1. Using Research Logs to Build Information Literacy Skills Violet H. Harada University of Hawaii IRA Annual Conference May 6, 2003

2. Targets  Inquiry-based research projects.  Information literacy skills.  Research logs as a learning tool.  Teacher and librarian as teaching partners.

3. Inquiry-based projects  Focus on real-world issues and concerns.  Deal with larger themes and concepts.  Embrace “big” questions that drive the study.

4. Inquiry-based projects  Involve seeking information from multiple sources, different points of view.  Require rigorous thinking - synthesis, analysis, evaluation.  Demand continuous reflection.

5. Inquiry-based projects  Result in products that communicate findings to real audiences.  Encourage interaction and cooperative work.

6. Information literacy process 1.Explore the broader topic. 2.Identify possible focus for study. 3.Generate meaningful questions. 4.Plan for searching and presentation. 5.Locate and retrieve useful information.

7. Information literacy 6.Evaluate and organize information. 7.Develop and present knowledge gained from information. 8.Continually assess how learning is occurring.

8. Research logs  Reveal thinking and reasoning.  Demonstrate what students know and don’t know.  Allow for expression of personal feelings.

9. Teacher and librarian TEACHER Content Students LIBRARIAN Resources Information literacy BOTH Teaching strategies Assessment tools

10. Snapshot of practice  What does project look like?  How do teachers and librarians collaborate?  What teaching and learning tools are used?

11. Snapshot of practice  How do research logs reflect student understanding of the research process?  How do logs help instructors strengthen their teaching?

12. Gr. 6 - Mililani Mauka Essential questions: “Are ancient civilizations still alive today?” “How have they contributed to our lives?” Project: Create a special fair in the library to display findings. Invite other classes, parents, and neighboring schools to attend the fair.

13. Phase 1: Explore broader topic  Culture boxes.  Library read-in.  Webbing.  Research log.

14. Phase 1: Explore broader topic Log prompt: “How did I explore the broader topic?” “What are 2 things that I added to the class web?”

15. Phase 2: Identify focus  Checklist to select a focus.  Research log.

16. Phase 2: Identify focus Log prompt: “What is my focus?” “What did I consider in selecting it?”

17. Phase 3: Generate meaningful questions  Stems to generate questions.

18. Phase 4: Plan for search and presentation  Group planning form.  Research log.

19. Phase 4: Plan for search and presentation Log prompt: “What steps did we take in planning?”

20. Phase 5: Locate and retrieve information  Organizer to identify resources.  Web site evaluation form.  Research log.

21. Phase 5: Locate and retrieve information Log prompt: “Which resources seem most useful? Why?”

22. Phase 6: Organize information  Note taking organizer.  Research log.

23. Phase 6: Organize information Log prompt: “Could you describe how to take good notes to someone new to the class?”

24. Phase 7: Present and evaluate work  Rubrics.  Research log.

25. Phase 7: Present and evaluate work Log prompt: “My family is coming to the fair.How could I explain the steps I took to produce my final presentation?”

26. Results and insights  Novice searchers can communicate what worked and did not work.  Students will openly share their feelings IF trusting relationships are developed.

27. Results and insights  Research process is complex, involves multiple skills.  Logs force students to think about how they are learning.

28. Teaching insights  Breaking down concepts and skills.  Debriefing with students.  Designing learning tools that help organize thinking.  Incorporating thinkaloud procedures, more modeling.