Deconstructing research

For the first time in several years, I'm a practicing librarian again, which is great. One thing it's done is allow me to see how things are from a student's perspective.

I've realized that kids, even smart, tech-savvy high schoolers, need the research process broken down into steps. It's not enough to throw out a six-step process, show them how to access the databases, and walk around to see if they need help.

Below is a work in progress called Deconstructing the Research Process that I've used with good success for the last couple of classes who have researched in the library. I gave every student a copy with the home use database passwords on the back and very briefly walked the kids through the process, giving examples that applied to their research.

In a perfect world, kids would choose their own topics and this handout would reflect that ownership. It would also be better for the kids for this overview to be chunked into smaller sections and presented at the point of need.

Your comments, questions, and suggestions are welcome! Because the format doesn't hold well here, I'd be happy to email this to you in a Word doc to use with your students.

Deconstructing the Research Process
1. Understand your task—how do I get started?
a. Set deadlines for yourself. When is the project due?
b. Find out what product you will create. Is there a rubric or project sheet to consult?
c. Find out how you will cite your sources.
d. Know what your responsibility is if you are working with a partner or group.
e. Ask how much detail will be needed. What is the scope of the project?
2. Plan for your topic—what do I need/want to learn?
a. Have a clear understanding of who/what your topic is.
b. Gain an overview by reading about your topic in your textbook or on Wikipedia, for example.
c. Look up unfamiliar words while reading the overview.
d. Jot down keywords while you read.
e. Realize why your topic is important.
3. Search for information—where do I find information? (Ask your librarian for tips!)
a. Know the number and type of sources required.
i. Reference or informational books vs. encyclopedia
ii. Database vs. internet
iii. Journal vs. magazine
b. Ask if a specific organizational tool (notecards, graphic organizer, etc.) is required for note taking.
c. Plan search terms by looking at the keywords you jotted down earlier.
d. Search multiple sources of information.
4. Use the information you find—what do I do with the information?
a. Take notes as you search, finishing with one source before moving to the next one.
b. Organize your notes by subtopic, not by source.
c. Write down words and phrases only—this is key to avoiding plagiarism.
d. Collect necessary information to cite your sources.
e. Keep checking what you’ve been asked to find—are you on track?
f. Consider all possible sources of information.
g. Try other keywords and/or other sources until you find all you need.
5. Create a product using the information—how do I present the information?
a. Consult your project sheet again.
i. Who is your audience? What is your purpose?
ii. Double check the requirements for your project.
b. Organize and sequence pertinent information.
i. Discard information that is not relevant.
ii. Set aside information that may not be needed.
c. Cite sources correctly using required format.
d. Use high standards of quality to create your product.
6. Reflect on your process and product—what can I improve?
a. Revise and edit.
b. Get input as needed.
c. Proofread.
d. Finish your product and then publish, present, and share.

For next time, what would you do differently? What have you learned?

How to make a parent's day AND advocate for your library in one simple step

Sometimes a simple idea is best.  It's great to have a ton of ideas, but we're busy.  And overwhelmed.  And maybe stressed.  So if we could simplify, I'm betting no one would object.

Yesterday one of our wise librarians shared with me that as things get increasingly harried and fragmented, she copes with these multiple demands by streamlining.  She consciously steps back, identifies what is most important in her library, and then focuses on one or two things.  And because she is wonderful, these one or two things involve helping kids love reading and learning.  When she loses focus, she asks herself if the task at hand relates to her priorities.

Simplify.  Streamline.

In an earlier post I listed ten ideas to advocate for our libraries. In an effort to channel the advice of my smart friend, I'd like to feature one idea that several of our fabulous librarians have implemented.

Make one positive parent call a day. 

It takes only a couple of minutes.  Choose a student that you've had a special interaction with that day or one that may need a little affirmation.  The nervous flutter of calling a parent will dissipate once you find out how amazing it feels to make a parent's day.  And calling home isn't just for the little ones.  There's no age limit on feeling good.

The librarian I mentioned has recently started calling a parent each day with terrific results.  She left a voicemail for one parent at work telling the mom what a great kid her son is and how fun it is to work with him.  The mom called the librarian back and said, "I just wanted to hear you say those nice things about my son one more time.  Would you tell me again?"

"The Mind of a Researcher: Keith Curry Lance," is a great article from the April 2010 issue of Teacher Librarian about the critical role of a librarian. After 20 years of gathering data on the effectiveness of school libraries, Lance notes that the message still isn't being heard.  Why?  Lance feels that when we advocate for our own programs, it often sounds self-serving. 

And who does Lance believe are our best advocates?  Parents.

So today I challenge you to adopt the simple idea of making one positive parent phone call each day.  In this small act of kindness you will make the day of a parent and advocate for your library in one simple step.

And one small action can be powerful. 

If you call one parent a day x 180 days of school, that's 180 parents firmly in your corner.  We have 49 librarians in our district.  If each one would call one parent per day x 180 days, we would have 8,820 parents supporting our library program by the end of the year.

And if every school librarian called one parent every day...

Pass the word.

Save the time of the user OR How to email efficiently

We all get tons of email, so I've compiled a few ideas to help us be more efficient.

1. Before you send an email to a group, be sure that it applies to the whole group. If it does not, only email the persons to whom it is applicable.

