Introduction

The school board is considering the closing of all the the school libraries to save money.  The teachers will have to rely on their classroom libraries which could be expanded by taking books from the school library.  Students will be have to use the public library for their research resources. Parents, teachers, public librarians, administrators and students are enraged over this proposal. 

Who will teach students how to use and evaluate resources, how to do accurate research, gather information, and compile bibliographies?

The public librarians are too busy with the many patrons and projects at their branches to teach information literacy outlined in the district standards.  Classroom teachers focus on their own subject standards and have their own curriculum content to teach to try to cover another set of standards.

Your social studies class presents a counter proposal.  The Board will formulate 10 simple research questions for the class to answer using various sources with guidance and direction from the school librarian.  The librarian will be responsible for instructing students on available resources and how best to use these resources.

Then the students in this class will make a presentation to the Board concerning the answers, how the information was found, why one resource was used instead of another, and an evaluation of the help/guidance provided by the Librarian.  If the Board is persuaded that the students could not have accomplished the research without the school librarian, the school libraries will remain open.
 
 
 

Your social studies class with the guidance of the school librarian will find answers to 10 simple research questions using newspapers, magazines, books and the internet both visible and invisible.  The students will present their answers along with their process-- how the answers were found, why certain resources were used, and what was the role of the librarian  -- to the school board at a public meeting to persuade them to the retain the school librarians and the school library program.
 

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 

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.

 
 

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 

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.