
Inquiry-based projects

• Focus on real-world issues and concerns.
• Deal with larger themes and concepts.
• Embrace big questions that drive the study.

4
Inquiry-based projects

• Involve seeking information from multiple
  sources, different points of view.
• Require rigorous thinking - synthesis, analysis,
  evaluation.
• Demand continuous reflection.

5
Inquiry-based projects

• Result in products that communicate findings to
  real audiences.
• Encourage interaction and cooperative work.

6
Information literacy process

• 1.Explore the broader topic.
• 2.Identify possible focus for study.
• 3.Generate meaningful questions.
• 4.Plan for searching and presentation.
• 5.Locate and retrieve useful information.

7
Information literacy

• 6.Evaluate and organize information.
• 7.Develop and present knowledge gained from
  information.
• 8.Continually assess how learning is occurring.

8
Research logs

• Reveal thinking and reasoning.
• Demonstrate what students know and dont know.
• Allow for expression of personal feelings.

9
Teacher and librarian
TEACHER Content Students
LIBRARIAN Resources Information literacy
BOTH Teaching strategies Assessment tools
10
Snapshot of practice

• What does project look like?
• How do teachers and librarians collaborate?
• What teaching and learning tools are used?

11
Snapshot of practice

• How do research logs reflect student
  understanding of the research process?
• How do logs help instructors strengthen their
  teaching?

12
Gr. 6 - Mililani Mauka

• Essential questions
• Are ancient civilizations still alive today?
• How have they contributed to our lives?
• Project
• Create a special fair in the library to display
  findings. Invite other classes, parents, and
  neighboring schools to attend the fair.

13
Phase 1 Explore broader topic

• Culture boxes.
• Library read-in.
• Webbing.
• Research log.

14
Phase 1 Explore broader topic

• Log prompt
• How did I explore the broader topic?
• What are 2 things that I added to the class web?

15
Phase 2 Identify focus

• Checklist to select a focus.
• Research log.

16
Phase 2 Identify focus

• Log prompt
• What is my focus?
• What did I consider in selecting it?

17
Phase 3 Generate meaningful questions

• Stems to generate questions.

18
Phase 4 Plan for search and presentation

• Group planning form.
• Research log.

19
Phase 4 Plan for search and presentation

• Log prompt
• What steps did we take in planning?

20
Phase 5 Locate and retrieve information

• Organizer to identify resources.
• Web site evaluation form.
• Research log.

21
Phase 5 Locate and retrieve information

• Log prompt
• Which resources seem most useful? Why?

22
Phase 6 Organize information

• Note taking organizer.
• Research log.

23
Phase 6 Organize information

• Log prompt
• Could you describe how to take good notes to
  someone new to the class?

24
Phase 7 Present and evaluate work

• Rubrics.
• Research log.

25
Phase 7 Present and evaluate work

• Log prompt
• My family is coming to the fair.How could I
  explain the steps I took to produce my final
  presentation?

26
Results and insights

• Novice searchers can communicate what worked and
  did not work.
• Students will openly share their feelings IF
  trusting relationships are developed.

27
Results and insights

• Research process is complex, involves multiple
  skills.
• Logs force students to think about how they are
  learning.

28
Teaching insights

• Breaking down concepts and skills.
• Debriefing with students.
• Designing learning tools that help organize
  thinking.
• Incorporating thinkaloud procedures, more
  modeling.