Research Models - Not Your Same Old County Report

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This is an example of how BCPS integrates information literacy with course objectives

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Research Models - Not Your Same Old County Report

  1. 1. Information Literacy with OnLine Research Modules: Not Your Same Old Research Report! Baltimore County Public Schools Towson, Maryland Della Curtis, Coordinator Office of Library Information Services Information Literacy and Access
  2. 2. Presentation Goal and Objective <ul><li>Strategic thinking, planning, and actions. </li></ul><ul><li>Use of the Online Research Model framework for strategic instructional design and information literacy process model alignment. </li></ul>Participants will be empowered with strategies and tools to overcome barriers by:
  3. 3. <ul><li>Standards for 21 st Century Student Learning </li></ul><ul><li>National Technology Literacy Standards </li></ul><ul><li>State Library Media Standards </li></ul><ul><li>State Content Standards/VSC and Core Learning Goals </li></ul><ul><li>School District PreK-12 Essential Curriculum </li></ul>Strategy 1: Make Logical Connections
  4. 4. Strategy 2: Construct the Research Puzzle <ul><li>School Library Media Centers </li></ul><ul><li>Pedagogy/Learning </li></ul><ul><li>Reading/Writing </li></ul><ul><li>Technology Literacy </li></ul><ul><li>Content areas </li></ul>Student Achievement and…
  5. 5. <ul><li>64% Lack of buy-in and support from teachers </li></ul><ul><li>59% Lack of understanding in general about the educational efficiency of information literacy </li></ul><ul><li>44% Students not motivated to act, since information literacy is not part of their grade </li></ul><ul><li>29% Lack of support from the principal/administrator </li></ul><ul><li>25% Other (Lack of time) </li></ul>SLJ 2003 Survey of 783 School Librarians
  6. 6. <ul><li>Other (Lack of time) </li></ul><ul><li>Collaboration in curriculum design at the district level </li></ul>Strategy 5: Jump Over the Barriers Lack of buy-in and support from teachers Ownership Lack of understanding in general about the educational efficiency of information literacy Strategic partners Students not motivated to act, since information literacy is not part of their grade, library anxiety, or “bird report” requirement Alignment with similar standards for student learning and best practices Lack of support from the principal/administrator Communication and Marketing
  7. 7. Strategy 6: Visualize the Curriculum Product in Action <ul><li>Responsible for their own learning </li></ul><ul><li>Energized by problem solving and use of technology </li></ul><ul><li>Engaged and strategic </li></ul><ul><li>Collaborative </li></ul><ul><li>Applying learning styles </li></ul><ul><li>Motivated through a climate of interest, security, and support </li></ul>Design instruction where students are:
  8. 8. Shift Thinking About Research Approach <ul><li>Responding to directives and mechanics </li></ul><ul><li>Print and Google-found resources only </li></ul><ul><li>Memorizing THE resources, THE route, and the THE answer </li></ul><ul><li>Accepting the librarian and teacher as THE experts </li></ul><ul><li>Turning in a report to the teacher </li></ul><ul><li>Self-directed planning </li></ul><ul><li>An array of print, digital, collective intelligence </li></ul><ul><li>Learning an information problem solving process to use for life </li></ul><ul><li>Using the entire information landscape - resources, experts, and peers </li></ul><ul><li>Communicating to an audience, taking action, and justifying opinions </li></ul>FROM TO
  9. 9. Strategy 7: Design Curriculum Owned by All Simultaneously
  10. 10. Strategy 8: Plan for Wide Appeal and Acceptance <ul><li>Provide a complete research package and IL Process Model. </li></ul><ul><li>Integrate information, technology, & reading standards with content standards. </li></ul><ul><li>Provide a “no risk” technology application. </li></ul><ul><li>Provide multidisciplinary instructional models. </li></ul><ul><li>Address multiple learning styles. </li></ul><ul><li>Provide parents access to student homework and resources. </li></ul>
  11. 11. 2008 Research Models Inventory <ul><li>175 Research Models </li></ul><ul><li>33 Elementary </li></ul><ul><li>25 Middle </li></ul><ul><li>44 High School </li></ul>
