ESOL PD presentation for the class "Engaging Students in 3-Dimensional Research" on 4 & 5 October, 2013 in Dubai, UAE.

1. Engaging Secondary
Students in
“Three Dimensional
Research”
“How to fit a square peg in a round hole”. . .
successfully.
Tim Carse
Secondary Librarian, Cairo English School
ESOL Dubai Professional Development Conference, 2013

2. Where we need
to go today . . .

3. My goals and outcomes for our
time together:
1. My Presentation
What is Research? A look at the past and present.
How does today’s digital classroom force
educators to reevaluate basic research methods
and desired outcomes?
The information process model
Information Literacy Models

4. My goals and outcomes for our
time together:
2. Your discussion, in small groups . . .
1. Generate personal definitions of research;
2. Document brief statements of group members
own experiences with secondary students and
research and;
3. Record any “best practices” and pedagogical
tips that have worked for teachers in their own
classrooms.

5. My goals and outcomes for our
time together:
3. Our Collective Reflections . . .
We reconvene and share the information as a
large group. We will document reflections for
everyone using Google docs Conclusions
How educators can leverage today’s technology
to mentor, teach, and engage students to conduct
quality and effective research.

6. My goals and outcomes for our
time together:
4. Any collective conclusions?
A list of teaching strategies, ideas, and pedagogy
to assist us in achieving the goal of engaging
students in quality “three dimensional” research.

7. Our Online Resource for
this presentation:
http://3dresearch.weebly.com/

8. Finding a way to
fit a square peg
in a round hole .
. .

9. Changes in
the way we
do research
We used to . . .
Have card catalogues
Books made only of paper
No Internet or easy world-wide
communication
No electronic databases
And inter-library loans were costly
and took time (physical books
loaned and moved about)

10. Changes in
the way we
do research
Today we have . . .
Card catalogues that are in the cloud
Print and non-print media in various
formats
The Internet and instant
communication world-wide
Powerful electronic databases
Electronic means of sharing
information

11. And our students have
changed too . . .
Source: http://thesocialmediatrainee.wordpress.com/2010/05/09/digital-natives-
vs-digital-immigrants/

12. Source: http://thesocialmediatrainee.wordpress.com/2010/05/09/digital-natives-
vs-digital-immigrants/

13. How does all of
this impact, or
change,
the nature of
students’
research?

14. The Pew Study: How
Teens Do Research in the
Digital World
The Pew Institute conducted an online survey between
March 7 & April 23, 2012:
 2,462 middle and high school teachers
 1,750 were from a sample of AP teachers
 712 from a sample of Nat’l Writing Project teachers
 Teachers from the USA, Puerto Rico, and US Virgin
Islands were surveyed
 Also online and in-person focus groups of teachers,
grades 9-12 (Nov. 2011 and Feb. 2012)

15. From the Pew Study Summary
of Findings
¾ of AP and NWP teachers believe that the
Internet and digital search tools:
Have a “mostly positive” impact on students’
research habits
But, 87% stated these technologies are “creating
an easily distracted generation with short
attention spans
And, 64% say today’s digital technologies “do
more to distract students than help them
academically”
Source: Page 3 of the report

16. From the Pew Study Summary
of Findings
Emerging concerns of some teachers about their
students (p. 3):
An overdependence on search engines
Difficulty judging the quality of online information
General level of student literacy
Increasing distractions “pulling” at students
Poor time management skills
Diminished critical thinking capacity
Ease of borrowing from the work of others

17. From the Pew Study Summary
of Findings
The Internet has changed the very meaning of
“research” – A few key comments by teachers
regarding some of the effects of today’s digital
environment:
The nature of “research” has changed
What it means “to do research” has changed
For many students today, “research” = Googling

18. From the Pew Study Summary
of Findings
And some teachers report that for today’s
students:
. . . “doing research” has shifted from a
relatively slow process of intellectual curiosity
and discovery to a fast-paced, short-term
exercise aimed at locating just enough
information to complete an assignment.
Source: Pew report, pgs. 3-4.

19. From the Pew Study Summary
of Findings
And on the following slide:
In descending order, the sources teacher
in our [the Pew] survey say students are
“very likely” to use in a typical research
assignment . . .
Source: Pew report, p. 4.

