Queensland Academy of Health Sciences is a senior secondary high school offering IB Diploma Programme. As part of the Diploma students are required to complete a references research essay. Kuhlthau's ISP was adapted to provide students with a research structure.
Clinical pharmacy may be defined as the science and practice of rationale use of medications, where the pharmacists are more oriented towards the patient care rationalizing medication therapy promoting health, wellness of people.
It is the modern and extended field of pharmacy.
HELLO!
THIS PRESENTATION WILL GIVE YOU ALL THE BASIC AND IMPORTANT DETAILS ABOUT" INFORMATION STORAGE AND RETRIEVAL".
SO CHECK IT OUT IF YOU NEED THIS.
Clinical pharmacy may be defined as the science and practice of rationale use of medications, where the pharmacists are more oriented towards the patient care rationalizing medication therapy promoting health, wellness of people.
It is the modern and extended field of pharmacy.
HELLO!
THIS PRESENTATION WILL GIVE YOU ALL THE BASIC AND IMPORTANT DETAILS ABOUT" INFORMATION STORAGE AND RETRIEVAL".
SO CHECK IT OUT IF YOU NEED THIS.
An information storage and retrieval system (ISRS) is a network with a built-in user interface that facilitates the creation, searching, and modification of stored data.
Presentation given at "Change, Challenge and Collaborate" event held at De Montfort University Kimberlin Library on 22nd May 2012, an event organised by the East Midlands ARL Group of CILIP.
These are the organic products of natural or synthetic origin which are basic in
nature & contain one or more than one nitrogen atoms, normally of heterocyclic nature &
possess specific physiological actions on human or animal body, when used in small quantites.
The term is derived from the word ‘alkali-like’ & hence they resemble some of characters
of naturally occuring amines.
The term is derived from the word ‘alkali-like’ & hence they resemble some of
characters of naturally occuring amines.
MEDLARS - Medical Literature Analysis And Retrieval SystemPALLAB DAS
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An information storage and retrieval system (ISRS) is a network with a built-in user interface that facilitates the creation, searching, and modification of stored data.
Presentation given at "Change, Challenge and Collaborate" event held at De Montfort University Kimberlin Library on 22nd May 2012, an event organised by the East Midlands ARL Group of CILIP.
These are the organic products of natural or synthetic origin which are basic in
nature & contain one or more than one nitrogen atoms, normally of heterocyclic nature &
possess specific physiological actions on human or animal body, when used in small quantites.
The term is derived from the word ‘alkali-like’ & hence they resemble some of characters
of naturally occuring amines.
The term is derived from the word ‘alkali-like’ & hence they resemble some of
characters of naturally occuring amines.
MEDLARS - Medical Literature Analysis And Retrieval SystemPALLAB DAS
M EDLARS, Medical Literature Analysis and Retrieval System.
Newest, most sophisticated, and costliest method yet devised for controlling the vast flood of medical literature published throughout the world.
Community pharmacy-Definition ,scope and Roles and responsibilities of commun...MerrinJoseph1
Second Pharm D , Community Pharmacy -first chapter,definition of community pharmacy,its scope and the roles and responsibilities of community pharmacist in health care of common people,Dr.Merrin Joseph,Department of pharmacy practice
FINDS Research Model is a product of the Florida Department of Education, Library Media Services Office. This presentation was given (by Phenessa Jones while employed at the School District of Lee County) to show how language arts educators can integrate technology into their lesson plans.
User Experience Architecture For Discovery ApplicationsJoe Lamantia
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The material can be used without any restriction wha so ever is. It is usefu for teachrers, students and practioners. The contents can be relicated, reprinted but shall not be used for trade.
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presentation by Dianne Oberg
Faculty of Education
University of Alberta, Canada
for the panel presentation/discussion on the conference subtheme: Collaboration and Support
presentation on an analysis of datasets for California developed standards for the library program factors that provide conditions for students to meet library standard outcomes.
modfied Delphi study examined the views of the leaders of Australia's teacher librarian associations on the bookless school library. Interviews gathered data on the participant's views of what a bookless school library might look like.
focuses on the portrayal of Caribbean culture in social studies books for young people that are widely used in North America and Britain in response to the demand for multicultureal materials to support the curriculum.
Examined the issues related to delivering service excellence through the lens of 39 graduating school librarians in written assignments for the final course of their certification program, as they focus on what is needed to apply standards to become an effective school library media specialist in the 21st century. Of the 16 issues identified the concern over technology and their role as a technology specialist dominated the ranking. The results reinforce the ongoing need for education program coursework that continues to emphasize the role of technology in the 21st century school learning environment.
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The full results from a 2008/2009 research study examining the application of a learning environment paradigm to the school library setting. Report the process of completing a comparative examination of the relationships among student perceptions of science programs and library programs with Third (ages 8 and 9), Fourth (ages 9 and 10) and Fifth (ages 10 and 11) Grades.