  12. 12. Architecture of a Research Model <ul><li>Teacher Tips and Tools </li></ul><ul><li>Scenario with Big Question </li></ul><ul><li>Task and Product </li></ul><ul><li>Assessments </li></ul><ul><li>Subsidiary Questions to Unlock the Big Question </li></ul><ul><li>Gather and Sort </li></ul><ul><li>Organize </li></ul><ul><li>Conclude </li></ul>Architecture Detail via Pre-Colombian Society RM
  13. 13. Architecture of a Research Model <ul><li>Teacher Tips and Tools </li></ul><ul><li>Scenario with Big Question </li></ul><ul><li>Task and Product </li></ul><ul><li>Assessments </li></ul><ul><li>Subsidiary Questions to Unlock the Big Question </li></ul><ul><li>Gather and Sort </li></ul><ul><li>Organize </li></ul><ul><li>Conclude </li></ul>Starry Night RM Grade 4 : Science: Investigating Earth and Space
  14. 14. Architecture of a Research Model <ul><li>Teacher Tips and Tools </li></ul><ul><li>Scenario with Big Question </li></ul><ul><li>Task and Product </li></ul><ul><li>Assessments </li></ul><ul><li>Subsidiary Questions to Unlock the Big Question </li></ul><ul><li>Gather and Sort </li></ul><ul><li>Organize </li></ul><ul><li>Conclude </li></ul>Booktalk RM Grade 3 : English Language Arts: Literary Favorites
  15. 15. Architecture of a Research Model <ul><li>Teacher Tips and Tools </li></ul><ul><li>Scenario with Big Question </li></ul><ul><li>Task and Product </li></ul><ul><li>Assessments </li></ul><ul><li>Subsidiary Questions to Unlock the Big Question </li></ul><ul><li>Gather and Sort </li></ul><ul><li>Organize </li></ul><ul><li>Conclude </li></ul>Overview RM Grade 11 English: American Literature
  16. 16. Architecture of a Research Model <ul><li>Teacher Tips and Tools </li></ul><ul><li>Scenario with Big Question </li></ul><ul><li>Task and Product </li></ul><ul><li>Assessments </li></ul><ul><li>Subsidiary Questions to Unlock the Big Question </li></ul><ul><li>Gather and Sort </li></ul><ul><li>Organize </li></ul><ul><li>Conclude </li></ul>Overview RM Grade 5 Science: Investigating Energy
  17. 17. Strategy 11: Garner Sustained Support <ul><li>System curriculum design process </li></ul><ul><li>Talented library media specialists and classroom teachers who know curriculum and instructional design </li></ul><ul><li>Technology tools, i.e., digital resources </li></ul><ul><li>Collaboration tools and opportunities </li></ul><ul><li>Learning communities (staff development strategy) </li></ul>
  18. 18. Strategy 12: Empower the Stake Holders <ul><li>Collaborative teams of library media specialists and content area/grade level teachers </li></ul><ul><li>Library media specialists assigned to content or grade level curriculum workshops </li></ul><ul><li>Faculty meetings </li></ul><ul><li>Division, office, and departmental meetings </li></ul><ul><li>New school administrator induction program </li></ul><ul><li>New teacher induction program </li></ul><ul><li>PTA Conferences </li></ul><ul><li>University and inservice courses </li></ul>
  19. 19. Strategy 13: Assess Progress <ul><li>Award 2000 Effective Practices for Using Technology in Maryland Schools by the Maryland Business Roundtable </li></ul><ul><li>Presented at the American Association of School Librarians </li></ul><ul><li>Presented at the Maryland State Department of Education </li></ul><ul><li>Curriculum workshop leaders are paying library media specialists to work on their workshops with teachers to develop a research model(s) </li></ul><ul><li>School administrators are requiring teachers as part of their professional development goals to collaborate with the library media specialist to implement research models. </li></ul><ul><li>Research models are incorporated into School Improvement Plans </li></ul><ul><li>Research models are incorporated into the BCPS No Child Left Behind Master Plan </li></ul><ul><li>Partnership with the Baltimore County Public Library </li></ul><ul><li>Exposure in local newspapers and professional journals </li></ul>
  20. 20. Strategy 14: Plan for the Future <ul><li>Partner high school science educators with library media specialists to enhance professional skills by designing research models </li></ul><ul><li>Applying for curriculum workshop funds for July 2004 </li></ul><ul><li>2004-05 Budget to expand partnership with Baltimore County Public Library </li></ul>
  21. 21. You Are Empowered ! <ul><li>Massachusetts School Library Media Program Standards for 21st Century Learning (2003) </li></ul><ul><li>Simmons Study </li></ul><ul><li>Strategies Learned Today </li></ul><ul><li>You are on the pathway to success ! </li></ul>
  22. 22. Time for Questions ?
