Kristen+Arp

//**Pre-Assessment**// The information and evidence that propelled me to cover a lesson on the basics of research papers came from a needs assessment that was done as a requirement of my MLIS program seeking to realize and process the needs of my school and what role the library plays in Information Literacy. (//Refer to Needs Assessment for further information//**)** //**Instructional Objectives**// Students will be able to... -distinguish legitimate sources from a list of possibilities -access and use an Online Database -create a bibliography using Noodle Tools Students must be able to adequately search the Internet using google.com appropriately; access and use the Tennessee Electronic Library; create an account and create a list using noodletools.com. This opportunity will be granted after the lesson is complete. Achievement of these three tasks results in a mastery of the basic concept of researching. Students are expected to complete all three tasks to receive credit for the assignment. They are simply applying what they learn. //**Materials, Media, and other Resources**// [|ResearchTips.ppt] Each student will need a computer to apply the lesson and complete the assessment of their learning. The teacher will need a computer and the ability to project a PowerPoint presentation for the students to see. Internet access is also necessary because of links within the presentation. Class will begin with asking the students who plans on attending college. (SLIDE 1) Then, the teacher will ask who has ever written a research paper. The teacher will note that a significant amount of her college career consisted of writing papers and therefore the lesson today will help those who are college-bound to have a “heads up” and prepare for it with quick tips that make research less painful. //**Instructional Sequence**// SLIDE 2: When researching for a paper or project, finding legitimate sources are a must! –Bad /good //Google// -Explain //Advanced Search// option –Databases •Guaranteed to be legitimate! •Tennessee Electronic Library SLIDE 3: How do you avoid plagiarism?? SLIDE 4: Give credit to whom credit is due! Cite your sources… SLIDE 5: Elements of a Bibliography SLIDE 6: Let’s practice researching and getting sources… •When researching online, always have a Word Document open to quickly create a list of possible sources. –Copy and paste information to distinguish the source. Include URL for quick return. SLIDE 7: Once you have a list of sources used in your paper, create a bibliography! SLIDE 8: Need Help? Use “Noodle Tools!” SLIDE 9: How to access Noodle Tools… SLIDES 10-14: How to register, sign-in, and use Noodle Tools //**Closure**// A brief review of the key points and learning objectives will close the lecture aspect of the lesson and will lead us into the assessment/application. Key points to review by asking questions and have students fill-in the blanks of my statement: -Good sources are vital to a research project -How to research efficiently -Elements and importance of a bibliography -How to use Noodle Tools //**Adaptations and Extensions**// I use verbal instruction as well as a variety of visual aids to accommodate various learning styles. Also, by downloading actual images and browsing actual sites, they felt comfortable when it was time for them to apply their learning. I tried to provide verbal and visual humor to keep their attention and to help them relax because many feel overwhelmed with research. The PowerPoint was basic, and only provided emphasis for the key points for students to distinguish. Both images and text examples were provided for each objective for ELL students. Students were given the freedom to chose a topic for the assessment that they were interested in to accommodate different learning levels and interests. //**Assessment**// Students will pick a topic and find two legitimate sources: one from Google or another search engine and the other from TEL. They will then have to cite those sources using their personal Noodle Tools account they will create. //**Reflection**// I found myself enjoying this lesson and adding a lot of personal experience into it. I felt the students picked up practical, yet basic information. I was shocked at the response and the attentiveness of the students. They really showed enthusiasm in applying their learned skills. They were actually excited about their new tricks. They expressed relief at having learned some research short-cuts and tips. I noticed the positive response when sharing personal experiences. I find that students appreciate a “real” life lesson. I will be sure to continue this in the future.
 * __Research Tips and Tricks__**
 * //Set Induction//**
 * Tell personal experience with google.com.
 * Do a mock search on teacher and show that first hit is not always the best choice.