Library Researchprogram

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LIBRARY RESEARCHPROGRAM

GRADE 2

July 2010

LocustValleyCentralSchool District

BayvillePrimary School

AnnMacArthurPrimary School

LocustValleyCentralSchool District

DEPARTMENT

Library Media

COURSE NAME

Elementary Research Program

BOARD OF EDUCATION

Jack Dolce, President

Suzanne Sgueglia, Vice President

Philip Bellisari

Erika Bruno

Dr. Yao Chu

Joseph Madsen

Ronald J. Walsh

CENTRAL OFFICE ADMINISTRATORS

Dr. Anna F. Hunderfund, Superintendent of Schools

Dr. Judith Marino, Assistant Superintendent for Educational Operations

ELEMENTARY SCHOOL ADMINISTRATORS

Scott McElhiney, Principal, BayvilleIntermediateSchool

Dr. Sophia Gary, Principal, LocustValleyIntermediateSchool

Dorothy McManus, Assistant Principal, BayvillePrimary School

Michele Salerno, Assistant Principal, AnnMacArthurPrimary School

CURRICULUM WRITERS:

Jacquie Galano 2005, 2010

Stefanie Lipsey 2005

Tonya Becker 2005

PROJECT SUPERVISOR:

Barbara Mierlak 2005, 2010

1st edition July 2005, 2nd edition July 2010

Abstract

The library research program is integrated into the core curriculum in the primary schools of the LocustValleyCentralSchool District. The classroom teacher and library media specialist collaborate and assimilate research and technology skills into every student’s elementary academic experience. Through the included units of study and projects, students will practice locating, evaluating, organizing and presenting information in a variety of forms. The research program is connected to the New York State Learning Standards, the National Information Literacy Standards, and the Super3 Research Process Model (an adaptation of the Big6 Research Model developed by Michael Eisenberg and Robert Berkowitz). The library research program encourages students to develop strategies to satisfy their information needs and become lifelong learners.

Keywords:

Library Research Program, Technology, New YorkState Learning Standards, National Information Literacy Standards, Big6Research Model, Super3 Research Model, Rubric, KWL Chart

Table of Contents

Major Desired Learning Outcomes 5

National Information Literacy Standards 6

New YorkState Learning Standards 7

Unit of Study 8

Unit Objectives 10

Project Timeline and Pacing Calendar 11

Student Objectives 13

Super3 Research Assignment Checklist 14

KWHL Charts 15

Venn Diagram 17

Super3Works Cited Format 18

Super3 Research Organizer 19

Note-taking Sheet 20

Assessment Rubric 21

Research Reflection 22

Works Cited 24

Major Desired Learning Outcomes

Literate people must be able to collect, understand, and present information on a variety of subjects through a number of different vehicles. Information literacy is a process by which one accesses, evaluates, and uses information to answer a question or solve a problem. Information literacy requires students to be active learners and apply higher level thinking skills. To be effective information users, students must have frequent opportunities to handle all kinds of information.

A library research program that is truly integrated into the curriculum is important to ensure all students master information literacy skills. Information literacy and technology skills are learned most effectively within curriculum-based inquiry units addressing meaningful questions or problems. This requires that library media specialists and classroom teachers become collaborative partners in the shared goal of providing successful inquiry-based learning experiences. The second grade research program will allow all students to develop essential research and technology skills to produce a project and develop strategies to become lifelong learners.

The second grade library research program will be:

• Connected to the New YorkState Learning Standards
• Connected to the National Information Literacy Standards
• Connected to the second grade core curriculum
• Connected to the Super3 Research Process Model (an adaptation of the Big6™ Research Process Model developed by Michael Eisenberg and Robert Berkowitz)
• Connected to the technology skills as outlined in the District Educational Technology Plan
• Developed to incorporate collaboration between the library media specialists and classroom teachers
• Developed to ensure that research and technology skills are systematically reviewed and added to from year to year
• Differentiated to address a variety of reading levels and learning styles

The goal of the second grade library research program is to practice skills that will enable all students to become active and creative locators, evaluators, and users of information to solve problems, think critically, and to satisfy their own curiosity through research and reading experiences.

National Information Literacy Standards

The Information Literacy Skills Curriculum supports the following National Standards for Information Literacy as defined by the American Association of School Librarians in Information Power: Building Partnerships for Learning:

• Information Literacy

Standard 1: The student who is information literate accesses information efficiently and effectively.

Standard 2: The student who is information literate evaluates information critically and competently.

Standard 3: The student who is information literate uses information accurately and creatively.

• Independent Learning

Standard 4: The student who is an independent learner is information literate and pursues information related to personal interests.

Standard 5: The student who is an independent learner is information literate and appreciates literature and other creative expressions of information.

Standard 6: The student who is an independent learner is information literate and strives for excellence in information seeking and knowledge generation.

• Social Responsibility

Standard 7: The student who contributes positively to the learning community and to society is information literate and recognizes the importance of information to a democratic society.

Standard 8: The student who contributes positively to the learning community and to society is information literate and practices ethical behavior in regard to information and information technology.

