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1 English SOL Institute Secondary Research Strand English SOL Institute Secondary Research Strand Technology as a Research Tool Lisa Torrey.

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Presentation on theme: "1 English SOL Institute Secondary Research Strand English SOL Institute Secondary Research Strand Technology as a Research Tool Lisa Torrey."— Presentation transcript:

1 1 English SOL Institute Secondary Research Strand English SOL Institute Secondary Research Strand Technology as a Research Tool Lisa Torrey

2 2 Secondary Research Key Points in Research Critically evaluate the accuracy, quality, and validity of the information Frame, analyze, and synthesize information to solve problems, answer questions, and generate new knowledge Key Points in Research Critically evaluate the accuracy, quality, and validity of the information Frame, analyze, and synthesize information to solve problems, answer questions, and generate new knowledge

3 3 Secondary Research Key Points in Research Citation of primary and secondary sources begins in grade 6 Consequences of plagiarism, following ethical and legal guidelines for gathering and using information stressed grades 3-12 Key Points in Research Citation of primary and secondary sources begins in grade 6 Consequences of plagiarism, following ethical and legal guidelines for gathering and using information stressed grades 3-12

4 Secondary Research Key Points in Research Each research “product” does not have to be a paper archIncorporate Media Literacy into research Research is now tested on the Writing SOL test Key Points in Research Each research “product” does not have to be a paper archIncorporate Media Literacy into research Research is now tested on the Writing SOL test 4

5 QuickWrite Think back to your memories of conducting research and writing a research paper when you were in high school. What was the process like? How do you think that process has changed for high school students today?

6 Information Literacy Are your students information literate? Are you? Are your students information literate? Are you?

7 Information Literacy “Research shows that students primarily use one search engine and then only look at the first page of results. They can quickly give up or settle for something “close enough” when they don’t find the information they’re looking for. Huge amounts of time are being wasted in searches void of the rigor of research.” ~Alan November. “Web Literacy: Where the Common Core Meets Common Sense” “Research shows that students primarily use one search engine and then only look at the first page of results. They can quickly give up or settle for something “close enough” when they don’t find the information they’re looking for. Huge amounts of time are being wasted in searches void of the rigor of research.” ~Alan November. “Web Literacy: Where the Common Core Meets Common Sense”

8 Three Pillars Purposeful search: Using advanced search techniques to narrow the scope and raise the quality of information found on the web. Effective organization and collaboration: Being able to organize all of this information into a comprehensive and growing library of personal knowledge. Sharing and making sense of information: Sharing what we find and what we learn with the world, and using the knowledge of others to help us make more sense of it all. -Alan November “Why More Schools Aren’t Teaching Web Literacy--and How They Can Start” Purposeful search: Using advanced search techniques to narrow the scope and raise the quality of information found on the web. Effective organization and collaboration: Being able to organize all of this information into a comprehensive and growing library of personal knowledge. Sharing and making sense of information: Sharing what we find and what we learn with the world, and using the knowledge of others to help us make more sense of it all. -Alan November “Why More Schools Aren’t Teaching Web Literacy--and How They Can Start”

9 The Purposeful Search: Just Google it! Google tipsGoogle Google Custom SearchGoogle Custom Search Google tipsGoogle Google Custom SearchGoogle Custom Search

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11 The Purposeful Search: Twitter Twitter: Tweet the experts!Twitter Twitter: Tweet the experts!Twitter

12 Evaluation Evaluate the URL intro.htmlhttp://pubweb.northwestern.edu/~abutz/di/ intro.html   Domain name   Extension   Personal Page? (% ~ members users) Perform a link:URL searchlink:URL Consider CARS: (credibility, accuracy, reasonableness, support) Evaluation checklist Evaluate the URL intro.htmlhttp://pubweb.northwestern.edu/~abutz/di/ intro.html   Domain name   Extension   Personal Page? (% ~ members users) Perform a link:URL searchlink:URL Consider CARS: (credibility, accuracy, reasonableness, support) Evaluation checklist

13 Synthesis and Collaboration According to Virginia employers, critical thinking and teamwork/collaboration are consistently rated as two of the top three most important skills for high school and college graduates entering the workplace in Virginia. ~Carrier & Gunter. “Critical Workplace Skills for Virginia’s Economic Vitality” How do we bring students and information together? According to Virginia employers, critical thinking and teamwork/collaboration are consistently rated as two of the top three most important skills for high school and college graduates entering the workplace in Virginia. ~Carrier & Gunter. “Critical Workplace Skills for Virginia’s Economic Vitality” How do we bring students and information together?