Collaboration between teachers and teacher-librarians has always been a desirable and productive activity within schools. With the growing use of the Internet, collaboration is being extended to include collaboration between schools, teachers and teacher-librarians that may be geographically disparate. The processes required to undertake this form of collaboration often require a new set of skills, including the skills of communicating using electronic media. The presentation will demonstrate a developmental approach taken by teacher-librarian students at CSU.
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Looks at the nature of resilience and its significance in the world of school libraries. Explore strategies to keep ourselves, our services proactive and responsive.
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The Information Search Process (ISP) and the research essay
1. The Information Search Process (ISP)
& the research essay
How one school library
supports student learning by
using the ISP as the framework
for the Extended Essay
Helen Reynolds
Teacher Librarian
Extended Essay Co ordinator
Queensland Academy for Health Sciences
IASL
2010
2. Queensland Academy for Health Sciences
• Ed Qld senior secondary high school
• Emphasis on Health Sciences
• 1 of 3 – QACI & SMT
• Years 10-12
• IB DP only
• Selective entry – academic test &
interview
• Students drawn from a number
of different secondary schools
3. The Extended Essay
• 4000 word fully referenced research
essay on topic of students’ choosing
• Done over a 12 month period
• Promotes high level research &
writing, intellectual discovery and
creativity
• Students are engaged in personal
research – under the guidance of a
supervisor (usually a teacher in the
school)
• Compulsory for all DP students
• Externally assessed
• The IB Learner Profile is the basis of
the essay
4. The Information Search Process
2. Selection : Decide on
topic for research.
General information
1. Initiation: 3. Exploration :
investigated. Discuss
Investigate & Begin to gather
topic with others
understand background
requirements of the EE. information on the
General topic area topic with the idea of
selected & ideas forming a focus.
considered. Develop new
Brainstorm prior knowledge.
knowledge.
Framework for
research
Information Search
Process
4. Formulation : Develop
focus questions. Focus
6. Presentation: gives direction to your
Information search 5. Collection : search for information.
complete . Essay Gather, review & Evaluate information
writing begins. record specific gathered. Re visit topic to
information in ensure relevance
support of focus
http://comminfo.rutgers.edu/~kuhlthau/information_search_process.htm
5. Step One – Initiation
In the first stage, initiation, a person becomes aware of
a gap in knowledge or a lack of understanding, where
feelings of uncertainty and apprehension are common.
At this point, the task is merely to recognize a need for
information.
Thoughts center on contemplating the problem,
comprehending the task, and relating the problem to
prior experience and personal knowledge.
Actions frequently involve discussing possible avenues
of approach or topics to pursue.
6. Step One – Initiation
[Inquirers, Thinkers, Risk-takers]
• Investigate & understand requirements of the EE
• Clarify the expectations and different tasks needed to complete the EE
• Relate the task to your personal knowledge
• Select your general subject area
• Establish & map your prior knowledge
• Develop an understanding of the real world relevance of your investigation
• Task organisation
• Recognise what information may be needed
8. Step Two – Selection
• Identify and select the general topic to be investigated and the approach
to be pursued.
• Weigh prospective topics against the criteria of task requirements, time
allotted, personal interest, and information available.
• The outcome of the possible choices is predicted, and the topic or
approach judged to have the greatest potential for success is selected.
• Confer with others & make a preliminary search of information available
• Skim and scan for an overview of alternative topics
9. Step Two – Selection
[Inquirers, Open- minded, Knowledgeable, Reflective,
Thinkers, Risk-takers]
• Brainstorm potential topics and themes of interest
• Investigate general information – begin background reading to access &
build background knowledge of your topic
There is no need at this stage to be making lots of notes! You may just
wish to be making brief dots points
• Meet with supervisor to identify, justify & decide on topic for research
• Discuss topic with others
10. Step Three – Exploration
[Inquirers, knowledgeable, thinkers, open-mined, reflective]
• Gather background information to form a focus & develop new
knowledge [this is often called an annotated bibliography] - use a graphic
organiser to record your ideas
• Relate new information to what you already know
• Verify and clarify any existing ideas you may have & the accuracy and
bias of these ideas
• Look at quality of your sources & the quality of any websites you might
find
• Begin framing the essential questions that will guide your essay
11. Step Four – Formulation
[Thinkers, communicators, open-minded, reflective]
• Form focused perspective - factual platform on which to being to
develop and frame your focus questions
• What questions spring to mind as you do your reading – note these
down
• Develop focus questions
• Evaluate information gathered
• Personalised plan for the structure of your investigation
• Begin detailed list of references – reference list on the Library homepage
12. Step Five – Collection
[Inquirers, knowledgeable, open-minded, reflective]
• Gather, review & record specific information in support of focus- make
detailed notes
• Ensure that these notes answer your research questions and are not
just fact gathering
• Develop conclusions and your position on the topic
13. Step Six – Presentation
[Thinkers, communicators, open-minded, reflective]
In this stage you will be ready to begin writing your essay or
you may be ready to begin your experimental work.
