American Association of School Librarians 21st Learner Century Standards: Learners use skills, resources, and tools to: 1. Inquire, think critically, and gain knowledge: 1.1.1 Follow an inquirybased process in seeking knowledge in curricular subjects, and make the real world connections for using this process in own life. 1.1.8 Demonstrate mastery of technology tools for accessing information and pursuing inquiry. 1.1.9 Collaborate with others to broaden and deepen understanding. 1.2.3 Demonstrate creativity by using multiple resources and formats. 1.3.1 Respect copyright/ intellectual property rights of creators and producers. 1.3.2 Seek divergent perspectives during information gathering and assessment. 1.3.3 Follow ethical and legal guidelines in gathering and using information. 1.3.4 Contribute to the exchange of ideas within the learning community. 1.3.5 Use information technology responsibly. 1.4.1 Monitor own information-seeking processes for effectiveness and progress, and adapt as necessary. 1.4.2 Use interaction with and feedback from teachers and peers to guide own inquiry process. 1.4.3 Monitor gathered information, and assess for gaps or weaknesses. 1.4.4 Seek appropriate help when it is needed. 2. Draw conclusions, make informed decisions, apply knowledge to new situations, and create new knowledge: 2.1.1 Continue an inquiry based research process by applying critical thinking skills (analysis, synthesis, evaluation, organization) to information and knowledge in order to construct new understandings, draw conclusions, and create new knowledge. 2.1.2 Organize knowledge so that it is useful. 2.1.4 Use technology and information tools to analyze and organize information. 2.1.5 Collaborate with others to exchange ideas, develop new understandings, make decisions, and solve problems. 2.1.6 Use the writing process, media and visual literacy, and technology skills to create products that express new understandings. 2.2.4 Demonstrate personal productivity by completing products to express learning. 3. Share knowledge and participate ethically and productively as members of our democratic society. 3.1.2 Participate and collaborate as members of a social and intellectual network of learners. 3.1.4 Use technology and other information tools to organize and display knowledge and understanding in ways that others can view, use, and assess. 3.1.6 Use information and technology ethically and responsibly. 3.2.2 Show social responsibility by participating actively with others in learning situations and by contributing questions and ideas during group discussions. 3.2.3 Demonstrate teamwork by working productively with others. 3.3.5 Contribute to the exchange of ideas within and beyond the learning community. 4. Pursue personal and aesthetic growth. 4.1.6 Organize personal knowledge in a way that can be called upon easily. 4.1.7 Use social networks and information tools to gather and share information. 4.3.1 Participate in the social exchange of ideas, both electronically and in person. 4.3.4 Practice safe and ethical behaviors in personal electronic communication and interaction.
When discussing wikis it is appropriate to define it using the most well-known wiki, Wikipedia. According to Wikipedia, &quot;a wiki is a website that allows the easy creation and editing of any number of interlinked web pages via a web browser...&quot; (par.1) Wikis are easy to navigate, easy to update, and collaborative in nature. A wiki can be created as a public wiki in which anyone can contribute, or it can be created to only allow certain people to edit or access the site.
The following slides will discuss some of the advantages of students using a Wiki during the research process. Offers a nontraditional method of teaching research skills (Martin).
Students can use a wiki to store resources and links in one place. Can store their work and research online and access it from any computer with Internet access.
Students can organize the research process using different pages in a wiki. Student research doesn't have to be linear process. Physical links can be created to connect related thoughts and ideas. A wiki can be used to keep notes, ideas, resources, videos, links, and student writing all in one place. If students are working on one small concept from a broader topic, links can be established from one student's work to another student's work using a wiki. For example, if students are researching the Middle Ages, a student who is studying clothing may have their work linked to knights, ladies, serfs, children, etc.
Students can collaborate if working on a group project and teachers can check the editing history to see if all students are participating. Individuals can contribute to a broader concept that the class is studying. Using a wiki, students can become responsible for teaching others about their topic. Students from different classes or even schools or countries can work together via a wiki. Students can give each other feedback on each other's research progress. Students/teachers/librarians can easily share resources that they may find. Members of the wiki can also choose to have updates to the wiki emailed to them or receive updates through RSS feeds.
Wikis also have a discussion tab on each page. Students, teachers, and librarians can read and discuss issues related to the topic of the paper.
Student are writing to a larger audience rather than just the teacher.
Students can embed videos, maps, charts, pictures, audio, and Websites links into the wiki to use as part of the research project. (Raymond)
The teacher or librarian can check in at any time on student progress and provide ongoing feedback. Input can be given to students throughout each stage of the process rather only when each task (notecards, outline, rough draft, etc) is completed.