14 What is synthesis? a)In wider philosophical use and gen. The putting together of parts or elements so as to make up a complex whole; the combination of immaterial or abstract things, or of elements into an ideal or abstract whole. (Opposed to analysis n. 2a) Also, the state of being put so together. (Oxford English Dictionary) (Oxford English Dictionary) a)In wider philosophical use and gen. The putting together of parts or elements so as to make up a complex whole; the combination of immaterial or abstract things, or of elements into an ideal or abstract whole. (Opposed to analysis n. 2a) Also, the state of being put so together. (Oxford English Dictionary) (Oxford English Dictionary) 14

15 Synthesis requires deep, purposeful reading 15 77% of all citations in a study of college-level student research papers only cited from the 1 st 3 pages of the source. - The Citation Project 77% of all citations in a study of college-level student research papers only cited from the 1 st 3 pages of the source. - The Citation Project

16 Synthesis requires deep, purposeful reading Use annotations to foster deeper reading.Use annotations to foster deeper reading. summarizesummarize questionquestion connectconnect determine importancedetermine importance Use annotations to foster deeper reading.Use annotations to foster deeper reading. summarizesummarize questionquestion connectconnect determine importancedetermine importance 16

17 Synthesis and Collaboration Choose one of the two web sources included in your packet to read and annotate.  summarize  question  connect  determine importance Research question: What is the impact of street art and graffiti on the community? Choose one of the two web sources included in your packet to read and annotate.  summarize  question  connect  determine importance Research question: What is the impact of street art and graffiti on the community?

18 Synthesis and Collaboration Pair up with a person near you who read the other article. Together, list as many connections and distinctions between the articles as you can. Finally, write a sentence that expresses a new idea, conclusion, or inference you can make based on these two articles. Research question: What is the impact of street art and graffiti on the community? Pair up with a person near you who read the other article. Together, list as many connections and distinctions between the articles as you can. Finally, write a sentence that expresses a new idea, conclusion, or inference you can make based on these two articles. Research question: What is the impact of street art and graffiti on the community?

19 Synthesize Information Tools for collaboration and synthesis in the classroom:   Diigo, Twitter, Google Docs DiigoTwitterGoogle Docs Tools for collaboration and synthesis in the classroom:   Diigo, Twitter, Google Docs DiigoTwitterGoogle Docs

20 Plagiarism Turn and talk: What are some common misconceptions students have about plagiarism?

21 Plagiarism Tools for teaching and learning: Turnitin.com Purdue Online Writing Lab (OWL at Purdue)OWL at Purdue Noodletools Express Tools for teaching and learning: Turnitin.com Purdue Online Writing Lab (OWL at Purdue)OWL at Purdue Noodletools Express

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24 Authentic and Powerful Research

25 References Carrier, A. & Gunter, M. (2010). Critical workplace skills for Virginia. Retrieved from Harris, R. (2010). Evaluating Internet Research Sources. Retrieved from Jamieson, S. & Moore Howard, R. (2011). The Citation Project: Preventing plagiarism, teaching writing. Retrieved from Mull, B. & November, A. (2012). Web literacy: Where the common core meets common sense. Retrieved from where-the-common-core-meets-common-sense/ November, A. (2012). Information literacy quiz. Retrieved from November, A. (2012). Why more schools aren ’ t teaching web literacy — and how they can start. Retrieved from schools-arent-teaching-web-literacy-and-how-they-can-start/ Carrier, A. & Gunter, M. (2010). Critical workplace skills for Virginia. Retrieved from Harris, R. (2010). Evaluating Internet Research Sources. Retrieved from Jamieson, S. & Moore Howard, R. (2011). The Citation Project: Preventing plagiarism, teaching writing. Retrieved from Mull, B. & November, A. (2012). Web literacy: Where the common core meets common sense. Retrieved from where-the-common-core-meets-common-sense/ November, A. (2012). Information literacy quiz. Retrieved from November, A. (2012). Why more schools aren ’ t teaching web literacy — and how they can start. Retrieved from schools-arent-teaching-web-literacy-and-how-they-can-start/

26 References cont’d NYC.gov. (2011). City and state anti-graffiti legislation. Retrieved from Parshley, L. F. (2011). For Egypt ’ s graffiti artists, revolution brings inspiration and uncertainty. Retrieved from Rison, J. & Sessa, R. (2012, June 21). A tempting trio: Twitter, Youtube, and Diigo in the classroom. (Video file). Retrieved from Schrock, K. (2012). Critical evaluation of information. Retrieved from Synthesis. (2012). In Oxford English Dictionary. Retrieved from NYC.gov. (2011). City and state anti-graffiti legislation. Retrieved from Parshley, L. F. (2011). For Egypt ’ s graffiti artists, revolution brings inspiration and uncertainty. Retrieved from Rison, J. & Sessa, R. (2012, June 21). A tempting trio: Twitter, Youtube, and Diigo in the classroom. (Video file). Retrieved from Schrock, K. (2012). Critical evaluation of information. Retrieved from Synthesis. (2012). In Oxford English Dictionary. Retrieved from

27 Presentation Feedback On a note card: 3- Things you learned 2- Things you want to try out 1- Question or suggestion Thank you! Lisa Torrey On a note card: 3- Things you learned 2- Things you want to try out 1- Question or suggestion Thank you! Lisa Torrey

28 28 Reference within this presentation to any specific commercial or non-commercial product, process, or service by trade name, trademark, manufacturer or otherwise does not constitute or imply an endorsement, recommendation, or favoring by the Virginia Department of Education. DisclaimerDisclaimer


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