Jacqui, Shonda, et al...
For students (and classroom teachers) who have not used databases, these
tools require some selling - and direct instruction.
One possibility is to invest time in one class session for exploring
Opposing Viewpoints, modeling its use, and giving students hands-on
experience with this time-saving and provocative database.
When I used this tool at Sabino High School, I always managed to convince
classroom teachers to make time in their projects for that extra day. This
also served as "browsing" for topics time for students. (I also had the good
fortune of a 30-computer lab in the library basement!)
In our experience, this was time well spent.
Best,
Judi
Judi Moreillon, M.L.S., Ph.D.
Literacies and Libraries Consultant
Author: Collaborative Strategies for Teaching Reading Comprehension:
Maximizing Your Impact
http://storytrail.com
-----Original Message-----
From: Shonda Brisco [mailto:sbrisco@GMAIL.COM]
Sent: Wednesday, May 02, 2007 8:41 AM
Subject: Re: Students unable to listen as a group
I'm not so sure it's a case of "not listening" as much as it is a case
of "peer group instruction / modeling." Rather than listening to the
teacher, students watch other students as they perform tasks (or
disregard instructions) in order to gain information about searching
(or any assignment). As they search, they realize that maybe their
"leader" isn't as smart about the topic (using the search engines) as
the first thought. At this point, they are more open to suggestions
made by a teacher / librarian who provides direct instruction that
doesn't focus on their misque by the peer. The direct (personal and
private) instruction also doesn't highlight the student's mistake but
rather gives more of a "special treatment" touch that many students
desire.
While the one-to-one tactics DO work best, I think for many students
who (especially at the high school level) think they "know it
all"....this tactic is considered more geniune or personal for
them....but it takes a lot of time. However, if both the teacher and
librarian are in the class working as a team, it can be done
successfully. (Another point for collaborative teamwork for teachers
and librarians!)
~Shonda
On 5/2/07, Jacqueline Henry <JHenry@gananda.org> wrote:
> Just an interesting observation.....
>
> Students seem to be unable to "hear" what you are saying if you are
talking to the whole group.
>
> SCENARIO #1
>
> BEGINNING OF CLASS:
> 12th graders come in to research controversial issues. I spend 5 minutes
suggesting that they use Opposing Viewpoints to find different opinions in
one convenient place. I give them a handout reviewing how to get there.
>
> OUTCOME:
> The majority ignore my suggestion, and use nothing but search engines.
>
> *-----------
>
> SCENARIO #2
>
> BEGINNING OF CLASS:
> 12th graders come in to write a bill to present to congress - legalizing
marijuana for medicinal purposes, increasing/decreasing regulations on
illegal immigrants etc. etc. I give no intro at all. They start with a
search engine. I go around to them INDIVIDUALLY and suggest that they try
Opposing Viewpoints so that they can write their bills in a way that would
deal with objections from potential critics.
>
> OUTCOME:
> All students thank me very much and immediately go to Opposing Viewpoints
to locate articles. All are happy.
>
> Hmmmm.......
>
> Jacquie
>
> "The Librarian, whose job is to heal ignorance, to keep life safe for
poetry and to put knowledge smack dab in the middle of the American way."
>
> From The Philadelphia Inquirer, 9-20-03
> ~~~~~~~~~~~~~~~~~~~~~~
> Jacquie Henry, MLS
> Ruben A. Cirillo High School (GHS)
> Gananda Central School District
> 3195 Wiedrick Road
> P.O. Box 609
> Macedon, NY 14502
> 315-986-3521 x 3144
> jhenry@gananda.org
> Library Page: http://www.gananda.org/library/mshslibrary/indexgcl.htm
> Blog: http://nlcommunities.com/communities/wanderings/default.aspx
>
>
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--
Shonda Brisco, MLIS
Library Media / Technology Specialist
http://digitalbookends.pbwiki.com
sbrisco@gmail.com
"Digital Resources" columnist
School Library Journal
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