This document provides an overview of how a teacher would introduce 9th grade students to the SIRS Issues Researcher database. The teacher would give a virtual tour of the site using a Smart Board to demonstrate the main features. They would then model advanced search strategies using the example of "texting AND driving" to locate resources about the risks and dangers. Students would get hands-on practice searching independently before the teacher assigns follow-up research tasks to solidify the search skills. The goal is for students to learn effective strategies for utilizing this database to support their argument writing skills.

1. SIRS Issues Researcher: Analysis and Classroom Connections
SIRS Issues Researcher is an excellent resource for argument research as the site
addresses a range of controversial subjects that are relevant to K-12 students. The Common Core
requires teachers to instruct secondary students on the effective use of argument writing. Thus,
this specific site is valuable to students who fish the internet ocean looking for usable material
when databases like SIRS lead one to a virtual pond of quality sources that perpetuate focused
searching. When utilized effectively, SIRS presents pertinent information to the user. However,
locating the site’s quality sources correlates to the quality and specificity of one’s input.
Therefore, it’s helpful to learn how to implement basic search strategies and use tools efficiently
in order to save time and confusion. With practice, students and educators will learn effective
SIRS research strategies that will transcend assigned tasks.
When one opens the SIRS Issues Researcher database, a menu bar appears near the top,
along with a search engine drop-down list of more than 300 A-Z argument topics. Initially, users
may perform simple subject or keyword searches or select from the drop menu options. The
quick search page provides a unique feature—clickable Top Ten issues, so users may locate
timely information that is applicable to their needs. The advanced search bar includes Title,
Subject, and Author choices, and provides Boolean search connectors. Features include
proximity, caption, and truncation operators, so students may delve more deeply into subject
matter, such as comparing and contrasting similar issues or excluding specific information from
a more general topic. These features also include sorting capabilities for relevance, date, and
lexile. The advanced tools encourage beginners to use critical thinking skills prior to research,
and allow seasoned users to explore topics more fully. The advanced options streamline the
research process and perpetuate further learning.

2. The Topic Browser (Groups) leads users to general subject categories, such as science,
human relations, family matters, and global issues. This feature is helpful to those looking for
topic ideas, and may assist users in narrowing options. The Database Features option includes
unique items and links to maps, almanacs, Common Core Guides, news, and other materials that
may be pertinent to chosen topics. The student blog offers additional material, ideas, and
responses from others who have traversed the database. Moreover, the site includes an
Educators’ menu option near the top, so teachers may incorporate lessons structured around
SIRS elements. Educators’ information includes information literacy instructional materials that
are useful to school librarians.
When browsing the database, one may utilize the advanced search option, wherein a user
will type in a request that links specific subjects, such as texting AND driving. This can be done
in one search box or by layering searches while selecting the appropriate operators. If researchers
want specific data or statistics about the combined topics, they may add another term to the
search. For example, one may type in texting AND driving AND risk. The additional truncation
(asterisk) feature locates search terms with plurals, like risks or dangers. Subsequent search
boxes may be utilized for each of these purposes, or one may use the asterisk for truncation and
parentheses to group search items on a single line: (“danger*” or “risk*”) and (“texting” and
“driving”). This narrows the initial search, and will locate items based on a user’s request—the
risks or dangers associated with texting and driving. These advanced techniques take practice but
reap immediate benefits when utilized effectively. While performing the example search, the
results provided specific, usable information that was pertinent and provided quality, timely
resources. Example results:
All Source Types: 860
Newspapers: 786

3. Magazines: 68
Reference: 11
Graphics/Multimedia: 2
SIRS’ overall results are displayed to the left, while users access the clickable full-text
articles (and editorial summaries), multi-media, websites, and newspapers to the right. Like the
example above, the Results Table includes the total number of resources found, along with a
breakdown of information types. After locating selected materials, one may save choices to a
folder for future study. Selected sources offer pros, cons, debates, and opinions on subjects, and
include relevant statistics, studies, and other focused research findings. Content targets
newspapers, magazine articles, charts and graphs, maps, documents, websites, multi-media, and
primary sources—all of which provide learners with understanding of research topics. Additional
special features offer Statistics and Global Impact sections, so students can build upon new
knowledge and connect to an issue’s greater implications.
It is evident that SIRS Issues Researcher is a valuable database for students as they
explore argument topics. Learning about such topics propels critical thinking and assists students
in identity formation and literacy skills development. Thus, the site is an excellent addition to a
librarian’s instructional collection, as SIRS Issues Researcher provides useful information that
reaps lasting educational benefits.
SIRS Issues Researcher in the Classroom
To teach SIRS Issues Researcher effectively to ninth grade students, I will utilize the
computer lab so each may explore the database and its many offerings. However, before students
log on, I will utilize the Smart Board to take them on a virtual tour of the site that can be
accessed at www.pioneer.uen.org from our school network. I will explore and model main menu
items and their inherent uses via the display computer and briefly describe each of the primary

4. selections. Then I will address additional features on the main page, such as the Top Ten Issues
for current debate. I will guide them to the student section and blog, so they may see the
relevance the site holds for them and their age groups. Afterward, I will access the drop-down
menu on the initial page and show them the abundance of resources within the database.
After students have accompanied me on a brief virtual tour of the primary options within
the site, I will take them to the advanced search option and demonstrate how to access specific
information. I will explain the difference of searching vast offerings of the internet vs. focused
searching within an argument database—the ocean vs. pond metaphor. I will model basic and
advanced search strategies by utilizing phrases associated with dangers or risks of texting and
driving. I’ll show them the Title, Subject, and Author choices that accompany searches, and how
Boolean operators combine subjects (texting AND driving) to locate materials that include both
options. I will demonstrate how to limit further results by adding danger or risk, to the first
combination, and explain the importance of truncation to locate plural examples of the same
search—as in the case of risk* and danger*.
Finally, I will reveal the results of the example search and discuss the categories of
information. I will select a results article or other resource from the table to read aloud, and will
ask questions about the relevancy of information to the advanced search. I will then show them
how they can select and save specific resources by placing them in a folder for future use. At this
point, students may log on and browse the site independently for future argument topic ideas. I
will challenge them to find features within the site that were not addressed and to share them
with the class. I will also create follow-up assignments that utilize the site, so students will
practice the strategies modeled. Through this process and subsequent practice, students will gain

5. foundational knowledge of SIRS Issues Researcher and discover the benefits the site offers them
for argument writing.