The information process
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The information process involves 6 stages: 1. Defining the research topic and questions. 2. Locating relevant resources. 3. Selecting resources through scanning and skimming to identify useful information. 4. Recording and organizing information through note-taking, citations, and combining data from multiple sources. 5. Presenting findings through formats like reports, presentations, videos and more. 6. Assessing how well the research addressed the original purpose and identifying areas for improvement.
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The document discusses the library resources and services available at Emma. It provides an overview of the physical and digital tools offered, including print books, databases, eBooks, and research guides. It also discusses the library's focus on bringing 21st century information literacy skills to students, including teaching them how to effectively evaluate sources and conduct research. Examples are given of past successful classroom collaborations between teachers and the librarian to incorporate information literacy instruction. Ideas are proposed for expanding these efforts in the upcoming school year, such as creating subject guides over the summer and demonstrating resources during classroom visits.
Winning Grants
This presentation provides advice in the art of grant writing. This advice represents an accumulation of knowledge from experienced grant writers, development officers, foundations, reviewers, and program managers along the way. Be it for a nonprofit or an academic setting, this information will prove useful.
Effective Meetings
How to lead effective meetings. Why we meet, types of meetings, leading meetings and meeting etiquette.
Doing Focus Groups
1. Focus groups can be used in various sectors like marketing, public relations, health services, and social science research to generate insights into attitudes, behaviors, and decision-making processes.
2. Proper research design and planning is required when conducting focus groups. This involves considering the facilitator, setting, participant size and composition, recruitment methods, topic guide, and addressing any ethical issues.
3. Focus groups are best for exploring perspectives and meanings that people ascribe to ideas and experiences. They provide insights into how views are formed and modified in a group context.
Tame Chaos of Classroom Research (IIM Update 2015-full vers.)
The document outlines a 7-step process for teaching research skills to students: 1) choosing a topic, 2) setting goals, 3) conducting research, 4) organizing notes, 5) evaluating goals, 6) creating a product, and 7) presenting findings. It emphasizes that research is a sequential process involving multiple sources. Students are guided to form questions, take notes, identify categories, and transform their understanding into a creative output to share with others. The document provides examples and templates to help students and teachers implement each step of the research process.
My state 7 steps
This document outlines 7 steps for research success:
1. Questioning - Ask essential questions that are broad in scope and invite higher-order thinking.
2. Essential Questions - These questions have no single answer, promote analysis and evaluation, and provoke interest.
3. Choosing an Essential Question - An example multiple choice question is provided to distinguish an essential question from a non-essential one.
4. Brainstorming - Take time to think about research goals and which graphic organizer will be used before gathering information.
5. Gathering and Finding Resources - Use provided external links and library books first before other sources.
6. Evaluating Resources - Refer to evaluation
Writing Process and Planning
This document provides guidance on the key elements that must be included in any academic paper. It identifies five essential components: topic, audience, purpose, thesis statement, and support. For each component, it asks questions for writers to consider as they plan their paper. It emphasizes the importance of thoroughly analyzing these five elements during the planning process to facilitate a smooth writing experience. Finally, it introduces various pre-writing strategies that can help a writer effectively organize their ideas before beginning to draft the paper. These include clustering, mind mapping, freewriting, listing, and using journalistic questions.
Lesson 4: Evaluating Sources
This document provides guidance on evaluating information sources. It introduces several models for evaluating sources, including the CRAAP test and the relevance/credibility model. The CRAAP test examines the currency, relevance, authority, accuracy, and purpose of a source. Additional factors discussed for evaluating sources include the author's qualifications, whether the information has been peer reviewed, potential biases, and accuracy. Students are encouraged to consider these criteria when evaluating both online and print sources for a research task or assignment. The document stresses the importance of carefully evaluating all sources, especially web-based materials, given the open nature of online information.
The big 6 (library)
The Big 6 is a process approach to teaching information and technology skills. It consists of 6 steps: 1) Task Definition, 2) Information Seeking Strategies, 3) Location and Access, 4) Use of Information, 5) Synthesis, and 6) Evaluation. The process guides students to find, use, apply, and evaluate information to complete specific tasks or needs. At each step, examples are provided such as defining an assignment on Greek mythology and determining what information is needed to complete a PowerPoint presentation on Poseidon.
iResearch - The Research Process
The document outlines a six step research process: 1) Defining the task, 2) Locating information, 3) Selecting information, 4) Organizing information, 5) Presenting information, and 6) Evaluating the process and results. Key aspects of each step are discussed, such as using mind maps and focus questions to define the task, utilizing various information sources and graphic organizers to locate and select information, and presenting and referencing work appropriately while evaluating strengths and areas for improvement.
Chapter 1 public speaking
This chapter discusses key concepts in public speaking including:
1) The power of public speaking and how it has allowed many to spread ideas throughout history.
2) Similarities and differences between public speaking and conversation, noting public speaking requires more structure and formal language.
3) Developing confidence in public speaking and transforming nervousness into "positive nervousness" through preparation and experience.
4) The importance of critical thinking in public speaking and its role in developing traits like intellectual humility, autonomy, and fairness.
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The information process
- 1. The Information Process involves 6 Stages: 1.Defining 2. Locating 3. Selecting 4. Recording and organising 5. Presenting 6. Assessing KAREN FALCONER
- 2. 1 • What is the topic? • What do I already know? Mind-map? • What exactly do I need to know and find out? • What questions do I want to ask?
- 3. 2 • What kind of information do I need? • Where can I get my information from? • What resources are available to me? • Which resources are suitable / relevant for my purpose? Scanning is the first thing that you do when you select a resource. It helps to answer the questions: Is this the right resource to help me find the answers to my questions? Will it give me the answers I want?
- 4. Think: • Is the resource relevant? (Check the publication date. Is the resource sufficiently up-to-date?) • Is there anything in it that answers the target questions? Look at: • Title page • The contents page. Are there chapters or sections that I may want to read? • Are there maps, diagrams, pictures, captions? Do they look as if they would be helpful?
- 5. 3 • Can I analyse and retrieve the information? • After I have scanned the text and found the bits that I think look relevant and interesting, then I need to skim read to select the best information. • Write down key words and phrases (main points). • Facts or opinions? • I need to concentrate, and keep my questions in mind!
- 6. 4 • How can I record and organise the information? • How can I best combine information from different sources. • I should acknowledge all resources. → Internet site addresses (Copy and paste URL addresses onto a Word document as you use each new resource.) →Author of book → Title of Book / Article → Page numbers. →Date of Publication
- 7. 5 Can I present my information with impact and originality? • With whom will I share this information? • How am I going to present my information? chart video Powerpoint presentation diorama drama prezi venn diagram book glog photostory
- 8. 6 • Did I fulfill my purpose? • How did I go with each step of the information process? • What skills do I need to learn or practice, to improve my research skills? • Has my research done justice to my presentation? • Has my presentation done justice to my research? • Where do I go from here? KAREN FALCONER