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Research Skills

Research Skills. at UOIT and in the secondary classroom. Kate Gibbings Education Librarian kate.gibbings@uoit.ca. Victoria Woods Education Library Technician victoria.woods@uoit.ca. Overview: Teachers will…. Become familiar with the four stages of the research process

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Research Skills

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  1. Research Skills at UOIT and in the secondary classroom Kate Gibbings Education Librarian kate.gibbings@uoit.ca Victoria Woods Education Library Technician victoria.woods@uoit.ca

  2. Overview: Teachers will… • Become familiar with the four stages of the research process • Understand how the stages can be used to address Ministry expectations • Learn how to access resources at UOIT • Use the catalogue to access books and e-books • Use a periodical index to access articles

  3. What is ‘Information Literacy’? “To be information literate, a person must be able to recognize when information is needed and have the ability to locate, evaluate, and use effectively the needed information.” American Library Association

  4. Four Stage Research Process 1. Preparing for Research Define, Explore, Identify, Relate 2. Accessing Resources Locate, Select, Gather, Collaborate 3. Processing Information Analyze & Evaluate, Test, Sort, Synthesize 4. Transferring Learning Revise, Evaluate, Transfer, Apply Compare the version for university students: UOIT Library Website: The Research Process

  5. Curriculum Links The Ontario Curriculum, Grades 11 and 12: Social Sciences and Humanities • “All courses include the strand Research and Inquiry Skills, which gives students the opportunity to examine the models of research, problem solving, analysis, and communication particular to the subject of the course and to apply them as a part of their learning throughout the course” (p. 9).

  6. Curriculum Links Introduction to Anthropology, Psychology and Sociology, Grade 11 • Strand: Research and Inquiry Skills • Overall Expectations: • “use appropriate social science research methods” • “conduct research . . . summarize findings” • “effectively communicate the results of their inquiries” (Stage 4)

  7. Curriculum Links • Specific Expectations: • “formulate appropriate questions” (Stage 1) • “demonstrate an ability to locate and select relevant information from a variety of print and electronic sources (e.g. books, periodicals, television, Internet sites, CD-ROMs)” (Stage 2) • “evaluate the relevance and validity of information gathered through research” (Stage 3) • “demonstrate an ability to organize, interpret, and analyse information gathered from a variety of sources” (Stage 3) • “document sources accurately, using correct forms of citation (e.g. those recommended by the American Psychological Association)” (Stage 4)

  8. Curriculum Links Challenge and Change in Society, Grade 12 • Strand: Research and Inquiry Skills • Overall Expectations: • “define and correctly use anthropological, psychological and sociological terms and concepts” (Stage 1) • “demonstrate an understanding of the different research methods…” • “select, organize, and interpret information gathered from a variety of print and electronic sources” (Stage 2-3)

  9. Curriculum Links • Specific Expectations: • “select, organize, summarize, and interpret information from a variety of print, media, and electronic sources” (Stage 2-3) • “analyze for bias, accuracy and relevance articles or programs on issues…” (Stage 3) • “demonstrate an understanding of the purpose and use of the stylistic guidelines set by the American Anthropological Association, the APA, and the ASA” (Stage 4) • Using a “range of primary and secondary sources, develop a position on a social issue” (Stage 2-3) • “use recognized style guidelines” (Stage 4)

  10. Four Stage Research Process Useful documents: • Four Stages of Research – Secondary – Rubric • Preparing for Research – Checklist • Accessing Resources – Checklist • Processing Information – Checklist • Transferring Learning – Checklist • Graphic Organizers Rosenfeld, Esther, et al. Research Success @ Your Library. Toronto: TDSB, 2005. Call# EDU REF 001.4071 RES 2005.

