Introduction

This lesson was developed as an final project for an online Web Design Class: Webquests.

This lesson is about introducing students to selecting appropriate resources for research.  When assigned a research task, students must be taught the importantance of  assessing the topic in terms of types of resources needed, i.e., magazine articles, newspaper articles, books, the web, etc.  They must be taught how to gather information carefully being critical and analytical.  Sources must be cited correctly.
 

Learners

This lesson is designed for sixth grade classes to meet Information Literacy standards. This lesson could be taught to any grade level by changing the questions. They could be made more complex for older students.  For younger students the questions could be designed so that they are grouped in reference source catagories, i.e., magazines, newspapers, books, the web. They answer the questions from the directed resource without having to determine which is the best resource.

Students will need to know how to search for magazine and newspaper articles, how to use the card catalog or online catalog, and how to use the internet with directed websites. 

Curriculum Standards

• In San Francisco Unified School District, the Librarians have developed Information Literacy Standards. They are printed by ther district in "draft" form at present. 
• Content Standard One: Students access, evaluate and use information from a variety of sources. 
• Performance Standard: 

1.1 Students access information efficiently and effectively.
To meet the standard students will:
1.1.1 Recognize the need for information
1.1.2 Recognize that accurate, comprehensive information is the basis for intelligent decision making.
1.1.4 Identify a variety of potential sources of information.
1.1.5 Develop and use successful strategies for locating information.
• Performance Standard:

1.2 Students evaluate information critically and competently.
To meet the standard students will:
1.2.4 Select information appropriate to the problem or question at hand.
• Performance Standard:

1.3 Students use information accurately and creatively.
To meet the standard students will:
1.3.1 Organize information for practical application
1.3.2 Integrate new information ubto their own knowledge.
1.3.3 Apply information in critical thinking and problem solving.
1.3.4 Produce and communicate information and ideas in appropriate formats.
• Content Standard Three: Students use information in a socially responsible way.
• Performance Standard:

3.1 Students recognize the importance of information to a democratic society.
To meet the standard students will:
3.1.1 Seek information from diverse sources, contexts, disciplines and cultures.
• Performance Standard:

3.2 Students practice ethical behavior in regard to information and information technology.
To meet the standard students will:
3.2.2 Respect intellectual property rights
• Performance Standard:

3.3 Students participate effectively in groups to pursue and generate information.
To meet the standard students will:
3.3.1 Share knowledge and information with others.

Process

1. First you'll be assigned to a team of 3-4 students and given one of the questions to answer.
2. Brainstorm the best possible resources to use from the resource list.  Inspiration could be used to faciliate this procedure.  This software program will be demonstrated, and the students will practice using it.
3. Each person on your team will have 2 days to do individual research.  Take notes (see Phase 3 of the Atlantis Quest) since these will be turned in for an individual grade.  This note taking process will be taught carefully and intensely with lots of follow-up. Proper citation form will also be taught.
4. After two days your group will meet to formulate an answer for the board presentation. This persuasive presentation must include--
• the answer
• how the answer  was found/discovered; what was the query process
• what resource or resources were used and why
• what was the role of the librarian; how did he/she assist you
5. Your group will type or word process the board presentation using correct grammar, punctuation, capitalization, spelling, and sentence structure.
6. Each student in the group will get a grade on their research notes;  the group will get a written and an oral presentation grade.
7. Your board presentation will be on Tuesday, April 30.  Your written work  is due Tuesday, April 23.

• Newspapers
• Magazines
• Books-- Search for books on the SFPL Catalog
• Web Searches
• Best search chart-- some strategies from Debbie Abilock
• Best search tools chart from Infopeople
• Search tools chart from Infopeople
• Search Engines Quick Guide from Infopeople
• Yahooligans
• Kids Click
• Berkeley Digital Library SunSITE-- builds digital collections and services while providing information and support to digital library developers worldwide. The site is sponsored by The Library, U.C. Berkeley and Sun Microsystems, Inc..
• Google

This webquest should be done by a any school Librarian in collaboration with any classroom teacher.
 

