research / information literacy in the elementary curriculum elementary students can and should...

Research / Information Literacy in the Elementary Curriculum

Elementary Students Can and Should Learn to Research!

Mindset Question: What is Research?

For children it starts with asking “why”.

ExplorationInvestigationInquiryQuestioningProblem Solving

Mindset Question: Why should elementary students do research?

Research promotes: literacy, higher level

thinking, independent learning, problem solving.

the development of information literacy skills.

Research prepares students for: more complex research

assignments at the secondary level.

life-long learning.

Vision: Produce the

Nation’s BestMission:

We exist to prepare each student academically and socially to be a:

critical thinker problem solver; and responsible and

productive citizen.

Mindset Question: Can elementary students really do research?Elementary students are naturally curious

about the world around them and seek information / understanding through questioning.

Group Discussion – What are your past experiences with elementary student research? Problems? Success Stories?

Mindset Question: Can research be integrated into the curriculum?

It can be. It should be. The TEKS for language arts, reading, social

studies, technology applications, and other content areas require it starting with KINDERGARTEN!

The TEKS clearly outline expectations for developing students’ critical thinking, communication, and problem solving skills through exposure to and use of information in a variety of formats and the use of technology.

TEKS: Kindergarten Lang. Arts/Reading

Reading/inquiry/research. The student generates questions and conducts research about topics introduced through selections read aloud and from a variety of other sources. The student is expected to:

(A) identify relevant questions for inquiry such as "Why did knights wear armor?" (K-3);

(B) use pictures, print, and people to gather information and answer questions (K-1);

(C) draw conclusions from information gathered (K-3); and

(D) locate important areas of the library/media center (K-1).

TEKS: 1st Grade Lang. Arts/Reading

Reading/inquiry/research. The student generates questions and conducts research about topics using information from a variety of sources, including selections read aloud. The student is expected to:

(A) identify relevant questions for inquiry such as "What do pill bugs eat?" (K-3);

(B) use pictures, print, and people to gather information and answer questions (K-1);

(C) draw conclusions from information gathered (K-3); (D) use alphabetical order to locate information (1-3); (E) recognize and use parts of a book to locate information,

including table of contents, chapter titles, guide words, and indices (1-3); and

(F) locate important areas of the library/media center (K-1).

TEKS: 2nd Grade Lang. Arts/Reading

Reading inquiry/research. The student generates questions and conducts research using information from various sources. The student is expected to:

(A) identify relevant questions for inquiry such as "Why do birds build different kinds of nests?" (K-3);

(B) use alphabetical order to locate information (1-3); (C) recognize and use parts of a book to locate

information, including table of contents, chapter titles, guide words, and indices (1-3);

(D) use multiple sources, including print such as an encyclopedia, technology, and experts, to locate information that addresses questions (2-3);

TEKS: 2nd Grade Lang. Arts/Reading (cont.)

(E) interpret and use graphic sources of information such as maps, charts, graphs, and diagrams (2-3);

(F) locate and use important areas of the library media center (2-3);

(G) demonstrate learning through productions and displays such as murals, written and oral reports, and dramatizations (2-3); and

(H) draw conclusions from information gathered (K-3).

TEKS: 4th Grade Lang. Arts/Reading

Reading/inquiry/research. The student inquires and conducts research using a variety of sources. The student is expected to:

(A) form and revise questions for investigations, including questions arising from interests and units of study (4-5);

(B) use text organizers, including headings, graphic features, and tables of contents, to locate and organize information (4-8);

(C) use multiple sources, including electronic texts, experts, and print resources, to locate information relevant to research questions (4-8);

(D) interpret and use graphic sources of information such as maps, graphs, timelines, tables, and diagrams to address research questions (4-5);

TEKS: 4th Grade Lang. Arts/Reading (cont.)

(E) summarize and organize information from multiple sources by taking notes, outlining ideas, or making charts (4-8);

(F) produce research projects and reports in effective formats using visuals to support meaning, as appropriate (4-5);

(G) draw conclusions from information gathered from multiple sources (4-8); and

(H) use compiled information and knowledge to raise additional, unanswered questions (3-8).