Standard 9: The student who contributes positively to the learning community and to society is information literate and participates effectively in groups to pursue and generate information.

New YorkState Learning Standards

New YorkState Learning Standards Practiced

The Living Environment

Sample Topic: Insects

NYS Learning Standards for Mathematics, Science and Technology

Standard 4: Science

Students will understand and apply scientific concepts, principles and theories pertaining to the physical setting and living environment and recognize the historical development of ideas in science.

New YorkState Learning Standards

Practiced During General Research Process

NYS Learning Standards for Mathematics, Science and Technology

Standard 2: Information Systems

Students will access, generate, process, and transfer information using appropriate technologies.

NYS Learning Standards for English Language Arts

Standard 1: Language for Information and Understanding

Students will listen, speak, read, and write for information and understanding. As listeners and readers, students will collect data, facts, and ideas; discover relationships concepts, and generalizations; and use knowledge generated from oral, written, and electronically produced texts. As speakers and writers, they will use oral and written language that follows the accepted conventions of the English language to acquire, interpret, apply, and transmit information.

NYS Learning Standards for the Arts

Standard 1: Creating, Performing, and Participating in the Arts

Students will actively engage in the processes that constitute creation and performance in the arts (dance, music, theatre, and visual arts) and participate in various roles in the arts.

Standard 2: Knowing and Using Arts Materials and Resources

Students will be knowledgeable about the make use of the materials and resources available for participation in the arts in various roles.

UNIT OF STUDY: LIVING ENVIRONMENT –

Sample Topic: Insects

The research project will address these essential questions based on the New York State Mathematics, Science, and Technology Learning Standards.

SCIENCE

How are living things both similar to and different from each other and nonliving things?

Example: How are insects similar and different from nonliving and other living things?

What is an insect?

What continuity of structure and function is passed between parents and offspring?

Example: How is a specific insect species similar and different from other insects?

How do individual organisms and species change over time?

Example: How does the particular environment match the traits of the specific species of insect?

How is the continuity of life sustained?

Example: What are the major stages in the life cycle of a specific insect species?

How do organisms maintain a dynamic equilibrium that sustains life?

Example: What other living things or factors are enemies of a specific insect species?

What are the defenses of the specific insect species?

How do plants and animals depend on each other and their physical environment?

Example: In what ways do insects, plants, animals and humans depend upon each other?

Have human decisions and activities had an impact on the physical and living environment?

Example: Have the actions of humans had an impact on the survival of the specific insect species?

Suggested Topics for Sample Research Project on Insects:

The scientific investigation could focus on (but would not be limited to) the following insects:

*fly*cricket*dragonfly

*ant*bee*ladybug

*moth*mosquito*beetle

*butterfly*termite*praying mantis

*flea*cockroach*walking stick

*grasshopper*fruit fly*wasp

*firefly*water strider*mayfly

UNIT OBJECTIVES

RESEARCH AND TECHNOLOGY SKILLS

As outlined in the LVCSD Information Literacy Skills

SCOPE and SEQUENCE K-12

The library research program will integrate library research/technology skills and the Super3 Research Process.

1. Plan – Beginning
2. Define the problem (Reinforced)
3. Relate to prior knowledge: KWLs (Reinforced)
4. Formulate questions (Reinforced)
5. Determine possible sources (Reinforced)

a. Print Sources – Arrangement of library materials (Reinforced)

b.Online Sources (Reinforced)

c.Encyclopedia (Introduced)

1.5Locate Sources (Reinforced)

1.6Online Public Access Catalog (OPAC) (Introduced)

1.7 Identify key words to help locate information (Reinforced)

1.8Find information within a source (Reinforced)

1.9Identify parts of a non-fiction book (Reinforced)

1. Do – Middle

2.1 Extract information (Reinforced)

2.2 Note-taking (Reinforced)

2.3 Use graphic organizer (Reinforced)

2.4 Organize information (Reinforced)

2.5 List sources of information (Reinforced)

2.6 Present the information (Reinforced)

3. Review - End

3.1 Reflect on product and process with rubric (Reinforced)

PROJECT TIMELINE AND PACING CALENDAR

In addition to the regularly scheduled library periods, all classroom teachers will collaborate with the library media specialist and schedule additional periods throughout the school year for completion of this research project. The project will integrate research and information skills, the Big6™ Research Process Model (adapted to the Super3 for this level), technology skills, and the second grade curriculum.