20.  Google or other online search engine (94%)
 Wikipedia or other online encyclopedia (75%)
 YouTube or other social media sites (52%)
 Their peers (42%)
 Spark Notes, Cliff Notes, or other study guides (41%)
 News sites of major news organizations (25%)
 Print or electronic textbooks (18%)
 Online databases such as EBSCO, JSTOR, or Grolier
(17%)
 A research librarian at their school or public library
(16%)
 Printed books other than textbooks (12%)
 Student-oriented search engines such as Sweet Search

21.  Google or other online search engine (94%)
 Wikipedia or other online encyclopedia (75%)
 YouTube or other social media sites (52%)
 Their peers (42%)
 Spark Notes, Cliff Notes, or other study guides
(41%)
So what do these statistics
suggest relative to the majority of
Digital Natives,

22.  News sites of major news organizations (25%)
 Print or electronic textbooks (18%)
 Online databases such as EBSCO, JSTOR, or
Grolier (17%)
 A research librarian at their school or public
library (16%)
 Printed books other than textbooks (12%)
 Student-oriented search engines such as
Sweet Search (10%)
. . . when juxtaposed to these statistics
that may relate more to Digital Immigrants
(and a minority of digital natives)?

23. So what does this actually
information suggest?
Do digital immigrants v. natives have different thinking and
philosophies?
Are teachers’ just wrestling with the place of technology in
education?
Is this a generational trend?
What about “easy” research v. “hard” research?
Our increasing dependency on technology?
Is there a lack of traditional research resources?

24. A look into
the research
process

25. The basic Input, Process,
Output (IPO) Model
Input
A
process
Some
type of
output

26. The basic Input, Process,
Output (IPO) Model in the ideal
educational world . . .
Inputs: digital,
printed, multi-
media, other
Students use
some type of
information
model
Output: an
authentic,
genuine,
research
artifact

27. The basic Input, Process, Output
(IPO) Model in the real educational
world . . .
Inputs Process Output
Less than
desirable; does
not promote
student
learning
From only one
source:
Google? Worth
of sources?
Hormones
Adolescence
Research-
Anxiety
Student Apathy

28. Carol Collier Kuhlthau
Professor II Emerita
Department of Library and Information
Science, Rutgers University
Center for International Scholarship in
School Libraries (CISSL)
A pioneer researcher in the
area of understanding the
information search process and
the emotive aspects of student
research and learning

29. Kuhlthau’s Information Search
Process (ISP) Model
Noted as one of the most significant contributions in
teaching the process approach to student reserach
The only theoretical model that has been empirically
tested
Value of her model has been demonstrated for over 20
years
Subsequent research has identified gender differences

30. Kuhlthau’s ISP Model
Source: http://comminfo.rutgers.edu/~kuhlthau/information_search_process.htm

31. 7 Stages of the ISP Model
1. Task
Initiation
2. Topic
Selection
3. Topic
Exploration
4. Focus
Formulation
5. Resource
collection
6.
Presentation
7.
Assessment
Source: Nancy Pickering Thomas, et al. 2011. 3rd ed. “Information Literacy and
Information Skills Instruction.” Santa Barbara, CA: Libraries Unlimited, p. 136.

32. The ISP Model focuses on the
emotive aspects in process research
(1):
Affective Level: Feelings that parallel ISP
Model
Source: Nancy Pickering Thomas, et al. 2011. 3rd ed. “Information Literacy and
Information Skills Instruction.” Santa Barbara, CA: Libraries Unlimited, p. 136.
1. Anxiety;
uncertainty
2. Optimism
3. Confusion;
frustration;
doubt
4. Clarity;
interest
5. Confidence
6. Satisfaction;
relief;
disappointment
7. Positive or
negative feelings

33. The ISP Model focuses on the
emotive aspects in process research
(2):
Ambiguity Specificity
Cognitive Level: Thinking Activities
Source: Nancy Pickering Thomas, et al. 2011. 3rd ed. “Information Literacy and
Information Skills Instruction.” Santa Barbara, CA: Libraries Unlimited, p. 136.

34. The ISP Model focuses on the
emotive aspects in process research
(3):
Seeking
Relevant
Information
Seeking
Pertinent
Information
Behavioral Level: Actions
Source: Nancy Pickering Thomas, et al. 2011. 3rd ed. “Information Literacy and
Information Skills Instruction.” Santa Barbara, CA: Libraries Unlimited, p. 136.

35. The ISP Model focuses on the
emotive aspects in process research
(4):
Moods
Invitational Indicative
Source: Nancy Pickering Thomas, et al. 2011. 3rd ed. “Information Literacy
and Information Skills Instruction.” Santa Barbara, CA: Libraries Unlimited, p.
136.

