Re: [LM_NET] Note Cards - text from my new book

[Shonda Brisco <sbrisco@GMAIL.COM>]

I just attended the Texas Computer Educators' Conference this past
week and Patrick Crispen offered the idea of using Google Notebook to
create notecards for 21st Century researching.  Students can add
content by highlighting, copying and pasting content, add comments to
the information that you've have added, tag that card, insert a
hyperlink from the information back to the page that it was retrieved,
the notecard is automatically dated with the day that you added it to
the notecard, and the information cards can be moved around within the
document to create an outline.  The beauty of Google Notebook is that
it is free AND it can be shared for collaboration between different
individuals, including a teacher who might want to check notecards
without taking stacks of cards home....just a password will allow
access to the students' online cards.

To install Google Notebook, go to:  http://www.google.com/notebook

To learn more about Patrick Crispen, go to:  http://www.netsquirrel.com/


~Shonda




On Feb 11, 2008 5:14 PM, Nancy Willard <nwillard@csriu.org> wrote:
> Hi all,
>
> I am working on a new book (now you know I am certifiably crazy). This is
> Youth Risk Online: A Guide for Adults Who Work With Children and Teens.
> Started January 8 and have one more chapter to write (did I mention
> certifiable? <sigh> oh my aching neck)
>
> I also have 4 chapters in this book addressing Web 2.0 issues in schools -
> including plagiarism and attribution. Here is a section that addresses an
> online research strategy. I would love feedback.
>
> Inadvertent Plagiarism or Failure to Appropriately Attribute
>
> The failure to appropriately attribute is related to a lack of skills.
> Students may not understand how to incorporate the ideas of others into
> their paper and provide appropriate citation. They may lose track of their
> sources as they are conducting their research, especially as they "surf" the
> Web. They may think that "copying and pasting" what others have said is an
> acceptable practice.
>
> Online Research Strategy
>
> It is important to look at how students are being taught to research and
> keep track of their online sources. In the past, students kept track of
> sources using 4X5 note cards. This approach will not work. The following is
> a research and writing strategy that is adapted to the era of conducting
> online research:
>
> * Keeping track of information resources. Make sure that students know a
> systematic way to record the full reference to any document downloaded from
> the Internet. One strategy to accomplish this is to create a separate folder
> for a specific writing assignment. Every document that will be used for
> reference should be downloaded from the Internet and stored in this folder.
> Also start a word processing document entitled ³sources.² Whenever a
> document is downloaded from the Internet, add the source information to this
> word processing document‹including the URL for the document that has been
> downloaded and the date it was downloaded. Any information resources for the
> project that are in hard copy, such as a copy of an article from a book,
> should be retained in a ³real world² file folder.
>
> * Note taking. Open a new word processing document and entitle this document
> ³notes.² Go through each of the information resources. Either cut and paste
> or paraphrase the important information from the information resource onto
> this page. Make sure that each note is one separate idea‹ one idea only‹ and
> is separated by blank lines both before and after the note. It is important
> to retain the reference to source of the information or quote, the page this
> appears on, and to keep track of when material has been cut-and-pasted or
> paraphrased. One strategy is to use the initials of the lead author of the
> article, ³P² or ³Q² for paraphrased or quoted (cut-and pasted), and the page
> number. In front of each separate note, there would be an indication: JS-P23
> (John Smith, paraphrase, page 23) orJS-Q54 (Jane Smith, quote, page 54).
>
> * Organizing. Once all of the notes have been gathered, they need to be
> organized into an outline form. One way to do this is to print off the
> entire notes document, cut the notes paper so that each separate idea is on
> one strip of paper. Then sort the slips of paper into separate groups--one
> topic per group. Then organize the notes strips within each topic group and
> staple the notes in that group together. It will be helpful to create a
> topic title for each group. Then organize the topic groups into a logical
> sequence. This logical sequence is the outline for the paper. It is very
> helpful for younger writers to take the step of physically sorting and
> organizing the notes. More experienced writers can do this electronically.
> They can open up a new word processing document, then simply cut and paste
> the notes from the notes document into like groups and then organize the
> groups. Or they might have a pretty good idea of the outline and start with
> the outline and input the notes. The key purpose of this step is to organize
> the information into a logical sequence for writing. Many young writers have
> great difficulty with this kind of organization.
>
> * Writing the paper. Open a new word processing document for the actual
> paper. Each  section of the paper will contain one or more paragraphs that
> present the information for each topic‹in the logical sequence or outline
> that was created. During this step, the notes in each group will be turned
> into written text. It may help to create the outline first. The outline is
> the topic title for each group, presented in the logical sequence. The key
> skill necessary to accomplish the actual writing is appropriately
> paraphrasing, or stating in new words, the writings of another. Sometimes a
> student will want to select a key section of a writing of another to quote
> directly. Students should note where material is being paraphrased or quoted
> and provide a proper citation using correct citation format as approved by
> the school. The source document provides the information to be used the
> citations.
>
> One of the ways in which this strategy is effective is that nothing gets
> lost. If somewhere along the line a specific citation gets lost, students
> can simply backtrack to the notes document or the original sources to find
> the reference.
>
> This technique can also be used if students are collaborating in the
> creation of a document in a wiki environment. All of the students would then
> contribute to the original source file and the list of possible citations or
> attributions.
>
>
> Seems there ought to be a program that kids could use that would accomplish
> this. If you are aware of any I would love to know about it.
>
> Nancy
>
> --
> Nancy Willard, M.S., J.D.
> Center for Safe and Responsible Internet Use
> http://csriu.org
> http://cyberbully.org
> http://cyber-safe-kids.com
> http://csriu.wordpress.com
> nwillard@csriu.org
>
> Cyberbullying and Cyberthreats: Responding to the Challenge of Online Social
> Aggression, Threats, and Distress (Research Press)
>
> Cyber-Safe Kids, Cyber-Savvy Teens: Helping Young People Learn to Use the
> Internet Safely and Responsibly (Jossey-Bass)
>
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-- 
Shonda Brisco, BA Ed., MLIS
Library Media / Technology Specialist
Weatherford, TX 76086

Digital Bookends wiki / blog:
http://digitalbookends.pbwiki.com
http://shonda.edublogs.org/
sbrisco@gmail.com

Resources for Texas School Librarians:
http://txschoollibrarians.ning.com/
http://txschoollibrarians.wikispaces.com/

"Digital Resources" columnist
School Library Journal

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