research skills
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Research Skills. at UOIT and in the secondary classroom. Kate Gibbings Education Librarian [email protected]. Victoria Woods Education Library Technician [email protected]. Overview: Teachers will…. Become familiar with the four stages of the research process - PowerPoint PPT PresentationTRANSCRIPT
Research Skillsat UOIT and in the
secondary classroom
Kate GibbingsEducation [email protected]
Victoria WoodsEducation Library [email protected]
Become familiar with the four stages of the research process◦Understand how the stages can be used to address
Ministry expectations
Learn how to access resources at UOIT◦Use the catalogue to access books and e-books◦Use a periodical index to access articles
Overview: Teachers will…
“To be information literate, a person must be able to recognize when information is needed and have the ability to locate, evaluate, and use effectively the needed information.”
American Library Association
What is ‘Information Literacy’?
Four Stage Research Process1. Preparing for ResearchDefine, Explore, Identify, Relate
2. Accessing ResourcesLocate, Select, Gather, Collaborate
3. Processing InformationAnalyze & Evaluate, Test, Sort, Synthesize
4. Transferring LearningRevise, Evaluate, Transfer, Apply
Compare the version for university students: UOIT Library Website: The Research Process
Curriculum Links
The Ontario Curriculum, Grades 11 and 12: Social Sciences and Humanities “All courses include the strand
Research and Inquiry Skills, which gives students the opportunity to examine the models of research, problem solving, analysis, and communication particular to the subject of the course and to apply them as a part of their learning throughout the course” (p. 9).
Curriculum Links
Introduction to Anthropology, Psychology and Sociology, Grade 11
Strand: Research and Inquiry Skills Overall Expectations:
◦ “use appropriate social science research methods”◦ “conduct research . . . summarize findings”◦ “effectively communicate the results of their inquiries”
(Stage 4)
Curriculum Links Specific Expectations:
◦ “formulate appropriate questions” (Stage 1)◦ “demonstrate an ability to locate and select relevant information
from a variety of print and electronic sources (e.g. books, periodicals, television, Internet sites, CD-ROMs)” (Stage 2)
◦ “evaluate the relevance and validity of information gathered through research” (Stage 3)
◦ “demonstrate an ability to organize, interpret, and analyse information gathered from a variety of sources” (Stage 3)
◦ “document sources accurately, using correct forms of citation (e.g. those recommended by the American Psychological Association)” (Stage 4)
Curriculum Links
Challenge and Change in Society, Grade 12 Strand: Research and Inquiry Skills Overall Expectations:
◦ “define and correctly use anthropological, psychological and sociological terms and concepts” (Stage 1)
◦ “demonstrate an understanding of the different research methods…”
◦ “select, organize, and interpret information gathered from a variety of print and electronic sources” (Stage 2-3)
Curriculum Links Specific Expectations:
◦ “select, organize, summarize, and interpret information from a variety of print, media, and electronic sources” (Stage 2-3)
◦ “analyze for bias, accuracy and relevance articles or programs on issues…” (Stage 3)
◦ “demonstrate an understanding of the purpose and use of the stylistic guidelines set by the American Anthropological Association, the APA, and the ASA” (Stage 4)
◦ Using a “range of primary and secondary sources, develop a position on a social issue” (Stage 2-3)
◦ “use recognized style guidelines” (Stage 4)
Useful documents: Four Stages of Research – Secondary – Rubric Preparing for Research – Checklist Accessing Resources – Checklist Processing Information – Checklist Transferring Learning – Checklist Graphic Organizers
Rosenfeld, Esther, et al. Research Success @ Your Library. Toronto: TDSB, 2005. Call# EDU REF 001.4071 RES 2005.
Four Stage Research Process
Get an overview of the topic Brainstorm using graphic organizers Define the topic: broaden or narrow
1. Preparing for Research
What is your topic?
Use a reference book, an introductory textbook, or a professional association or government website to get an overview of your topic
Impact?
Single parent
Same sex marriage? Policies & legisl.
Canada
Statistics‘Traditional’
History
Definitions
Brainstorm your topic
Family/Marriage
Social/Cultural Impact
European Contact
Female childrenReparation Ontario
Residential Schools
Fur TradeComparison to US
World War I / II
Current Issues
First Nations
Brainstorm your topic
Define the topic
May need to broaden or narrow your topic depending on the type of resource or success of search
Family/Marriage
‘Non-traditional’ i.e. Single parent families
Impact on children
Academic achievement
BOOKS PERIODICALS WEBSITESPaper vs. electronic Journals (scholarly)
vs. magazinesGovernment publications, professional associations, etc.
