AASL Presentation 2013 Hartford, CT
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Cristy Bolton and Lindsey Hogan's presentation at AASL Hartford.

Cristy Bolton and Lindsey Hogan's presentation at AASL Hartford.

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  • Cristy <br /> <br /> <br /> &lt;!-- This snippet was inserted via the PollEv Presenter app --> <br /> &lt;!-- The presence of this snippet is used to indicate that a poll will be shown during the slideshow --> <br /> &lt;!-- TIP: You can draw a solid, filled rectangle on your slide and the PollEv Presenter will automatically display your poll in that area. --> <br /> &lt;!-- The PollEv Presenter app must also be running and logged in for this to work. --> <br /> &lt;!-- To remove this, simply delete it from the notes yourself or use the PollEv Presenter to remove it for you. --> <br /> In which stage of the research process do students struggle most? <br /> <br />
  • Both <br />
  • Cristy <br /> Overview - How we guide students through the research portion of inquiry process, supports common core curriculum/embedded in what we do, digital tools we integrate into research for 21st century learner; Budget-friendly research tools <br />
  • Lindsey <br /> Inquiry based science <br /> MLS and started PhD to study updated research process <br /> Research showed-nonlinear, instructional design, authentic <br />
  • Lindsey- statistics showing growth from 1st year and now (class coll, eval db/resources-SIC, admin support and funding); changed bc of cc and dig tools <br />
  • Cristy - teaching background; 21,000 students, district libraries - 20 elem; 9 ms; 5 hs; 1 academy <br /> Inquiry across district b/c of Lead 21, KCCRS, NextGen Science Standards (1/7 states) <br /> Inquiry focus K-12. DLCs <br />
  • Searching just to search <br /> Disconnect between research and paper <br />
  • Lindsey <br /> Research is not linear <br /> Students struggled with “in-between” steps <br /> Organizing sources <br /> Identifying a topic <br /> Moving from notes to paper <br />
  • Lindsey - not in on every stage (even beginning); not all happening in the library; picked a few each year to work on; tend to not be a part of the eval/writing piece. need to be a part of this for cc <br />
  • Cristy - We were here! <br />
  • Our goal to move from traditional to inquiry-based research <br />
  • Puzzle showing all pieces: research, inquiry, common core, <br />
  • Add circle-students going back and forth bn stages <br />
  • Cristy - Anchor standard 1-2-3 - emphasis on argument, push toward more engaging questions - argument v. persuasive v. informative; want to create authentic research questions (Shelly book); <br />
  • Cristy - Writing standard 7-8-9; Great b/c we do this--pushing student work to the next level. <br />
  • 20 min. in; ask each other questions <br /> Back up ?: What gaps do you see in student learning in regards to the research process? How are you addressing those gaps? <br />
  • Cristy and Lindsey <br /> - solution: focus on mini-lessons to support gaps <br /> -Describe LibGuides and structure; not just about what we have, but what we point to <br /> -24 hr access <br />
  • Lindsey <br /> year 1 making shift bc students going straight to db <br /> checkpoint before going to databases; encourage time to explore <br />
  • Cristy Background of note cards, how long classes are in, databases (customize for subject area) <br /> Noodletools <br />
  • Cristy - Biggest struggle, area of emphasis, Show some tools, ideas Share out/?/Share back to group <br />
  • time check - 40 min through. <br /> Back up ? - What teaching strategies or changes have you implemented to support research with your students? <br /> Go back to Sample Units & Budget Friendly alternatives then close <br />