Student uses the Wiki throughout the research process to organize ideas, ask guiding questions, share ideas with others, etc. The focus is not the end product but the research process (Martin).
A wiki is a living document that can be continuously updated and added to by others even after the original creator(s) may have moved on. (Martin)
Wikis are very easy to create. There are several free sites that are available to create wikis.
Visit and spend a few minutes at each site. Demonstrate how a wiki can be created using one of the sites.
Visit student created wikis. Showcase: -how student research can be linked together. -how history can be checked and how students have collaborated on projects together. -how different schools can collaborate
-nontraditional research using a wiki -new spin to science projects
Potential Problems: &quot;Digital divide&quot; - access for some students outside of school (Raymond) Discuss online safety and &quot;netiquette&quot; with students. (CodeBlue Wiki)
Allow 5 minutes for questions and comments
Transcript of "Using wikis in_the_research_process (2)"
Using a Wiki in the Research Process Presented by Janet Bader http://www.flickr.com/photos/kables/1220574200/
Real Time <ul><li>http://www.flickr.com/photos/lwr/60496147/ </li></ul>
Emphasizes the Research Process (not just the end product) <ul><li>http://www.flickr.com/photos/h-k-d/3450478183/ </li></ul>
A Living Document http://www.flickr.com/photos/iceninejon/3716169053/
How to Build a Wiki <ul><li>http://www.flickr.com/photos/poportis/3179185221/ </li></ul>
http://www.flickr.com/photos/7362334@N08/2347357002/ FREE WIKI SITES: Wiki Spaces ( wikispaces.com ) Wetpaint ( wikisineducation.wetpaint.com ) PB Works ( pbworks.com )
Examples of Wikis Used in Student Research <ul><li>Social Studies </li></ul><ul><li>This is a student generated Wiki about the Industrial Revolution. Students have researched different areas of the Industrial Revolution and have linked their research together in this Wiki. http://kmsamistad809.wikispaces.com/ </li></ul><ul><li>Two U.S. History high school classes from across the country (Georgia and California) research the Reconstruction Era following the Civil War. Groups of students must come up with a Reconstruction Policy. Each school reads and critiques the other. http://philosopherking.wikispaces.com/ </li></ul><ul><li>English </li></ul><ul><li>Student created wiki about British Romanticism http://britishromanticism.wikispaces.com/ </li></ul>
Further examples... <ul><li>Health and Science </li></ul><ul><li>In this 6th Grade Health Wiki, students work as a team of doctors who must research the symptoms and diagnose a patient. http://codeblue.wikispaces.com/ The Science Fair Wiki has information and timeline about the Science Fair and each participating student has created their own Wiki page for their experiment. http://mwvsciencefair.wikispaces.com/ </li></ul>
<ul><li>http://www.flickr.com/photos/spike55151/326441468/ </li></ul>Example of "CodeBlue" 6th grade students Wiki page about online safety and "Netiquette"
Questions and Comments http://www.flickr.com/photos/crystaljingsr/3914729343/
Works Cited <ul><li>Anderson, Jill. "Student Wikis Spread Research to Web Audience." Harvard, 26 Feb. 2010. Web. 30 Apr. 2010. http://www.gse.harvard.edu/blog/news_features_releases/2010/02/student-wikis-spread- research-to-web-audience.html </li></ul><ul><li> </li></ul><ul><li>"CodeBlue." Wikispaces, 8 Nov. 2009. Web. 29 Apr. 2010. </li></ul><ul><li> </li></ul><ul><li>Martin, Amy. "Death to the Research Paper." Suite101, 2 Nov. 2009. Web. 29 Apr. 2010. http: //curriculum-issues.suite101.com/article.cfm/death_to_the_research_paper </li></ul><ul><li>Raymond, Sandra. "Using Wikis in the Classroom." Suite101, 1 Jan. 2010. Web. 29 Apr. 2010. http://curriculalessons.suite101.com/article.cfm/using_wikis_in_the_classroom </li></ul><ul><li>Valenza, Joyce. "Which tool should I use?" Neverendingsearch . School Library Journal, 17 Sept. 2008. Web 29 Apr. 2010. http://www.schoollibraryjournal.com/blog/1340000334/post/340033434.html </li></ul><ul><li>“ Wiki.” Wikipedia. Wikimedia Foundation, 30 Apr. 2010. Web. 2 May 2010. http://en.wikipedia.org/wiki/Wiki </li></ul>
A particular slide catching your eye?
Clipping is a handy way to collect important slides you want to go back to later.