1. Duffield, Judith A. "Conducting Research: A Student-Centered Model." Childhood Education 74, no.2 (Winter 1997/1998): 66-72.

               Claims that the importance of gaining information literacy skills is in the use of information rather than                  the finding of information but that many students undertaking research projects do not understand this.                  Describes a research process model developed for use in a classroom setting and gives a sample lesson                  using its steps: presearch, search, interpret, report.

2. Eisenberg, Michael B.and Berkowitz, Robert E. "The Big Six & Electronic Resources: a Natural Fit." Book Report 16, no.2 (September/October 1997): 15,22.

Part of a special section on teaching research skills electronically. The Big Six Skills model is a perfect match to the influx of technology in student research. This model of information problem solving involves the six steps of task definition, information seeking strategies, location and access, use of information, synthesis, and evaluation. The use of this model helps students to develop problem-solving skills, critical thinking, and information management skills and enables them to become comfortable with technology and to understand that technology is only a tool to help them perform their work. Two typical assignments that focus the Big Six perspective on the integration of technology into information skills instruction are provided.

3. Epstein, Beth Broder. "Creating Skinny Books Helps Students Learn about Difficult Topics (Open to Suggestion)." Journal of Adolescent & Adult Literacy 39, no.6 (March 1996): 496-497.

Describes how students learn research skills by making "skinny books"--collections of photocopied articles made into a book with all the parts of a book added--on a topic a student wants to learn more about. Describes how skinny books have been used in a unit on the Holocaust.

4. Gould, John. "Comparatively Speaking." OPSTF News 12, no.2 (March 1998): 12-14.

Discusses teaching research skills to elementary level students using a simple "comparative framework" model. Provides two sample activities to introduce students to "comparative frameworks".

 

5. Howe, Eleanor B. "Integrating Information Technology into and across the Curriculum: A Short Course for Secondary Students." 1997 12 Pp. (ED 412 947).

The installation of technology in the school library is only the first step in its effective use by students. Many search engines are not intuitively obvious to users, and students often need help with searching. Systematic formal instruction in electronic search skills is necessary for awareness of library software and competence in its use. The paper focuses on the why, what, when, how, and where of teaching electronic search skills to high school students. Such instruction is necessary to justify the investment in information technology because the evidence suggests that students do not learn to be efficient users of that technology on their own. Concepts, skills, and resources used in instruction should be developmentally appropriate, and students should choose their own topics and utilize the range of thinking skills in Bloom's taxonomy. Information technology may be integrated into the curriculum through a short course for all students offered as part of library skills, computer literacy, or research skills. (Contains 45 references.)

 

6. Kalish, Rosann Brown. "Presentations: A Sequenced Step-By-Step Independent Study." Gifted Child Today Magazine 20, no.6 (November/December 1997): 32-37,45,47.

Describes a successful program that used a step-by-step approach for teaching research and presentation skills to gifted sixth-grade students. Steps included developing a preliminary outline, exploring various sources, organizing information, using higher-level thinking skills, creating a rubric for evaluating presentations, providing handouts, and focusing on reaching the audience.

 

7. Laase, Lois. "Study Skills." Instructor 106, no.3 (October 1996): 118-119.

Presents a research grid to help students develop a system for taking and organizing notes on their research projects. The grid allows them to see at a glance what information they have so far and what areas they still need to cover. A reproducible copy of the grid is included.

 

8. Loertscher, David. "All That Glitters May Not Be Gold." Emergency Librarian 24, no.2 (November-December 1996): 20-21,23-25.

To capitalize on the thoughtful use of resources and technology, students should be taught how to allocate time to different stages of the research process. Examines the research process; discusses intrinsic and extrinsic motivation; and suggests teachers make engaging assignments, provide time for synthesizing, and encourage thinking rather than cutting and pasting. Includes a representative assignment.

 

9. McMinn, Sally. "Research Readiness + Big Six = Fun + Confidence + Life Skills." School Librarian's Workshop 18, no.4 (December 1997): 13-14.

McMinn discusses the Research Readiness approach to teaching research skills, which involves selecting a subject and using all available materials on the topic. Big Six, a six point research strategy, is a good complement to Research Readiness, and the use of these two has first graders at McMinn's school doing the work of fourth graders.