Resources Needed

• A school Library Media Teacher (Librarian) and a Library
• Access to the internet for at least half the class, 15-20 computers
• Inspiration software on all the compters
• Readers' Guide to Periodical Literature
• Card catalog or OPAC (Online Public Access Catalog)

The lesson makes use of these specific websites:

• Newspapers
• Magazines
• Books-- Search for books on the SFPL Catalog
• Web Searches
• Best search chart-- some strategies from Debbie Abilock
• Best search tools chart from Infopeople
• Search tools chart from Infopeople
• Search Engines Quick Guide from Infopeople
• Yahooligans
• Kids Click
• Berkeley Digital Library SunSITE-- builds digital collections and services while providing information and support to digital library developers worldwide. The site is sponsored by The Library, U.C. Berkeley and Sun Microsystems, Inc..

Google

Evaluation
 

GROUP -- Written Presentation
 

	Insufficient 1	Emerging 2	Developing 3	Competent 4	Accomplished 5	Exemplary 6	Score
Focus/ Organization	Topic is not clear.  No clear organizational plan. No attempt to limit topic.  Much of the paper may be a digression or elaboration.  Few or no transitions.  Almost no sense of beginning and end.	Topic may not be clear.  Few events are logical.  May be no attempt to limit topic.  Much digression or over-elaborations with significant interference with reader understanding.	Topic clear.  Most events are logical. Some  digressions or over-elaboration interferring with reader understanding.  Transitions begin to be used.  Limited sense of beginning and end.	Topic clear.  Most events are logical. Some  digressions causing slight reader confusion. Most transitions are logical, but may be repetitive.  Clear sense of beginning and end.	Topic clear.  Events are logical. Possible slight digressions without significant distraction to reader.  Most transitions smooth and logical. Clear sense of beginning and end.	Topic clear.  Events are logical. No digressions. Varied transitions.  Transitions smooth and logical. Clear sense of beginning and end.
Mechanics	Many minor and major errors cause reader confusion. Difficult to read.	Many minor errors. Many major errors.  Many errors cause reader confusion and interference with understanding.	Some minor errors. Some major errors.  No fewer than five combined errors (major and minor).  Some errors cause reader confusion.	A few minor errors.  One or two  major errors.  No more than five combined errors (major and minor).  Errors do not cause significant reader confusion.	A few minor errors.  One or two  major errors.  No more than five combined errors (major and minor).  Errors do not cause significant reader confusion.	One or two minor errors.  No major errors.

GROUP -- ORAL PRESENTATION
 
 

	Poor 1	Fair 2	Good 3	Very Good 4	Excellent 5
Speaking Presentation	Lacks focus. Lacks information.  Grammatical errors. No eye contact.	Presentation shows lack of interest. Speech difficult to understandl.  Lack of eye contact. Knowledge is minimal. Volume is uneven.	Presentation lacks enthusiasm.  Speech is adequate. Lapses in sentence structure and grammar.  Facts not included.   Volume is uneven.	Speech is clear. Eye contact is made intermittently.  Grammar is usually correct.  Knowledge and facts are partially included.  Volume is appropriate.	Speech is clear. Eye contact is made. Grammar is conventional.  Knowledge and facts are included.  Volume is appropriate.

INDIVIDUAL -- NOTE CARDS
 

	Unacceptable 1	Adept 2	Advanced 3
Research and Interpret Data/Information	Incorrectly interprets data or information with little or no analysis or conclusion.  Little or no evidence of research presented.	Correctly interprets data or information, but analysis or conclusion may not be supported by research.	Correct interpretation of data or information.  Analysis and conclusion are based on research.

 
 

Conclusion

The students will have started to learn:

• school librarians are an valuable source for research materials and processes
• how to analyze a topic so the appropriate resources can be chosen
• what resources are available and how to use them
• to ask the school librarian for assistance 

Credits & References

The school board picture is from a meeting of the Kansas State Board of Education on August 12,1999.

The school library picture is from the Bereford High School Library in Beresford, South Dakota.

Thank you to my family for allowing me the time to work on this project.

Thank you to Linda Ullah for putting this course on line and making it a meaningful experience.