TEKS: Kindergarten – Grade 1 S.S.

Social studies skills. The student applies critical-thinking skills to organize and use information acquired from a variety of sources including electronic technology. The student is expected to: (A) obtain information about a topic using a variety of oral

sources such as conversations, interviews, and music; (B) obtain information about a topic using a variety of visual

sources such as pictures, symbols, television, maps, computer images, print material, and artifacts;

(C) sequence and categorize information; and (D) identify main ideas from oral, visual, and print sources.

TEKS: Kindergarten/Grade 1 Cont.

Social studies skills. The student uses problem-solving and decision-making skills, working independently and with others, in a variety of settings. The student is expected to: (A) use a problem-solving process to identify a

problem, gather information, list and consider options, consider advantages and disadvantages, choose and implement a solution, and evaluate the effectiveness of the solution; and

(B) use a decision-making process to identify a situation that requires a decision, gather information, identify options, predict consequences, and take action to implement a decision.

TEKS: Grade 2

Social studies skills. The student applies critical-thinking skills to organize and use information acquired from a variety of sources including electronic technology. The student is expected to: (A) obtain information about a topic using a variety of oral sources

such as conversations, interviews, and music; (B) obtain information about a topic using a variety of visual sources

such as pictures, graphics, television, maps, computer software, literature, reference sources, and artifacts;

(C) use various parts of a source, including the table of contents, glossary, and index, as well as keyword computer searches, to locate information;

(D) sequence and categorize information; and (E) interpret oral, visual, and print material by identifying the main

idea, predicting, and comparing and contrasting.

TEKS – Grade 2 Continued

Social studies skills. The student uses problem-solving and decision-making skills, working independently and with others, in a variety of settings. The student is expected to: (A) use a problem-solving process to identify a

problem, gather information, list and consider options, consider advantages and disadvantages, choose and implement a solution, and evaluate the effectiveness of the solution; and

(B) use a decision-making process to identify a situation that requires a decision, gather information, identify options, predict consequences, and take action to implement a decision.

TEKS – Grade 3 Social studies skills. The student applies critical-thinking skills to

organize and use information acquired from a variety of sources including electronic technology. The student is expected to: (A) obtain information, including historical and geographic data

about the community, using a variety of print, oral, visual, and computer sources;

(B) sequence and categorize information; (C) interpret oral, visual, and print material by identifying the

main idea, identifying cause and effect, and comparing and contrasting;

(D) use various parts of a source, including the table of contents, glossary, and index, as well as keyword computer searches, to locate information;

(E) interpret and create visuals including graphs, charts, tables, timelines, illustrations, and maps; and

(F) use appropriate mathematical skills to interpret social studies information such as maps and graphs.

TEKS – Grade 3 Continued

Social studies skills. The student uses problem-solving and decision-making skills, working independently and with others, in a variety of settings. The student is expected to: (A) use a problem-solving process to identify a

problem, gather information, list and consider options, consider advantages and disadvantages, choose and implement a solution, and evaluate the effectiveness of the solution; and

(B) use a decision-making process to identify a situation that requires a decision, gather information, identify options, predict consequences, and take action to implement a decision.

TEKS: Grade 4 - 5

Social studies skills. The student applies critical-thinking skills to organize and use information acquired from a variety of sources including electronic technology. The student is expected to: (A) differentiate between, locate, and use primary and secondary

sources such as computer software; interviews; biographies; oral, print, and visual material; and artifacts to acquire information about the United States and Texas;

(B) analyze information by sequencing, categorizing, identifying cause-and-effect relationships, comparing, contrasting, finding the main idea, summarizing, making generalizations and predictions, and drawing inferences and conclusions;

(C) organize and interpret information in outlines, reports, databases, and visuals including graphs, charts, timelines, and maps;

(D) identify different points of view about an issue or topic; (E) identify the elements of frame of reference that influenced the

participants in an event; and (F) use appropriate mathematical skills to interpret social studies

information such as maps and graphs.

