What follows is my interpretation of the three key points of Chapter One of Technology in its Place: Successful Technology Infusion in Schools. The chapter, titled "Using Technology to Enhance Student Inquiry," discusses Ablilock's view of the teacher/librarian relationship, the role of the library in research, the distinction between simply "reporting" and "researching", and the nine steps of effective, enriching student research.
Key Point One: Librarian/Teacher Partnership and Creating a Research Center
Debbie Abilock writes about the importance educators and librarians to work together as a team to design activities that foster authentic student learning (2001). The goal of every teacher/librarian team should be to transform the library into a virtual "research center" that uses technology is multiple ways to answer multiple questions posed by problem-based learners (Abilock, 2001). At the heart of problem-based learning is the ongoing reflection that students encounter in the research process (Abilock, 2001). A research center provides all the necessary components for student to answer and reflect on questions such as: "What am I missing?", "Are my conclusions supported?", "Could I find contrary evidence?" (Abilock, 2001).
Key Point Two: Research vs. Report
Abilock makes a point to define research and differentiate between a "report" and "research". A "report", Abilock writes, is nothing more than reporting previously stated information while "research" is a process - asking questions, analyzing information/data, and drawing conclusions (Abilock, 2001). This is an important distinction for both teacher and students to understand.
Key PointThree: The Effective Research Process
Abilock uses an example from a program at Nueva Middle School in California to show educator the nine (9) stages of effective research: Defining, Focusing, Planning, Gathering, Organizing, Analyzing Data, Drawing Conclusions, Forming Convictions, and Evaluation the Process and Product (Abilock, 2001).
Sorting these nine stages into smaller groups, she summarizes Defining/Focusing/Planning as the three necessary components for clarity and rigor in their research (Abilock, 2001). Too often students dive into research without a clear understanding of what their hypothesis is and what questions they hope to address and answer. Defining the hypothesis, focusing on what they need to answer, and planning their course-of-action ensures that the students have a better and ultimately clearer picture of what they exactly they are researching (Abilock, 2001).
Gathering/Organizing/Analyzing Data are the next trio and this group represents the information gathering phase. Once students have a clearer understanding of what exactly they need to research, the next phase is to accumulate all the information possible surrounding their hypothesis, sorting relevant information and discarding less relevant data (Abilock, 2001). As the students accumulate data, the process nurtures students to develop additional questions, gain expertise, and anticipate problems or opposition to their hypothesis (Abilock, 2001).
Drawing Conclusions and Forming Conclusions is Abilock's next phase. This phase reminds students that research is analysis of information, not a report (see above), and that the product of research displays integrity (Abilock, 2001). Students write out on paper their discoveries and findings and support any conclusions in-writing with the aforementioned data analysis (Abilock, 2001).
Finally Evaluating the Process and the Product is the last phase in which students reflect on their research and ask critical questions such as: "What sources worked?", "What sources did not work", "What could have I done differently?", etc.
Resource:
Abilock, D. (2001). Using Technology to Enhance Student Inquiry. In LeBaron, J.F. & Collier C. (Eds). Technology in its Place: Successful Technology Infusion in Schools. San Francisco, CA: Jossey-Bass.
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6 comments:
This is a terrific post. You have outlined our chapter well. I like this chapter; it shows a good example of how our librarians can be involved effectively in our classrooms.
I do have a question. How can you use this tremendous resource in your classroom?
Hopefully I am interpeting your question correctly. I believe you are asking what we, as teachers, can do outside the library and in our actual classroom when it comes to applying Abilock's ideas. Looking back at the nine steps of research that Abilock outlined, I feel there is plenty we can do outside the library/research center. As I mentioned in the inital post, Abilock writes how often kids get distracted and dive into the information gathering phase without clarity (Abilock, 2001). For that reason, the first phase (Defining/Focusing/Planning) would probably benefit from not being around the potential distractions of the library/research center. I feel the classroom atmosphere would give us the best chance to communicate and explain the process to the most students at once. Working in the intimacy of our classroom would allow us as teachers to establish that each and every student (or team of students) has a clear, concise understanding of what they need to ask and where they need to go in their research before we turn them loose in the library/research center. In my opinion only the information gathering phase and the drawing/forming conclusion phases would beg the support of the library and their resources. Planning, reflecting, and evaluating are all things we could accomplish in the classroom environment (which is probably how it should be, since we have to share our library with so many other teachers!)
Resource:
Abilock, D. (2001). Using Technology to Enhance Student Inquiry. In LeBaron, J.F. & Collier C. (Eds). Technology in its Place: Successful Technology Infusion in Schools. San Francisco, CA: Jossey-Bass.
Reading your comment to Dr. Coffman, I agree that there is plenty we can do outside of the library or research center to teach the students techniques and tools to use when gathering information.
Everytime I see Abilock's quote about students jumping into the information gathering stage without knowing what questions they are trying to answer. I have to think to myself, it is probably because they put it off until the last possible minute-so they have no choice but to jump in and try to come up with something they can get credit for!!!!!(I was probably guilty of this once or twice in middle and high school)
Pulling out from my Itec 501 portfolio....it would be very easy for a teacher to create a tutorial to help the students understand the difference between good credible sources and junk, for both the library and the research center. That would give each student a reference for when the teacher is not beside them to judge their information.
Also if you are lucky enough to be in a school where you know every child has the internet you could have them blog a few sources, to be judged by their peers(a la Itec 545 and other courses at UMW)or if the school has a mobile computer lab that could be utilized in class, so as not to have to fight as many distractions.
Debbie Abilock did a great job dividing up her chapter. The key point that stuck out to me was the cooperation between teachers (librarian and core subject teacher) I personally feel a major problem in schools is how teachers tend to be in it for themselves. It is important to share ideas and work together colaborately.
This is Ashley Brewer
I believe that the guiding process begins in out classroom not in the library or resource room. The student need to understand the process and how to do it before we send them off to do the research. Collaboration is an important part of being able to give the students the necessary resources for them to achieve thier goal.
Claudia Trace (sorry it would no let me post with my ID and password) I was getting frustated because I had typed many comments in other blogs but it would not let me publish.
Teaching students to research and evaluate information is difficult. Consider yourself lucky if you have an open and supportive librarian and tech staff. All too often, teachers neglect to use these resources right in front of them. Our students need to practice and get out of merely the report mindset.
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