Good starting point (overview); less current; trustworthy
Specialized content; fairly current (archives also avail.)
Specialized content; most current; requires careful evaluation
Catalogue Education Subject Guide / Journals Titles A-Z
Education Subject Guide, etc.
2. Accessing Information
Academic Journal
• Scholarly: written by experts for experts
• Higher reading level
• Use of terminology
• Longer
• Current
• Generally not found free on the Internet – need to subscribe
• Use the library’s indexes/databases
Magazine or Newspaper
•Written by journalists (non experts)
•Aimed at general population
•Lower reading level
•Shorter, pictures
•Very current
•Found in bookstores, on Internet & library’s databases
Impact?
Single parent
Same sex marriage? Policies & legisl.
Canada
Statistics‘Traditional’
History
Definitions
Where are you likely to find the info?
Family/Marriage
(Gov docs)
(Books, encycl.)
(Gov docs, websites)
(Books, texts)(Journal articles, books)
Where are you going to find the info? What’s on the rubric?
Who cares passionately about your topic?
Where do they publish?
What kind of information does your audience need? Scholarly, trade, or popular?
Do you need an overview of the topic to get you started?
Do you need primary sources or secondary sources?
Historical content or current?
Whose point of view do you need to include?
Books (catalogue) = broader terms◦ families; single parent families◦ Native residential schools
Articles (indexes) = more specific◦ single parent families AND academic success◦ Native residential schools AND Ontario
Websites (Google) = even more specific◦ children single parent families impact academic success ◦ Native residential schools Ontario female students
Search strategies
Books Navigate to theAdvanced Search
Search all of UOIT, just the Education Library,
or just Electronic Resources (E-Books)
Boolean Logic: AND
Native AND residential schools
ANDNative Residential schools
Books
It’s at the Main Library
It’s checked in
Want it delivered to the Education Library? Ask us.
Books It’s an E-Book
Click on a link to access
Native(s) native people(s)
First Nation Indian (US, Library of Congress)
Aboriginal indigenous people(s)
Ojibwa Ojibwe, Ojibway, Chippewa
Think of alternate search terms…
Journals & Magazines
Go to the Education Subject Guide
Journals & Magazines
Go to the Education Subject Guide
Others may also be useful
Journals & Magazines
8 specialized education
databases to choose from
Journals & MagazinesCBCA Education
(Canadian) and ERIC (very comprehensive) are
good places to start
Databases for elementary and
secondary student research
Remember to use your NETWORK login
Call IT Support Desk: 905-721-3333Select Option [email protected]
Available at your school library…
Does being from a single parent home have an impact on a child’s success in school?
Single parent home = single parent family = one parent family = lone parent family = single parent(s)
Child = children = teen(s) = adolescent = youth
Success in school = academic achievement = academic success = academic performance
What’s our question?
Boolean Logic: OR
Academic achievement
OR Academic success
single parent famil*
“academic achievement” OR “academic success”
Journals & Magazines
Article/Citation Locator
Journals & Magazines
Journals & Magazines
Does it answer part/all of your question?
Author?
Bias?
When was it published?
Has it been edited or peer-reviewed?
Is there a bibliography?
3. Processing Information
Websites
Warnings that students may miss…
Websites
Websites
Be critical…Who created it?e.g. - The Heritage Foundation- ERIC document- Human Resources & Skills Development
Evaluating Websites
http://www.sdst.org/shs/library/evalwebstu.html
4. Transferring Learning
Check the instructor’s requirements!
Avoid plagiarism – cite your sources using MLA, APA and/or RefWorks, etc.
Fee:Refworks, EndNote, ProCite, NoodleTools
Free:Zotero (www.Zotero.org) – for FirefoxEasyBib (www.easybib.com) – not all freeSimpleBib (simplebib.com) - by studentsSon of Citation Machine (citationmachine.net)
Bibliographic Citation Sites or Managers
Fee:Refworks, EndNote, ProCite, NoodleTools
Free:Zotero (www.Zotero.org) – for FirefoxEasyBib (www.easybib.com) – not all freeSimpleBib (simplebib.com) -by studentsSon of Citation Machine (citationmachine.net)
Bibliographic Citation Sites or Managers
UOIT Guide: Citation Styles You Quote It, You Note It tutorial TDSB Research Toolkit
Citing Sources
Four Stage Research Process
1. Preparing for ResearchDefine, Explore, Identify, Relate
2. Accessing ResourcesLocate, Select, Gather, Collaborate
3. Processing InformationAnalyze & Evaluate, Test, Sort, Synthesize
4. Transfering LearningRevise, Evaluate, Transfer, Apply
Partner with your teacher librarian!
Ontario School Library Association - Collaboration