RESEARCH AND TECHNOLOGY SKILLS

(As outline in the LVCSD Information Literacy Skills SCOPE and SEQUENCE K-12)

Research and information skills students will acquire will include:

THE SUPER3

1. Plan – Beginning (Classroom and/or Library Media Center) (Two to Three Sessions)

1.1Task definition

1.2Frame the research with a question; explain the need/restate the assignment (Reinforced)

a. Formulate guiding and essential questions to frame the research. (Reinforced)

1. Use graphic organizers such as a KWL, Venn diagram, Kidspiration, or the Super3 Research Organizer to further define the question and need for research. (Reinforced)

c. Identify what further information is needed. (Reinforced)

1. Decide what the final product will look like including a word-processed document enhanced by a poster, model, picture, diorama, Kidpix presentation (Reinforced)

1.2 Strategies for location of information (Library Media Center, Classroom, and Computer Lab) (Two to Three Sessions)

1. Construct strategies for location of information in sources such as books, the Internet, magazines, encyclopedias, videos, posters, charts and other nonprint sources including realia and interviews. (Introduction to more in depth features and reinforcement of some sources)
2. Recognize that in the Dewey Decimal system books of the same subject are grouped together within the library. (Reinforced)
3. Recognize parts of a book including cover, spine, title page, author, and illustrator. (Reinforced)
4. Recognize parts of a book including table of contents, index, and picture captions. (Reinforced)
5. Use key words to locate information in a variety of sources. (Reinforced)
6. Use keyword searching to locate information using the Online Public Access Catalog (OPAC) (Introduced)

1. Do – Middle (Library Media Center, Classroom, and Computer Lab) (Four to six sessions)

2.1 Use of information

1. Practice strategies for using information from chosen sources. These strategies include skim and scan techniques, use of picture clues, listening for information as it is read by a teacher, listening to and observing informational videos, and marking passages with post-it notes. (Reinforced)
2. Practice note taking in a graphic organizer, paraphrasing and summarizing to cull information (Reinforced)
3. Synthesize and sequence ideas from a variety of sources to provide organization of information to produce a final project. Word-process information in own words in full sentences and edit for spelling and grammatical errors. Choose graphics to enhance project. (Reinforced)

1. Review – End (Library Media Center and/or classroom) (Two to Three Sessions)

3.1 Reflection

1. Reflect on work in order to decide how a finished product could be improved. Reflection accomplished with the aid of a rubric. (Reinforced)
2. Share finished products as oral presentation with the class. (Reinforced)
3. Share finished products as other media (Introduced)

Total time estimated: Ten to fifteen one-hour periods

STUDENT OBJECTIVES

1. Students will formulate questions for their topic.

2. Students will plan their project on a Super3 Research Organizer.

Students’ research will be guided by essential questions.

1. Students will locate information using the Online Library Catalog (OPAC) and Internet. Students will locate information within nonfiction books using features including the table of contents, index, and keywords in bold print. Students will locate information within an encyclopedia volume.

1. Students will take notes within a graphic organizer from several sources.

1. Students will organize the information in their own words in complete sentences and edit their work for spelling and grammatical errors.

1. Students will create a final product including a word-processed report that will be enhanced with a picture, diagram, poster, or diorama.

1. Students will compile a Works Cited list according to the Super3 format.

1. Students will present their projects to the class.

1. Students will reflect upon their research and final product with the help of a rubric.

Super3 Research Assignment Checklist for Teachers

Does your assignment include at least four types of thinking from Bloom’s Taxonomy?

*Knowledge: Who what, where, when questions; list, define, tell, describe, etc.

*Comprehension: What, why questions; summarize, interpret, associate, discuss, etc.

*Application: Modify, solve, change, apply, illustrate, demonstrate, etc.

*Analysis: What do you think and why questions; predict, compare, contrast, explain, analyze, infer, etc.

*Synthesis: What if questions; create, construct, plan, role-play, etc.

*Evaluation: What is your opinion questions; criticize, summarize, assess, decide, recommend, convince, select, judge, etc.

If it does not, what changes can you make to your assignment?

Remember that projects stressing higher level thinking skills encourage students’ originality and creativity and discourage plagiarism!

Plan – Beginning

Does the assignment ask students to gather facts and opinions and utilize them to create new knowledge?

Has the assignment been clearly defined? Is there a rubric?

Is there an essential question?

Will students develop their own questions?

Do – Middle

Is the information needed available and accessible?

Does the assignment require that students use a variety of print and electronic resources?

Do students know how to use the online library catalog?

Does the assignment require that students use a variety of print and electronic resources? Do students identify keywords throughout the research process that will lead them to relevant information?

Are students required to use note-taking sheets so that they can organize their information and credit their sources?

Does the assignment encourage students to present information in a variety of forms including pictures, posters, and dioramas?

Does the assignment integrate technology?

Are students required to include a Works Cited page?

Review – End

Were students provided with a clear and thorough rubric?

What modifications should be made to this assignment in the future?

Big6™ Research Assignment Checklist for Teachers was inspired by Chariho Middle School Library Media Specialists < It was revised and edited for Locust Valley CSD by Barbara Mierlak, 8/2004 and adapted by this committee 7/2005.

Name Class

INSECT KWHL

1

Name Class

KWHL Chart for (Topic):

1

Name______

Venn Diagram

______

1

Grade 2 Works Cited Format

The “Works Cited” is at the end of a research project. It lists all the sources of information used to research the topic. Sources should be listed in alphabetical order by the author’s last name. The citation forms are adapted from The MLA Handbook for Writers of Research Papers (Seventh Edition). Everything that is italicized in the examples should be underlined if writing long hand and not using a computer.