14. Developing the research question
Subject
(what are you interested in?)
Topic
(after doing background reading have you found
anything that you think you can investigate)
Research question
(what is the specific question you are going to now answer)
15. Tasks Initiation Selection Exploration Formulation Collection Presentation
————————————————————————————————————————————→
Feelings uncertainly optimism confusion/ clarity sense of satisfaction or
(affective) frustration/ direction/ disappointment
doubt confidence
Thoughts vague———————————————→focused
(cognitive) ————————————————→
increased interest
Actions seeking relevant information——————————-→seeking pertinent information
(physical) exploring documenting
20. Feedback from BAM teacher
Supervisor discussion sheets
It gave both myself and students some structure to our
discussion and gave me a framework to assist them in
their early stages of research.
Loved the keyword/resources/background
reading section...very helpful for students in the initial
stages.
21. MLC contact
Over the 12 months I visit MLC classes 7 times
1. Week 1 & 2 term 3 – Introduction to the EE & review of ISP
2. Week 5 term 3 – Review of progress & resource location
3. Week 1 term 4 – October review
4. Week 8 term 4 – Griffith University visit
5. Week 8 term 4 – Students present to MLC class on topic
6. Week 9 term 1 – Draft checklist distributed
7. Week 9 term 2 – Student evaluation checklist distributed
22. Resource location
Google Echo BRW
Scholar/ New
Scientist Jstor
Australian
research Grove
UQ Internet
sources &
Griffith
online Library music
reference university Ted.com
page information databases
ANZRC
Visual
Australian Reference dictionary online
databases
Collaboration
sites
Accessing
Wikipedia
on line Brisbane
City
Council
resources library
Griffith
University
UQ Library
Cyberschool
Other
Curriculum
Intute
exchange libraries State Library
Collated of
Gold Queensland
Internet Netlinks Coast National
Ipl2 Library Library of
sites Australia
IBIBLIO online
BUBL online databases
databases Trove
Educypedia EdNa
23. Introduction to ISP in year 10
Term 1 week 5
• Trial EE – also doubles for entries into CSIRO Crest awards
• ISP embedded into assignment – Parts 1-5 : Research of existing ideas
• Introduction to students occurs early in assignment
• Concept of the importance of a research framework stressed
• The steps of the ISP linked to due dates (teacher checkpoints)
• Assessment criteria
Based on EE general & subject specific assessment criteria (includes all aspects
of Parts 1-5)
24. What our students say about the ISP - Year 12
100
100
90
90
80
80
70
70
60
60
50 50
40 40
30 30
20 20
10 10
0 0
Yes no Yes no
In the first six months of your EE
journey, did you follow the If you did follow this
framework of the ISP - initiation, framework , did it help you
selection, exploration etc? keep on task?
25. What our students say about the ISP - Year 12
100
100
90
90
80 80
70 70
60 60
50 50
40 40
30 30
20 20
10 10
0 0
Yes no Yes no
If you had followed these
steps do you think you may Have you used this
have experienced more framework in any of your
success in your essay? other subject areas?
26. What our students say about the ISP - Year 10
100
100
90
90
80
80
70
70
60 60
50
50
40 40
30 30
20 20
10 10
0 0
Yes no Yes no
The ISP: did you follow these steps
Was the introduction session when beginning your essay?
run by Ms Reynolds helpful to
you? Step 1. Initiation: What do I really
want to find out?
27. What our students say about the ISP - Year 10
100 100
90 90
80 80
70 70
60 60
50 50
40 40
30 30
20 20
10 10
0 0
Yes no Yes no
Step 2: Selection – Step 3. Exploration –
General information investigated gather background information
28. What our students say about the ISP - Year 10
100 100
90 90
80 80
70 70
60 60
50 50
40 40
30 30
20
20
10
10
0
0
Yes no
Yes no
If you did follow this If you had followed these steps do
framework, did it help you keep you think you may have
on task... experienced more success in your
research?
29. What our students say about the ISP - Year 10
Did your background reading At your previous school were
help you formulate your you shown how to use this
investigation? type of research framework?
100 100
90 90
80 80
70 70
60 60
50 50
40 40
30 30
20 20
10 10
0 0
yes no YES NO
30. What our students say about the ISP - Year 10
If you didn’t, why do you think you didn’t...
32. Year 12 survey 2009
100
From a science teacher comment 90
for Program Area Review report: 80
70
60
ISP process and explanations to 50
students outstanding – 40
30
20
Year 10 student learning and 10
output improved 0
Yes no
When you did your EE did you follow
the framework of the Information
Search Process – initiation, selection,
exploration, etc