ResearchChart.page

RESEARCH CHART
1. Role

I will be studying my question mostly by myself, but with the help of a fourth grade teacher in my school who will be my "critical friend." I will be acting in my role of teacher in a 5th grade library class: I will be reviewing Internet searching techniques I have taught the class and further refining them; I will be assigning the class a 5th grade assessment project which is a new part of the library curriculum; and I will be grading them. I will also act as a researcher for this action research project: I will be collecting data through observational checklists, student journal writing, evaluation of the students' work, and a written survey.

2. Curriculum Area

The primary area that students will be studying is research techniques. Students should know the basics of research: how to choose a topic, how to find information using Internet sources and well as the on-line library catalog, and how to list those sources as a bibliography. We have already studied such Internet search topics as using search engines, locating good web sites, and avoiding plagiarism. We will further refine these skills and students will apply them to researching a sport that is recognized by the Olympics. They will choose a topic; they will locate at least one book source in the library, at least one Internet source using a search engine, and at least one Internet source using the POWER library (a Pennsylvania initiative); they will enter thoughts and questions into their journals; and they will write a report using this information.

3. Starting Point

4. Problem Statement

Students at Schweitzer Elementary School do not apply research skills learned in library to finding information about topics outside of library class and therefore are not using the resources available to them and acquiring the best information. They typically perform the research necessary to complete library assignments, but do not apply what they have learned to research performed outside of library class.

I believe this is because this is a result of sporadic assignments that do not have research focus, and a lack of opportunity for students to clarify questions they have about research skills.

I want students to understand the relevance of research skills taught in library to report writing.

Therefore, I plan to have each student choose an Olympic sport to research. Students will record their activities and thoughts in a dialogue journal. I plan to read and respond to the students' journal entries for each class, and in this way to guide and redirect the path of their research. My goal is to have students use research skills taught in library with their independent research.

5. Further Questions

1. What problems dealing with the information process do students describe in their journals?
2. Will the use of journal writing improve the ability of students to integrate research skills into independent research?

6. Bibliography or Literature Review
Cobine, Gary. "Effective Use of Student Journal Writing," ERIC Clearinghouse on Reading, English, and Communication Digest #99, June, 1995.
In this article, Gary Cobine explains that by keeping a dialogue journal, students are actually maintaining a "dialogue in print" with their teacher. A dialogue journal is personal and informal, and allows the student to observe the experienced teacher response to their thoughts. Teachers gain a state-of-the-class perspective.
Garland, Kathleen. "The Information Search Process: A Study of Elements Associated With Meaningful Research Tasks," School LIbrary Media Annual, 1995: v. 13, pp. 171-83.
This article discusses a research project that studies successful task factors. The results of the study show that factors related to student satisfaction were student choice of topic, topics related to course content, clear communication of goals by teachers, and process instruction.
Harada, Violet. "Personalizing the Information Search Process," School Library Media Research, 2002: Volume 5.
This is a report on a case study which focused on using journal writing as a means of increasing students' understanding and use of the information search process. The study also looks at the impact of journal writing on the library media speicalist's reflective practices.
Jenkinson, Edward. "Writing Assignments, Journals, and Student Privacy," ERIC Clearinghouse on Reading English and Communicaion, ED365989, 1994.
This article discusses the privacy issues involved in journal writing.
Kuhlthau, Carol., "Accommodating the User's Information Search Process: Challenges for Information Retrieval System Designers," Bulletin of the American Society for Information Science, February/March 1999: Volume 25, No.3.
This article discusses the uncertainty and frustration of people involed in research. It describes the concept of the zone of intervention, which is related to Vygotsky's zone of proximal development.
Kuhlthau, Carol, "Students and the Information Search Process: Zones of Intervention for Librarians," Advances in Librarianship," 1994: vol. 18.
This article discusses the concept of the zone of intervention which was developed to deal with the idea of uncertainty in the information search process. The zone of intervention is based on Vygotsky's zone of proximal developement. According to the zone of intervention, we can determine when intervention is necessary in someone's search process and help them through dialogue that leads to strategy, collaborative techniques such as brainstorming and networking, and process intervention that establishes transferable research skills.
McCracken, Anne, "School Library Media Specialists' Perceptions of Practice and Importance of Roles Described in Information Power, School Library Media Research, 2001: Volume 4.
This article discusses whether media specialists believe that they are able to take a leadership role in instructional technology. Many media specialists feel that they cannot fulfill their role because of barriers, such as lack of planning with teachers, lack of interest and support of classroom teachers, and rigid scheduling.
Oberg, Dianne, ""Teaching the Research Process- For Personal Discovery and Growth," ERIC Clearinghouse Number IR057752.
This article discusses the critcal role of the librarian in supporting the research process.
Peyton, Joy Kreeft, "Dialogue Journals: Interactive Writing to Develop Language and Literacy," ED354789, ERIC Clearinghouse on Language and Linguistics, April 1993: Washington DC.
This article discusses the advantages of using dialogue journals in a classroom: it provides an opportunity for one-to-one communication, and the opportunity to interact with the teacxher in a supportive, nonthreatening way.
Staton, Jana, "Dialogue Journals," ERIC Digest, 1987: ED284276.
This article defines dialogue journals and explains how they are used in the classroom. The author feels that the journals represent a concrete application of Vygotsky's theory of learning.