AASL Presentation 2013 Hartford, CT Presentation Transcript

  • 1. Poll Everywhere
  • 2. Connecting Students to the CCSS with Guided Inquiry and Digital Tools Cristy Bolton & Lindsey Hogan Blue Valley Schools - Overland Park, KS
  • 3. Today’s Learning #aasl13bvli b
  • 4. Background Info •Taught science and math K-12 •MLS from ASU •Started PhD
  • 5. Blue Valley Southwest High School Est. 2010 Technology rich Online resource focus Hub of learning
  • 6. Inquiry Everywhere!!
  • 7. Things we noticed... CC Image courtesy of Damien du Toit on Flickr
  • 8. Things we noticed... CC Image courtesy of Seongbin IM on Flickr
  • 9. Finding Paper format right Paraphrase “types” of Submitting sources work Using databases Research ? Writing Works cited Taking notes Grammar Outline Evaluating information Publish
  • 10. Arguments of Policy ✦ “Students have no way to investigate these problems except through secondary sources.” ✦ “These problems do not involve real research.” ✦ “Since there are no original data, the only arguments made are warranted by the presumed authority of the writers whose work the student has chosen to quote, summarize, or in some cases, plagiarize.” ✦ “Students come to school with already learned solutions to the policy questions often favored by teachers (abortion, stem cell research, human cloning, capital punishment, the legality of dog fighting).” Hillocks, George. Teaching argument writing, grades 6-12: supporting claims with relevant evidence and clear reasoning. Portsmouth, NH: Heinemann, 2011: 68. Print.
  • 11. raditional vs. Inquiry-based Kuhlthau, Carol. "School Library Monthly - Inquiry Inspires Original Research." School Library Monthly Inquiry Inspires Original Research. N.p., 7 Nov. 2013. Web. 7 Nov. 2013. < http://www.schoollibrarymonthly.com/ARTICLES/Kuhlthau2013-v30n2p5.html>.
  • 12. Common Core Writing Research Inquiry Student Learning CC Image courtesy of wilhei55 on Flickr
  • 13. Guided Inquiry & Research
  • 14. “...research is embedded into inquiry. Inquiry inspires authentic, meaningful research. Research is an essential component of inquiry learning.” Kuhlthau, Carol. "School Library Monthly - Inquiry Inspires Original Research." School Library Monthly Inquiry Inspires Original Research. N.p., 7 Nov. 2013. Web. 7 Nov. 2013. <http:// www.schoollibrarymonthly.com/ARTICLES/Kuhlthau2013-v30n2p5.html>.
  • 15. Writing & The CCSS Argument Informational/Exp lanatory Writing Narrative Narrative Narrative Narrative Writing Writing Writing Writing CC Image courtesy of Denise Krebs on Flickr
  • 16. Research & The CCSS ✦ “Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation.” ✦ “Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism.” ✦ “Draw evidence from literary or CC Image courtesy of West Midlands Police on Flickr "English Language Arts Standards » Anchor Standards » College and Career Readiness Anchor Standards for Writing." Common Core State Standards Initiative. N.p., n.d. Web. 11 Nov. 2013. < http://www.corestandards.org/ELA-Literacy/CCRA/W>. informational texts to support analysis, reflection, and research.”
  • 17. Integration from Integration multiple from sources multiple sources Essentia Essentia l Qs l Qs Research Research prompts prompts How does this support Common Core? Synthesi Synthesi s s Evidence Evidence Inquiry Inquiry
  • 18. #aasl13bvlib
  • 19. Research Process @ BVSW @ BVSW
  • 20. CC Image courtesy of tableatny on Flickr
  • 21. Note Taking
  • 22. Outlining & Writing CC Image Courtesy of toffehof on Flickr
  • 23. #aasl13bvlib
  • 24. Bibliography Hillocks, George. Teaching argument writing, grades 6-12: supporting claims with relevant evidence and clear reasoning. Portsmouth, NH: Heinemann, 2011. Print. Kuhlthau, C.C., L. K. Maniotes, A. K. Caspari. Guided Inquiry Design: A Framework for Inquiry in Your School. Libraries Unlimited, 2012. Kuhlthau, Carol. "School Library Monthly - Inquiry Inspires Original Research." School Library Monthly - Inquiry Inspires Original Research. N.p., 7 Nov. 2013. Web. 7 Nov. 2013. <http://www.schoollibrarymonthly .com/ARTICLES/Kuhlthau2013v30n2p5.html>.