How to answer a question - by Michael Dodes
The Research Process is a complex one that is frequently misunderstood and abused as it is often intuitive to many people and they do not understand the steps that need to be taught to students for them to adopt an organized process. This post attempts to at least explain the divide between authentic research and why it doesn't necessarily coincide with how research is done in school settings.
That being said, how do we break down this "How to answer a question" process down to understandable steps? Thankfully, there are many such processes which in Library circles are Information Literacy Models.
The one commonly used in New York City Schools is called the Pitts/Stripling Model of Inquiry (viewable in this PDF) however, other popular ones include the Big6, the 8 W's and the Kuhlthau Model among many others.
When we are working with the research process we are frequently working with 3 objects that are integral in describing how information literacy is used in schools - I call them Content, Process, and Purpose. When we are working with information in schools we are frequently trying to convey certain information - that is the content and the content is usually incidental to why the research is being done - which is the purpose. Finally we have the process, and the sequence is we develop a need to do research - a purpose for it and then acquire content using one of the Information Literacy Processing Models.
--from a Discussion by Michael Dodes, "Taking Apart the Research Process and its Basis in Teaching"
Have you diigo'd today? by Lisa Dick
Here are just a few ideas [for using diigo with students]:
- Find a website (or two) that are great resources for a unit/lesson and add sticky notes to the websites. This is a great way to add questions for students to answer and integrate higher order thinking skills.
- Teach students about picking out key information by highlighting it on a website. Then have them do the same on another site.
- For your next group project, have students share bookmarks for information. Better yet, pair up with another teacher maybe out of state or country and have those students build resources together for a collaborative project.
- Point out copyright information with the highlighting or sticky note feature.
- Share a great web resource with your students for each unit/lesson by sending them bookmarks.
- When students use online resources for a written project such as a research paper, have them highlight the sections they used in their paper. Then they can create a list.
- You can also pose a problem or have students take sides of a debate. Then they collect bookmarks, highlight key points, and add stickies to support their side.
-- from a post on Lisa Dick's Tidertechie, Have you Diigo’d today? Posted by: tidertechie | August 30, 2009