  11. 1. Preparing for Research • Get an overview of the topic • Brainstorm using graphic organizers • Define the topic: broaden or narrow

  12. What is your topic? • Use a reference book, an introductory textbook, or a professional association or government website to get an overview of your topic

  13. Brainstorm your topic ? Policies & legisl. Same sex marriage Canada Definitions History Single parent ‘Traditional’ Statistics Impact? Family/Marriage

  14. Reparation Ontario Female children Residential Schools Current Issues World War I / II European Contact Comparison to US Fur Trade Social/Cultural Impact Brainstorm your topic First Nations

  15. Define the topic May need to broaden or narrow your topic depending on the type of resource or success of search Family/Marriage ‘Non-traditional’ i.e. Single parent families Impact on children Academic achievement

  16. 2. Accessing Information

  17. Magazine or Newspaper • Written by journalists (non experts) • Aimed at general population • Lower reading level • Shorter, pictures • Very current • Found in bookstores, on Internet & library’s databases Academic Journal • Scholarly: written by experts for experts • Higher reading level • Use of terminology • Longer • Current • Generally not found free on the Internet – need to subscribe • Use the library’s indexes/databases vs

  18. Where are you likely to find the info? ? Policies & legisl. Same sex marriage Canada Definitions History Single parent ‘Traditional’ Statistics Impact? (Gov docs) (Books, encycl.) Family/Marriage (Journal articles, books) (Books, texts) (Gov docs, websites)

  19. Who cares passionately about your topic? Where do they publish? Do you need an overview of the topic to get you started? Where are you going to find the info? What’s on the rubric? Whose point of view do you need to include? Historical content or current? What kind of information does your audience need? Scholarly, trade, or popular? Do you need primary sources or secondary sources?

  20. Search strategies • Books (catalogue) = broader terms • families; single parent families • Native residential schools • Articles (indexes) = more specific • single parent families AND academic success • Native residential schools AND Ontario • Websites (Google) = even more specific • children single parent families impact academic success • Native residential schools Ontario female students

  21. Books www.uoit.ca/library Quick search

  22. Books Navigate to the Advanced Search Search all of UOIT, just the Education Library, or just Electronic Resources (E-Books)

  23. Boolean Logic: ANDNative AND residential schools Residential schools Native AND

  24. Books It’s checked in It’s at the Main Library Want it delivered to the Education Library? Ask us.

  25. Books It’s an E-Book Click on a link to access

  26. Think of alternate search terms… Native(s) native people(s) First Nation Indian (US, Library of Congress) Aboriginal indigenous people(s) Ojibwa Ojibwe, Ojibway, Chippewa

  27. Journals & Magazines Go to the Education Subject Guide

  28. Journals & Magazines Go to the Education Subject Guide Others may also be useful

  29. Journals & Magazines 8 specialized education databases to choose from

  30. Journals & Magazines CBCA Education (Canadian) and ERIC (very comprehensive) are good places to start Databases for elementary and secondary student research

  31. Remember to use your NETWORK login Call IT Support Desk: 905-721-3333 Select Option 1 ITSupport@dc-uoit.ca

  32. Available at your school library…

  33. What’s our question? • Does being from a single parent home have an impact on a child’s success in school? • Single parent home = single parent family = one parent family = lone parent family = single parent(s) • Child = children = teen(s) = adolescent = youth • Success in school = academic achievement = academic success = academic performance

  34. Boolean Logic: OR Academic achievement Academic success OR

  35. single parent famil* “academic achievement” OR “academic success”

  36. Journals & Magazines

  37. Journals & Magazines Article/Citation Locator

  38. Journals & Magazines

  39. 3. Processing Information • Does it answer part/all of your question? • Author? • Bias? • When was it published? • Has it been edited or peer-reviewed? • Is there a bibliography?

  40. Websites

  41. Warnings that students may miss…

  42. Websites

  43. Websites Be critical… Who created it? e.g. - The Heritage Foundation - ERIC document - Human Resources & Skills Development

  44. Evaluating Websites http://www.sdst.org/shs/library/evalwebstu.html

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