McKenzie,+Julie

//Introduction// Nestled in the center of rural Trigg County, Kentucky, Trigg County Middle School serves 520 students in grades six through eight. Demographically, the student population is 86% Caucasian, 13% African-American, and 1% Asian, with approximately 56% on free or reduced lunch. There are 30 certified teachers on staff with an additional 15 classified support staff. The school and library are ten years old. The current librarian has been there since the school opened, and already had four years of experience before her employment with Trigg County Middle School. In addition to the 520 students at Trigg County Middle School, the library also serves an additional 140 fifth grade students from Trigg County Intermediate School.
 * PRE-ASSESSMENT**

The Kentucky Virtual Library is a free database and information service provided by the state of Kentucky; however, it is not being utilized in Trigg County, Kentucky. The local public library does not promote or instruct patrons in its usage. Trigg County Schools also do not promote or instruct students in its usage. Trigg County students primarily use the Internet for research primarily through search engines such as Google. No other database sources are utilized within the county. By introducing Trigg County Middle School to the Kentucky Virtual Library, students will have greater access to valid, relevant information for their research projects. Because this service is provided by the state, no additional cost to the school is involved.

//Assessment Methodology// I surveyed the thirty teachers at Trigg County Middle School on Monday, November 3, 2008, about their usage of the Kentucky Virtual Library, the amount of research projects they assign, and their interest in future use of the Kentucky Virtual Library. By Wednesday, November 5, 2008, twenty-one teachers replied, consisting of five English and reading teachers, four social studies teachers, five mathematics teachers, five science teachers, and two explore teachers. After collecting the surveys, I completed a simple tally of results and published the results in table format. The survey and results are attached.

//Results// Questions 1,4,7, and 8 were “yes” or “no” questions. 1. I have used the free resources available through the Kentucky Virtual Library. 4. I encourage students to use the Kentucky Virtual Library. 7. If you are not currently using/assigning the use of databases, would you be interested using a free database that connects you and/or your students to journal articles, magazine articles, newspaper articles, and other valid research resources? 8. If the Kentucky Virtual Library was available through the library/media center and also for remote (at home) access, would you encourage your students to use it?

The following table summarizes the results for the above questions.


 * **Question** || **YES** || **NO** ||
 * #1-Teacher Usage || 3 || 17 ||
 * #4-Student Usage || 0 || 21 ||
 * #7-Future Usage || 20 || 1 ||
 * #8-Remote Usage || 20 || 1 ||

Questions 2 and 3 are frequency questions. The following table summarize the results. 2. I personally use the Kentucky Virtual Library. 3. I assign research papers and/or projects.

Question #5 asks the teacher’s experience with other databases. The following chart displays the results.
 * **Question** || **Never** || **Seldom** || **Often** ||
 * #2-Frequency, Teacher || 17 || 4 || 0 ||
 * #3-Projects Assigned || 2 || 7 || 12 ||

5. I have personally used any of the following database services. ProQuest; Gale, EBSCO.

Question 6 asks the teacher’s preferred references for student use. The following table illustrates the results.
 * **Database** || **Used** ||
 * ProQuest || 3 ||
 * Gale || 5 ||
 * EBSCO || 2 ||

6. If you do not use the Kentucky Virtual Library or another database service with your students, please list your preferred resources for your students to fulfill their research assignments.

//AASL Standards:// 1.1.4 Find, evaluate, and select appropriate sources to answer questions. 1.1.8 Demonstrate mastery of technology tools for accessing information and pursuing inquiry. 4.1.4 Seek information for personal learning in a variety of formats and genres. //Goals//:
 * Response || Tally ||
 * Internet || 21 ||
 * Library References || 6 ||
 * Textbook || 7 ||
 * STANDARDS AND/OR GOALS**
 * to introduce the Kentucky Virtual Library to teachers.
 * to encourage teachers and students to use the Kentucky Virtual Library


 * INSTRUCTIONAL OBJECTIVES**
 * TLW demonstrate understanding of use of the Kentucky Virtual Library during a planned in-service by successfully researching a given topic.
 * TLW continue to use the Kentucky Virtual Library throughout the year as demonstrated by site statistics and teacher survey.
 * TLW require students to use the Kentucky Virtual Library throughout the year as demonstrated by site statistics and teacher survey.

Teacher:
 * MATERIALS, MEDIA, AND OTHER RESOURCES**
 * computer
 * LCD projector
 * projector screen
 * [|Kentucky Virtual Library Website]
 * Handouts describing the databases
 * Biomes Pathfinder
 * hoax website- [|Boilerplate]

Student:
 * writing utensil
 * laptop computers
 * paper

As teachers enter the room, a hoax website, [|Boilerplate the Victorian Robot], will be projected on the screen. I will begin by saying that, upon reviewing the teachers' surveys, it is apparent that most teachers and students use the Internet as their primary source for research projects. I will then show them the hoax website as an example of the dangers of using the Internet for research. Boilerplate is touted as a "Victorian Age Robot." The creators of the site produce pictures of a tin-man-like robot in several Victorian scenes. It lists quotes from magazines and organizations in support of the site, and provides a realistic history of the robot. At first glance, the site seems legitimate, but by using background knowledge and website validity strategies, it becomes obvious that the site is a fake; however, a typical middle school student could easily be duped, and could use the given information as fact in a research project.
 * SET INDUCTION**

I would then ask teachers to commit to add the Kentucky Virtual Library as a requirement to their research projects, and offer my services in the library to train the students on how to use the site. I would provide the handouts describing the databases and a bookmark containing the link to the Kentucky Virtual Library.
 * INSTRUCTIONAL SEQUENCE**
 * 1) I would open the Kentucky Virtual Library website and guide teachers to the middle school section.
 * 2) I would demonstrate a search for biomes, since this is a known yearly reserach project.
 * 3) I would demonstrate the citation machine, to aid students in siting their sources.
 * 4) I would then produce the Biomes pathfinder, to show teachers the extent to which the library and its resources, including Kentucky Virtual Library could enhance their current projects.
 * 5) I would ask the teachers to conduct their own search on a topic they usually assign for research.
 * 6) I would ask for feedback as to the usefulness of the searches.
 * 7) I would then guide the teachers through doing other searches, for biographies, primary sources, and other media sources.
 * 8) I would then demonstrate the use of the Kentuckiana Virtual Library to search for digital artifacts from the Kentucky archives.
 * 9) I would then take teachers to the teacher page and demonstrate the use of the available databases as well as the professional development sites available by core content area.
 * 10) I would then give teachers the opportunity to explore the Kentucky Virtual Library on their own and answer any questions that may arise.
 * CLOSURE**

This lesson could easily be adapted for use with students. Trigg County currently has no ELL students, but it does have several students with learning disabilities. This lesson could be completed in groups so that students could help one another is searches. There is also a "kidsearch" option that may be more suitable for lower functioning middle school students. A demonstration of this site could replace the normal middle school version. If Trigg were to have ELL students, the Kentucky Virtual Library has sites in varying languages to assist ELL students. Foreign language teachers could also use these sites for instruction.
 * ADAPTATION AND EXTENSIONS**

At the end of the semester, I would survey the faculty to determine the current usage of the Kentucky Virtual Library. I would also ask the current librarian to evaluate the site's usage through the library.
 * ASSESSMENT**

As a result of my needs assessment, the current librarian has begun using the Kentucky Virtual Library with her Information Literacy class. I have offered to conduct an in-service for the faculty; this is likely to happen in the near future. Given the excitement of the librarian and the interest conveyed in the faculty survey, I would expect the lesson to be well-received.
 * REFLECTION**