Research Annotated Bibliography

Below are the steps a student would use to complete a research project in third through fifth grade. The Guiding Questions section is a list of questions for every step in the process that students can use to help them guide their thinking as they plan their project. The Mini-Lesson section is a list of ideas for skills students will need to be taught for them to address their guiding questions and complete each step of the process. The Show What You Know section is what I will be looking for as indicators of student success and proficiency. I will tell students these indicators before we start the project so they know what I am looking for and why they are learning what they are learning. I would also discuss with students how researching is a life skill and how it is applicable to real life. Because I created steps for researching for younger grades, I thought it was very important that my steps, their guiding questions, and the indicators of proficiency be in student friendly language. 

	Guiding Questions	Mini-Lessons	Show what you know
1. Brainstorm	-What am I interested in? -What do I already know about? -What would make an interesting project? -What specific topic do I want to research?	-As a class, brainstorm ideas that everyone is interested in. -Discuss what makes a good topic and what makes a bad topic. -Demonstrate different graphic organizers to show brainstorming (for example: lists, webs, word clouds)	-I can create a neat graphic organizer that brainstorms relevant information to the topic. -I can select a topic for myself that is appropriate and makes sense for this research project.
2. Gather Resources	-What resources do I need to complete this project? -How do I efficiently use the resources I have gathered?	-Model how to read non-fiction texts and use text features. -Demonstrate how to safely use the internet to do research.	-I can demonstrate how non-fiction text features work. -I can gather and use resources that are applicable to my specific topic.
3. Collect Data	-How do I want to organize my notes? -What information is important to my topic? -What information is not important enough to be included?	-Explain how to find important information in the resource. -Demonstrate how you want students to take notes.	-I can organize my notes in a clear way. -I can independently take relevant notes on my topic.
4. Create Bibliography	-How do I give credit to my sources so I am not stealing their ideas?	-Discuss plagiarism and how to avoid it. -Show students how to find the information necessary to create a bibliography. -Model how you want students to format their bibliography.	-I can find the information I need to make a bibliography. -I can format my bibliography correctly.
5. Put It All Together	-Do I have all the information I need to create my final project? -What kind of project am I creating with the research I have done? -What materials do I need to complete my project? -Did I double-check my work to make sure I met all the assignment requirements? -Am I ready to present my project to the class?	-Demonstrate how to put facts into your own words. -Give students options for their final projects. -Specific project lessons as needed (for example, if all students are writing a paper based on their research, you will need additional writing lessons.) -Model how to give an oral presentation.	-I can use the data I have collected to produce a complete final project. -I can use a rubric to grade my project. –I can give an oral presentation about my project.

Annotated Bibliography

Doll, C. (2003). Ken Macrorie's I -search model. School Library Media                                       Activities Monthly, 19(6), 24-25. Retrieved from ERIC database. (Accession No.    EJ666573) 

In this article, Carol Doll explains Ken Macrorie’s I-search model.  The key points of this model include a focus on students selecting their own research topics and being adaptable and flexible with different kinds of learners. This model can literally be used with any subject, many grade levels, and can be adapted to meet the needs of specific students. Unlike many other research processes, I-search is non-linear. Students take ownership of their topic and go where the research leads them. 

Eisenberg, M., Johnson, D., & Berkowitz, B. (2010, May). Information, communications, and technology (ICT) skills curriculum based on the Big6 skills approach to information problem-solving. Library Media Connection, 28(6), 24-27. Retrieved from ERIC database. (Accession No. EJ887717) 

Schools seem to be agreeing that we need technology in schools, but nobody really knows what information literacy really looks like. That is what this article addresses. We live in an information society and it is absolutely necessary that students be proficient in many different kinds of technology. Eisenberg, the creator of Big6, explains when technology is successfully integrated in the curriculum, it not only supports technology education, but also all other subject areas.  

Eisenberg, M. B., & Murray, J. (2011, May). Big6 by the month: A new approach. Library Media Connection, 29(6), 10-13. Retrieved from ERIC database. (Accession No. EJ930759)

In this article, the authors discuss a four-step strategy they have adopted to work on the issue of the lack of instructional technology in schools. First, Information literacy needs to be defined with clear goals and objectives. Second, information literacy needs to be predictable and planned out. Third, information literacy needs to be measure with common assessments. Lastly, information literacy needs to be reported to students, parents, teachers, and communities. They believe it is time for a sweeping new approach to information literacy learning.

Erdelez, S., Basic, J., & Levitov, D. D. (2011). Potential for inclusion of information encountering within information literacy models. Information Research: An International Electronic Journal, 16(3), 10. Retrieved from ERIC database. (Accession No. EJ946411) 

This article discusses how we are too structured when it comes to research. Students should be allowed to encounter information during research and follow it where it leads. Many times during research we come across other, possibly more interesting, questions. Instead of pursuing these questions, students are currently disregarding them to continue on the path of their original question. There is still research being done on how to integrate this encountering into our research. 

Grismore, B. A. (2012). Information literacy skills: Comparing and evaluating databases. Online Submission, 11. Retrieved from ERIC database. (ED533405) 

Grismore is comparing several different databases to evaluate their use in educational settings. He chose GoogleScholar, ERIC, and ProQuest. We need to be continually aware of how our internet resources are working and benefiting our students. Every database produces different results, and there may be a time and place for each to be used. 

McCarthy, C. A. (2003). FLIP it![TM]: An information literacy framework that really works for all ages! School Library Media Activities Monthly, 19(7), 22-23. Retrieved from ERIC database. (Accession No. EJ671744) 

McCarthy explains Yucht’s FLIP it research method. This is a non-linear method of doing research.  It encourages critical thinking and deductive reasoning. The steps in this method are FOCUS: How it Began, LOGISTICS: Activity Based Framework, IMPACT: Reasons for Success, and PAYOFF: Practical Applications with "it!" in the center as the "If/Then" question. McCarthy thinks it is a successful method especially for younger audiences.

Needham, J. (2010, June). Meeting the new AASL standards for the 21st-century learner via Big6 problem solving. Library Media Connection, 28(6). Retrieved from ERIC database. (Accession No. EJ887723)

This article discusses how times are continually changing in schools.  There are new standards for library media programs, but does that mean we need to scrap everything we have done before and start over completely? They are using the Big6 to meet this challenge we face in schools today. Stepping up to this challenge with Big6 may ensure that library specialists remain an important part of our schools.

Travis, T. (2011). From the classroom to the boardroom: The impact of information literacy instruction on workplace research skills. Education Libraries, 34(2), 19-31. Retrieved from ERIC database. (Accession No. EJ961221) 

       Travis discusses the effect of a lack of technology on recent graduates in the workplace.  She explains that literacy skills go beyond the classroom. She also discusses a study that asked what skills people find to be necessary to be a functioning member of society in today’s workplace.