TEKS: Grade 4 - 5 Continued

Social studies skills. The student uses problem-solving and decision-making skills, working independently and with others, in a variety of settings. The student is expected to: (A) use a problem-solving process to identify a problem,

gather information, list and consider options, consider advantages and disadvantages, choose and implement a solution, and evaluate the effectiveness of the solution; and

(B) use a decision-making process to identify a situation that requires a decision, gather information, identify options, predict consequences, and take action to implement a decision.

Rethinking Research for Young Students

Research does not need to be A formal assignment A lengthy assignment An individual assignment A complete project

Rethinking Research for Young Students

Research can be: thought of as questioning and incorporated into

all instruction / learning. thought of as problem solving and incorporated

into all instruction / learning. used to encourage children’s natural curiosity. taught, in small doses, through repetition and

opportunity for practice. fun for students and teachers!

Learning to Drive / Driving to Work

You were not born knowing how to drive.You had to learn and practice the various

steps involved in driving.Driving to work in the morning is now (or

should be) an automatic process. You do not think about each step in the process!

Research experiences should be highly structured to facilitate success.Students are not born knowing how to do

research. The research process is learned slowly, throughout a student’s school career.

Many research opportunities must be provided starting in the elementary grades.

This process must be internalized and should be second nature to our students when they graduate from high school.

Research Models

Research models move students beyond “Information Shopping Trips”.

Research models provide structure for students until the research process is internalized.

What is Big6™?

Big6™ is an information problem-solving strategy used by people of all ages to work through any type of personal or academic problem, assignment, decision, or task.

All Aldine librarians have received training in Big6™. Ask your librarian to work with you to plan research activities for your students!

Big6™ Steps

1. Task Definition2. Information Seeking Strategies3. Location and Access4. Use of Information5. Synthesis6. Evaluation*Each step can be broken down into two

sub-steps (see handout).

The Big6™ Process

People go through the Big6 stages—consciously or not—when they seek or apply information to solve a problem or make a decision.

It’s not necessary to complete these stages in a linear order, and a given stage doesn’t have to take a lot of time.

Almost all successful problem-solving situations address all stages of the process.

What is the Super 3?

Simplified version of the Big6™ (see handouts)

Designed for younger learners in preschool through 2nd grades

Three Steps Beginning: PLAN Middle: DO End: REVIEW

Big6™Resources

www.big6.com Lessons Newsletter Handouts Links to other resources

Aldine ISD Social Studies K-5(These are all great starting points for inquiry lessons!)

Kindergarten: Community Helpers1st Grade: My Family2nd Grade: Citizenship3rd Grade: Houston and Aldine4th Grade: Texas History5th Grade: American History

Why Use Aldine’s Online Databases?

Aldine provides subscriptions to a wealth of resources not available for free on the Internet (see handout). These resources are: Age appropriate for elementary students (many

are Lexiled) Authoritative Relevant to curriculum (many are correlated to

TEKS)

Curriculum Related Research Resources

www.aldine.k12.tx.us Click on “Students” Click on “Internet resources” Select databases from the alphabetical list All resources can be accessed from within the

district and from outside the district

Encyclopedia Britannica School Edition

Provides a variety of resources for all age levels in both English and Spanish.

Provides resources for teachers.Many articles are correlated to the TEKS.

Research Word Wall

Librarians will have this word wall in the library (see handouts).

Librarians and teachers can both work to teach research terms to students throughout the school year.

Teacher-Librarian Collaboration

Collaboration between teachers and the librarian is the key to: successfully introducing elementary students to

research, and to providing multiple opportunities for

students to internalize the research process.

Final Thoughts

“Why” = inquiry = an opportunity to learn research / information literacy skills

It’s all in the process –help your students make it an automatic process!

Information Literacy is the key to success for all students!

It all boils down to THINKING! Are we teaching our students how to THINK?