 

10. Northrup, Janet. "Pamphlets: An Introduction to Research Techniques." English Journal 86, no. 6 (October 1997): 53-56.

Describes a four- to six-week project for high school sophomores in which students create pamphlets and in the process learn basic research skills and practice several elements of the research paper.

 

11. Randall, Sally N. "Information Charts: A Strategy for Organizing Student Research." Journal of Adolescent & Adult Literacy 39, no.7 (April 1996): 536-542.

Describes using information charts with eighth-grade language arts students. Discusses using this strategy to help students organize their research, develop critical-thinking skills, use their prior knowledge, and increase metacognitive awareness.

 

12. Rehmel, Sally. "That's a Good Quote–What's the Source?: Integrating Media Technology Research and Presentation Skills in a High School Social Studies Class." The Social Studies 89, no.5 (September/October 1998): 223-226.

At an independent college preparatory school, media and technology were used to improve students' research and communication skills via a course in Middle East studies. The course was offered in the fall of 1996 for ten seniors and three juniors. The first five-week block concentrated on the history and geography of the region and on current issues and events, the second five-week block consisted of group research and report preparation activities, and the last week of the term focused on report presentations. Each element of the course was designed to use a range of media technology, and each student was to be competent in ten specified media research skills by the end of the term. The course taught students how to use a range of technologies to carry out research and present findings and was considered by researchers to be a successful integration of technology into a humanities curriculum.

 

13. Reissman, Rose. "Pop-Up Portfolio Research." English Journal 85, no.1 (January 1996): 77- 78.

Reissman describes a way to make research more interesting to students that involves the use of a pop-up book. Classrooms without sophisticated computer equipment could still make use of this creative idea.

 

14. Rekrut, Martha D. "Collaborative Research." Journal of Adolescent & Adult Literacy 41, no.1 (September 1997): 26-34.

15. Steeves, Pamela. "Workshop for Knowledge Construction: A View of the Research Process in the Elementary School." School Libraries in Canada 14, no.2 (Spring 1994): 8-10.

Describes a research project in which a teacher-researcher and classroom teacher cooperatively planned and taught a research unit to elementary students using Alberta Education’s Focus on Research model as a guide. The article discusses envisioning the research process in a new way: as exploration, commitment, embodiment and celebration.

 

16. Szentkiralyi, Endre. "Research Papers and Their Pitfalls (Teaching Ideas)." English Journal 85, no.1 (January 1996): 74-77.

Describes an approach to teaching the student research paper that improves the quality of arguments and prose. Reviews specific steps to writing and researching the research paper, which include free writing on a topic of interest, formulating a research question, interviewing and surveying, initial drafting of an argument, and (only after these steps) researching in the library.

17. Tallman, Julie. "Connecting Writing and Research through the I-Search Paper: A Teaching Partnership Between the Library Program and Classroom." Emergency Librarian 23, no.1 (September/October 1995): 20-23.

Describes the use of a modified version of the I-Search writing process for a high school freshman English research paper. Discusses how teaching research and information skills through a writing process such as the I-search promotes stronger student awareness of research strategies transferable to other assignments and information searches. Topics include collaboration between the classroom teacher and the teacher librarian, student journals, research strategies, problem solving, recognizing bias and opinions in sources, student assessments, and teacher observations.

18. Thome, Rich. "The Fourth R is Research." Electronic Learning 16, no.2 (October 1996): 58.

Schools need to add a fourth R if they are to prepare students for the world of work and study--the R for research. Thome discusses how superintendents and principals can meet the challenge of the fourth R. Ten essential research skills students need to effectively use the Internet are listed.

19. van Arragon, Kathleen. "Research Writing in Junior Language Arts." FWTAO Newsletter 12, no.3 (January/February 1994): 40-46.

Discusses designing a research unit for junior language arts, in which generic skills are taught. Also discusses the evaluation process. Makes reference to outcomes based education.

20. Wray, David, Lewis, Maureen and Cox, Caroline. "Budding Research." Child Education 72, no.5 (May 1995): 26-27.

An elementary school gardening project focused on developing research skills by finding information about suitable plants for hanging baskets. The students set clear purposes for their work, drew up a framework for recording information, located and interpreted information in reference books, and made recommendations concerning the purchase of plants.

 

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