36. A brief look at a
few Information
Literacy Models
Irving’s 9-Step Model for Assignment Completion
The Big6
The Super3
REACTS
I-Search
Yucht’s FLIP-IT
Source: Thomas, “Information Literacy, 3e,” p. 59-76. [slides recreated
from figures in Chapter 4]

37. Ann Irving’s 9-Step Model
1. Defining Tasks “What do I need to do?”
2. Considering Sources “Where do I go?”
3. Finding Resources “How do I get the information?”
4. Making Selections “Which resources shall I use?”
5. Effective Use “How shall I use the resources?”
6. Making Records “What shall I make a record of?”
7. Making Sense “Have I got the information I need?”
8. Presenting Work “How should I present it?”
9. Assessing Progress “What have I achieved?

38. Big6 Skills and the Super3 –
Eisenberg & Berkowitz
• 1. Task Definition
• 2. Information-seeking
strategies
1. Plan
• 3. Location and Access
• 4. Use of Information2. DO
• 5. Synthesis
• 6. Evaluation3. Review

39. REACTS by Barbara K. Stripling & Judy M. Pitts
Level 1 Fact-Finding Reporting on the information Recalling
Level 2 Asking and
Searching
Posing who, what, where, and when
questions and finding answers
Explaining
Level 3 Examining and
Organizing
Posing why and how problems and
organizing information to fit the
project
Analyzing
Level 4 Evaluating and
Deliberating
Judging information on the basis of
authority, significance, etc.
Challenging
Level 5 Integrating and
Concluding
Drawing conclusions and creating a
personal perspective based on
information obtained
Transforming
Level 6 Conceptualizing Creating original solutions to
problems posed
Synthesizing

40. I-Search by Joyce and Tallman
• Explanation of I-Search Process; Webbing
activities to pinpoint student interest;
preliminary investigation of library resources;
conferencing w/ teacher/librarian; sharing
topic choice with peers and parents
Step 1: Topic
Choice
• Generating research questions; background
reading; Preparing bibliographies; in-depth
reading; interviewing
Step 2: Finding
Information
• Highlighting text; double-entry drafting;
reflecting and conferencing; using learning
logs
Step 3: Using
information
• Using the first person; telling about search;
using learning logs; editing by peers;
transferring the research
Step 4: Preparing
the I-Search Product

41. FLIP IT! by Alice H. Yucht
Focus
• FOCUS: What is the real
question/problem I need to work
on at this time?
Links • LOGISTICS: What "connections" can I use to make
this activity as efficient and effective as possible?
Input • IMPLEMENTATION: What really needs to be done?
and how will it need to be accomplished?
Payoff
• PROOF: What should the final results be?
and it! is shorthand for IF/THEN: the
fundamental question which underlies
every other decision and activity in this
process.
Additional Source: Yucht, Alice H. 2000. STRATEGY: FLIP IT! For Collaborative Planning
Strategies. Teacher Librarian, Sept 2000, Vol. 28 Issue 1, p48. 3p.

42. Relationships among the models
Source: Milam, P. (2004). A Road Map for the Journey. Library Media Connection, 22(7), 20.

43. Evaluating
Websites and
Online Sources
A template for evaluation purposes
WWWDOT

44. Criteria to use in online information
evaluation
Suggested criteria to be evaluated:
1. The authority of author
2. The website content
3. Evidence of bias
4. Evidence of the authenticity of information,
5. The quality of presentation, and;
6. Currency [of information: Is it up to date?]
Source: Zhang, Shenglan, Duke, Nell K., & Jimenez, Laura M. (2011). The WWWDOT Approach
to Improving Students' Critical Evaluation of Websites. The Reading Teacher, Vol. 65 Issue 2 pp.
150–158 DOI:10.1002/TRTR.01016

45. Applying the Template: The
WWWDOT Model
1. Who wrote this and what credentials do they have?
2. Why was it written?
3. When was it written?
4. Does it help meet my needs?
5. Organization of the site?
6. To-do list for the future.
Source: Zhang, Shenglan, Duke, Nell K., & Jimenez, Laura M. (2011). The WWWDOT Approach to Improving Students' Critical
Evaluation of Websites. The Reading Teacher, Vol. 65 Issue 2 pp. 150–158 DOI:10.1002/TRTR.01016

46. Your thoughts,
opinions, war
stories, and
feedback is
needed!

47. What
do you think?
Our observations and thoughts will be
added to our Website for all to see
after this class.

48. Thanks for signing up and
participating!
Have a great time for the
remainder of our inaugural
PD conference!