Developing Research Skills in Language Arts


Published on

Help your students learn about and distinguish between a variety of online information sources such blogs, wikis, podcasts, and more! Participating teachers will develop strategies for teaching students how to locate and critically evaluate materials and their contents. Participants will take away practical ideas and activities to incorporate into their language arts classrooms

Published in: Business, Education
No Downloads
Total views
On SlideShare
From Embeds
Number of Embeds
Embeds 0
No embeds

No notes for slide

Developing Research Skills in Language Arts

  1. 1. Developing Research Skills in the Language Arts Classroom UC Irvine Libraries SPIRIT Program Instructor: Melanie Sellar
  2. 2. What are our objectives today? By the end of today’s class, you will: • Have a greater understanding of online information materials and their relation to today’s learner and classroom • Acquire some basic understanding of various online tools with potential classroom (and professional devpt) applications • Learn the mechanics of finding, setting up, and posting to blogs • Acquire some ideas and strategies for integrating blogs into the language arts classroom
  3. 3. Match the Icon to the Product or Service! RSS feed SlideShare TeacherTube Technorati Wikipedia EduBlogs Flickr
  4. 4. Understanding Digital Natives What does today’s student look like and what are their learning preferences? (video from
  5. 5. What tools and strategies do you use for teaching these Language Arts standards? Reading Writing Strategies Comprehension and Applications (Focus on Informational Materials)
  6. 6. Why use online technologies in teaching Language Arts?
  7. 7. Why? Motivates Students • Community development • Engage students in the learning process • Access to a wider audience than within the classroom • Opportunities to share learning (e.g. parents and others) • Moving learning beyond the classroom walls • Not just one way communication: participative, two-way • Feedback mechanisms available • Sustain attention with varied instruction • Opportunities to create and collaborate • Stimulate curiosity
  8. 8. Why? New Types of Info Materials Traditional “Information Materials”: Textbooks, other books, encyclopedias, maps, newspaper articles, brochures, advertisements,… Digital “Information Materials”: e-Books, collaborative web sites, blogs, Wikipedia, interactive maps, open access journals, search engines, podcasts… With these new forms of publishing, students need to become familiar with their structural features and know when and how to use them.
  9. 9. Why? Literacy Development Information literacy: Ability to ask questions, formulate research strategies, use appropriate information tools, evaluate and analyze data, use and incorporate information ethically, and synthesize information. Digital literacy: Ability to use digital technology, communication tools, or networks to locate, evaluate, use, and create information. Media literacy: Ability to communicate competently in all media forms – print and electronic – and to think critically about messages inherent in new media. Computer literacy: Ability to effectively and efficiently use computer tools.
  10. 10. Why? Connected to Standards English Language Arts – 2.0 Reading Comprehension • Focus on structural features of information materials • Assess adequacy, accuracy, and appropriateness of the author’s evidence to support claims and assertions, noting instances of bias and stereotyping • Identify topics; ask and evaluate questions; and develop ideas leading to inquiry, investigation, and research • Understand how text features (e.g. format, graphics, illustrations, charts..) make information accessible and usable English Language Arts – 1.0 Writing Strategies • Choose the form of writing that best suits intended purpose; create multiple-paragraph expository compositions, use a variety of effective and coherent organizational patterns • Use organizational features of electronic text to locate information • Compose documents with formatting by using word-processing skills and principles of design English Language Arts – 2.0 Writing Applications • Write research reports; develop note-taking skills; compile evidence from different sources
  11. 11. What’s Different about Web 2.0? Web 1.0 = read only web Web 2.0 = read & write web • Enhanced interaction and sharing • Communication was one direction between users • Author/publisher held right to • Greater focus on social aspects and publish enhancing social networks. • No ability for the user to interact • More content creation by users, and with the content (e.g. no often done collaboratively opportunities to respond to it, edit it, add to it, or re-use it…). • Encourage user contribution, e.g. reviews, recommendations, and comments • Ability to re-use and re-mix data • Personalization and customization of experiences. • Community and sense of ownership
  12. 12. What’s the Deal with Blogs? Video: Blogs in Plain English (courtesy of
  13. 13. Take a Tour of Blogs Features Types of Blog Posts • Easily created and updated; if you can e-mail, you can blog! • Diary / journal entry • Posts are listed in chronological order. • Opinion / editorial • Edit posts in a similar manner to MS Word • Reviews, critiques, analyses • Include links to other online content • How-to / tutorial • Each blog post has a “comments section” for • Interview readers to offer their opinion or feedback • Breaking news • Each post has its own URL, so that other • Video entries online writers can easily link to it from their own sites • Surveys • List of resources • Can include images, videos, and audio files • Homework assignment • A new blog is being created every second, on every topic imaginable! • Publish creative writing
  14. 14. Using Blogs in School Some ideas: • Class portal (assignments, syllabus, class rules…) • School website • Class newspaper • Online portfolio of work – post for teacher and peer review • Collaborative space – students can collaborative with others online • Communicate internally and externally with colleagues • Post prompts for writing • Encourage discussion and debate on subjects In order to: • Widen potential audience of student work • Expand the walls of the classroom • Archive the learning that students do, facilitating reflection • Support different learning styles • Teach new literacies • Teach students how to interact in an online environment
  15. 15. Find a Blog! Post your findings at
  16. 16. Get Blogging! The how-to’s 1. Go to 2. Click on “sign up for free” 3. Fill out the registration form 4. Check your e-mail to activate it 5. Visit your new URL! 6. Log in to EduBlogs to write a post
  17. 17. Getting Started Using Blogs in the Classroom Get into small groups with others of similar grade levels: 1. What steps/concerns need to be addressed when considering launching a blog for school or classroom use? 2. How would you introduce the genre of blogs to your grade level? 3. What kind of activities could you use blogs for? (Create new or update existing lessons) 4. How would you assess blog use by students?
  18. 18. Tips for Keeping Up • Focus on one new technology to learn at a time • Don’t feel you have to roll it out right away in your classroom, give yourself time to play and get familiar • Set aside some regular time to “play” (e.g. 15-30 mins/week) • Follow the online learning program “Classroom Learning 2.0” – it’s a tutorial blog that introduces you to one new technology each week, followed by a short set of exercises. You can do it alone or with a group:
  19. 19. Thank you for coming! All clip art used in this presentation was licensed from the Clip Art Gallery on