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I have two different groups of students in two different subjects (English and World History). Each group is using the online databases and print resources to find information concerning a term paper thesis that they have developed. My biggest concern is that regardless of how many resources I share with my students, they continue to come back to me with this statement: "I can't find anything in the online databases / literary criticisms about my thesis." When I ask them to tell me their thesis, we start to gather information and ideas. I begin to show them how to locate the information (in both print and online sources) and usually we can locate several different things; however, the students say that they've already seen the information --but haven't read it---or that they've scanned the material and it doesn't cover THEIR topic / thesis. (Many of them are reviewing 38 different lit crits on one subject and saying, "there's nothing.") I am concerned about this because to me this indicates that our students expect "the answers" to be in bold print somewhere on the page. None of them can quite figure out that there probably WON'T be a literary criticism OR a historical review over the exact same topic that they happen to think is important (i.e., their paper) and that they will need to extract the information in order to create a "new product." (The Big 6 process ---but we're stuck between step 4 --- use of information and step 5-- synthesizing..) I know I'm probably not the only one who is rolling their eyes and walking into the closet to scream about this problem....so what do you do? Each of the teachers expects the students to read various sources from both online databases and print resources. Each has a rubric that includes specific things including source reliability, credibility, authority, currency, etc. Each expects the student to do "more" than regurgitate information...but none of us are getting them to produce the results we want. Are these kids the product of the times (instant answers and information there at the snap of a finger)? Do we need to start at a younger level to instill creativity in our students so that they understand how to do research properly? Should I really push the Big 6 aspect of steps 4-5-6 now? I'm seeing this at the freshman and sophomore level now (but it's not limited to those grades). Our juniors and seniors have problems with this concept and I know it's all about critical thinking and asking better questions, but I also believe it's about teachers requiring more than fill in the blank answers. Any ideas, suggestions, approaches? I think my "good teachers" are about as frustrated as I am with all of this. We definitely want more from these kids (and both of these teachers have told me that when they make THESE assignments, the students' parents jump into the mix and complain that the assignments are TOO HARD for their babies.) Give me a break! We're college prep! I'm going over all of this ONE MORE TIME tomorrow morning...any ideas now would be helpful! (You can email me via my school email address, if you want to offer moral support or ideas that can be used immediately.) Thanks! ~Shonda Brisco Trinity Valley MS / US Librarian Fort Worth, Tx sbrisco021@charter.net (home) briscos@trinityvalleyschool.org (school) -------------------------------------------------------------------- All LM_NET postings are protected by copyright law. To change your LM_NET status, e-mail to: listserv@listserv.syr.edu In the message write EITHER: 1) SIGNOFF LM_NET 2) SET LM_NET NOMAIL 3) SET LM_NET MAIL 4) SET LM_NET DIGEST * Allow for confirmation. LM_NET Help & Information: http://www.eduref.org/lm_net/ Archive: http://www.eduref.org/lm_net/archive/ EL-Announce with LM_NET Select: http://elann.biglist.com/el-announce/ LM_NET Supporters: http://www.eduref.org/lm_net/ven.html --------------------------------------------------------------------