Thank you for the very helpful responses! I have some good ideas on approaching
research projects on a fixed schedule.
Original message:
Hi, this is Rhonda Lane. I would like to TARGET->Research Projects on a
Fixed Schedule. My question has several elements to it. I am a newer LMS
(beginning second year). My library is on a fixed schedule and our division has
developed a library curriculum that includes 8 inquiry process projects per year- 2
per grades 2-5. My question is, what are some suggested ways to successfully
teach/conduct research on a fixed schedule? I see each class for 40 minutes per
week and check out is included in this time. I hope to maximize my time with each
class, so that two weeks worth of study in the classroom does not become 9 weeks
worth of research in the library (4 or 5 probably, but hopefully, not 9). Also, I
am interested to know ways to collaborate with teachers and include them in our
projects without creating conflict because I'm asking too much of their
time-remember- my time with their class is their planning time and most are
(understandably) very protective of it. I am anxious to hear what has worked for
many of you. If people will respond to me, I'll compile your responses and post A
HIT-> on the topic back to LM_NET. Please let me know if you would like to remain
anonymous in your response.
Thanks in advance,
Rhonda Lane
Library Media Specialist
Riverside Elementary School
Dear Rhonda,
Well, I can only tell you what works for me. I am in the same position. 40 min a
class to cover prep. I would say the first thing to do is to see what is being
taught in the grade levels. Then, come up with some great research ideas that
might work. Then,try to find a teacher in one of those grade levels that would
work with you on those projects. The key is getting to that one teacher that
really wants to work with you. (It took me 5 years to get people to trust me
enough to work with me.) Be flexible. At first, it might only be that you will
provide resources for them. Then it might work into a fully integrated project.
For example, I will teach the kids note taking, bibliography, keyword searching,
databases, etc. I will grade their note cards and bibiliography but the actual
paper or project is graded by the teacher.
Here are some ideas that I do: Egypt: Kids create an object/clothing/etc from
that time period
Native Americans: Students write a 4 par. report and create the house of thier
tribe
Immigration: Student research a particular group and create a journal of what
their life would be like.
For these projects they research for 2-4 weeks in library and I grade them on their
bibs and note cards.
I also work very closely with my computer teacher.
If you would like to see the rubrics I have for these grade levels please go
to:http://www.homercenter.org/hcelem/library.htm
If you have questions, please feel free to drop me a line.
Angela Long
MSLS
Librarian
Homer-Center Ele.
Homer City, PA 15759
along@homercenter.org
Shattering librarian stereotypes every day!
Rhonda,
First, I would like to be anonymous, please. I'm in my 5th year and this is
something I struggle with as well.
I have tried several ways of teaching research skills. I concentrate most of these
efforts on 3,4, and 5, but have started trying to do more with 2nd also. I try to
teach OPAC, encyclopedia, dictionary, and atlas usage. We only have 2 student
computers in the library so I usually hook up my laptop to an LCD projector to show
them encyclopedias and other reference sources available online. Of course it's not
the same as "hands on", but I have to work with what I have. If they're lucky their
teachers will take them into the computer lab. I have tried doing that during
lessons, but for 45 minute classes with book checkout and no help it doesn't work
too well.
This year I planned a 4 week research unit with 3rd grade studying bats, 4th grade
horses (tied in with Black Stallion unit they were doing in classes) and 5th grade
money. I was using a simplified Big 6 plan. The kids have been interested and
engaged for the most part. The problems have been that some classes missed lessons
due to holidays or field trips, and that I needed 5 weeks instead of four.
Here's how I plan to do this next year. Week 1 - present topic, make list - what
they know, what they want to know, where to search, searching order. Week 2 - begin
searching in small groups using dictionaries, almanacs, encyc.,etc. Week 3- Use
OPAC to find book sources, in small groups or with partners research in books. Week
4 - Search online. Show students the difference between using specialized search
engine (NetTrekker - paid for by district) and student appropriate ones such as
KidsClick and Yahooligans vs. Google or Yahoo,etc. Week 5- Use some or all of
compiled notes to make a class power point presentation showing results of
research. (If our school get wireless laptop cart as we're supposed to, students
will be able to make individual or partner power points).
I hope that I haven't run on way too long. It's very hard to teach the skills out
of context, and I know we're supposed to collaborate when possible, but I never
have a time to meet with the teachers to plan together. Every year I feel a little
more prepared, and I am learning a little more of the curriculum. Some of the grade
levels work more together than others. All of these little things add up.
Hi, Rhonda!
I'm a newbie, too! It's my third year. I have my classes for 30 minutes. I
discovered that using a learning center format maximizes the time and students get
more accomplished. Keep the research task very small and doable. Teach students
how to create graphic organizers and take notes.
Create centers, with one research tool at each center...encyclopedia center,
non-fiction books center, periodicals center, website center. Provide verbal
instructions through mini-lessons and written How-To sheets. I find that by
pairing students up, they can help each other.
Good luck!
One strategy that works is to divide your unit into classroom and
library components. For example: a unit on Arnold Lobel and his Frog
and Toad stories, with the central question: what makes a friend? It
starts with reading Frog & Toad books in the library and in the
classroom. During a library period, the kids find out about Lobel using
various materials, and answer questions about him. In the classroom,
the kids fill out a brief questionnaire about themselves. In the
library, I model a Venn diagram comparison of Frog and Toad; the
students then use an online Venn diagram to compare themselves with a
friend, and participate in a discussion of what kinds of things Frog and
Toad did that showed they were friends. The classroom teachers then
take their classes to a performance of Frog and Toad stories.
As for the planning time aspect: this is a nice illustration of why
flexible schedules, or at least schedules which provide some common
planning time, are necessary. How can you plan with other teachers if
you never have time to actually plan!
I know teachers have a demanding schedule to keep. But planning time
does not equal free time. One way to begin would be to say, "your class
will be checking out books for the last 15 minutes of class today.
Could you come at that time to go over one of our required inquiry
process projects?" That way you're not asking for a the whole time
they wanted for the myriad other tasks they have. Another would be (if
you have any free time in your schedule) to schedule a "reading time" or
even a book exchange for a class outside their normal time. The kids
could read magazines, listen to books on tape, look at I Spy books,
etc., while you and the teacher plan. If you ever have a planning time
yourself when a teacher has another special class scheduled (music, art,
phys ed, whatever) that would work too. Offer to meet before or after
school, or during your lunch time, until they start to get used to the
idea! And when you're actually working on the project, consider saving
book check out for another time, so you have the 10 or 15 minutes needed
for book selection to keep working.
Best of luck to you.
Anne-Marie Gordon, Librarian
Livonia Primary School
Livonia, NY
agordon@livoniacsd.org
http://www.livoniacsd.org/primaryschool/gordon/index.htm
"A life without stories would be no life at all." --from Alexander
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