  23. 23. The Scenario Section <ul><li>Sets the stage. </li></ul><ul><li>Defines the purpose. </li></ul><ul><li>Creates motivation and engagement. </li></ul><ul><li>Contains the hook. </li></ul>Illustration
  24. 24. The Task and Product Section <ul><li>What is to be done </li></ul><ul><ul><li>Describes the authentic learning activity </li></ul></ul><ul><ul><li>Defines the audience </li></ul></ul><ul><ul><li>Focuses the content </li></ul></ul><ul><li>Describes the form of the presentation </li></ul><ul><ul><li>Written </li></ul></ul><ul><ul><li>Multimedia </li></ul></ul><ul><ul><li>Oral </li></ul></ul><ul><ul><li>Community service </li></ul></ul>Illustration
  25. 25. The Assessments Section <ul><li>Product </li></ul><ul><li>Process </li></ul><ul><li>Group work </li></ul><ul><li>Daily progress </li></ul><ul><li>Peer or expert review </li></ul>Illustration
  26. 26. The Questions Section <ul><li>What enduring understanding should the student know - the BIG QUESTION </li></ul><ul><li>Subsidiary questions that guide the focus of the research and unlock the BIG QUESTION </li></ul><ul><li>Encourage students to formulate own questions </li></ul>Illustration
  27. 27. The Gather and Sort Section <ul><li>Internet links </li></ul><ul><li>Digitial content </li></ul><ul><li>Print resources </li></ul><ul><li>Always provide graphic organizers </li></ul><ul><li>Prompts to guide students (reading, thinking, organizing, and documenting) </li></ul>Illustration
  28. 28. The Organize Section <ul><li>ANALYZE research notes to answer the big question </li></ul><ul><li>SYNTHESIZE the findings to communicate new knowledge </li></ul><ul><li>EVALUATE the the effectiveness of the research </li></ul><ul><ul><li>Compelling facts </li></ul></ul><ul><ul><li>Sufficient details and/or gaps </li></ul></ul><ul><ul><li>Organized in appropriate categories </li></ul></ul><ul><li>DOCUMENT </li></ul>Illustration
  29. 29. The Conclusion Section <ul><li>Presentation </li></ul><ul><li>Individual accountability </li></ul><ul><li>Reflection (process, understanding, product) </li></ul>Illustration
  30. 30. Fee-Based Resources . . . A closer look <ul><li>America the Beautiful </li></ul><ul><li>ABC-CLIO Suite </li></ul><ul><li>BigChalk </li></ul><ul><li>Literature Online </li></ul><ul><li>ProQuest </li></ul>
  31. 31. Characteristics of the Models <ul><li>Show curricular alignment . E M H </li></ul><ul><li>Designed for engaging, collaborative, and authentic learning . E M H </li></ul><ul><li>Provide scaffolding for the research process. E M H </li></ul><ul><li>Include assessments ( product and process ). E M H </li></ul><ul><li>Invoke creative thinking and problem solving of an Essential Question . E M H </li></ul><ul><li>Provide links to evaluated Internet resources and tools to access local resources. E M H </li></ul><ul><li>Provide graphic organizers to gather information. E M H </li></ul><ul><li>Offer multiple options for end product . E M H </li></ul>

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