2. Rarely “reply all.” Instead, reply only to the original recipient or to the person to whom it is applicable.

3. At the risk of being redundant, rarely “reply all.” As Ranganathan says, “Save the time of the user!”

4. Make sure that your subject line matches the email’s content. One subject per email is best.

5. When replying to someone, be sure your reply matches their subject line. If you’re changing the subject, change the subject line.

6. If you have more than one point to make, enumerate for easier reading.

7. Use short paragraphs.

8. Read over your email before you hit send. How’s the tone? Do you have errors? Is your meaning clear?

9.  Bcc yourself if you need a copy.  Keep your inbox cleaned out so it can serve as a "to do" list.

10. If email takes over your day, close it while you're working on other projects and only open it at the beginning of the day, before lunch, and before you leave for the evening.

How to write a proposal OR a lesson from the scouts

As crazy as it sounds, it's already time to start thinking about next school year.  Almost as soon as we get back from winter break, budget requests and summer professional development plans will be due.

As you begin to plan for next year, you may be asked to write a proposal.  Maybe you want to ask your administrator for something significant.  It could be permission to implement a big, new school-wide program.  Or maybe it's money for an online reference package or downloadable ebook system.  Possibly it's consideration for your library to be open a few additional hours each week.

If what you're asking for is small, a quick email or even a casual word in the hall may be enough for your administrator to give it a thumbs up.  But if your plan requires a good deal of money or would have an impact beyond your campus, you may be asked to formalize your request.

And that's where the scouts come in.  You need to be prepared.

If you missed the scouting experience or simply want a little push to get started, I'll offer a few proposal pointers.

General tips:

*Limit your proposal to one page if possible.
*Choose standard 10-12 pt. font in blank ink.
*Use simple, direct wording and a professional writing style.
*Spell correctly and use correct grammar.  Ask for savvy friends to edit your work.
*Pull out a compelling quote, idea, or intended result in a text box for emphasis.
* Follow the chain of command by submitting the proposal to your direct supervisor.
*Submit your proposal electronically so your administrator can easily forward it on if needed.
*Be prepared!  Think like an administrator and answer objections before they arise.

Specific structure:

First paragraph--introduction
*Succinctly state the purpose of your proposal. 
*Be brief and specific.
*Avoid jargon.
*Basically, what are you asking for?

Second paragraph--background
*Don't assume your administrator knows what you're talking about.
*Provide a fuller explanation of the program, the idea, the system, etc.
*Don't over explain.

Third paragraph--rationale
*Why is this needed?  (If it won't benefit the kids, why are you asking?)
*Explain how your idea will help kids.
*Provide data if possible or a quote from a great journal article.

Fourth paragraph--details
*What is your time frame for implementation?
*How much will it cost?
*How will you know if it works?
*Anticipate questions and answer them in this paragraph.

Fifth paragraph--closing
*Restate what you're asking for in simple terms.
*Tell why it's important (remember the kids!)
*Respectfully ask for consideration.

Now you're ready to submit your proposal.  Cross your fingers that it will be approved so your great idea can help the students you work with each day.

Or better yet, submit your proposal, and raise your hand in the scout's salute because you are prepared!

How to search for older reviews...

Almost...almost...I've got it!

Last time we talked about how to read review journals.  But what if you need to find a review for a book that's already in your collection?  You've looked in your online ordering source, but the grade level designations often don't appear unless the book has been published recently.

The fastest way I've found is to do a search in one of your online databases.  Select the professional collection in your database.  Do an advanced search for the author and title of your book, and I think you'll usually have good results.

If you're still not able to find reviews and you need them for a challenged book situation, don't hesitate to call your state library or ALA's Office of Intellectual Freedom.  These librarians are extremely helpful and may be able to send electronic copies of needed reviews.

How to make a PBJ OR reading a review journal...

In a past life, I taught elementary language arts.  One of the dreaded writing prompts that came up every year was, "How to Make a Peanut Butter and Jelly Sandwich."

Of course it's a fairly ridiculous prompt.  A toddler could practically make a PBJ.  But the idea was that the kids could write the steps more clearly if they knew the task at hand well.

Looking back, I probably didn't make the why of the assignment clear.  "She thinks we don't know how to make a peanut butter sandwich?  Sheesh."

I'm hoping I won't insult your intelligence in a similar manner by writing the steps to reading a review.  If you are an old hand at this, feel free to skip the rest of this post.  If you are a new librarian, and a few time-saving steps to reading reviews may be helpful, read on!

How to read a review journal...

1.  Begin by finding the section of the journal with reviews applicable to the grade levels or ages that you serve.  For this example, let's say you're a middle school librarian with grades 6-7-8 at your campus.  

2.  First flip through the entire review section, glancing at the grade designations as you go.  

3.  Place an X through any review that doesn't include grade 6, 7, or 8.  If the review is for grades 4-6, leave it for now.  Ditto for a review of grades 8-up.

4.  Go back to the first review without an X.  

5.  Read only the last line of this review.  If it's a negative review, stop reading and put an X over it.  You're not likely to order a book that's negatively reviewed, so this will save time.  If you feel like this is slacking off, be my guest and read the negative reviews as well!

6.  Move on to the next review, still reading only the last line.

7.  Proceed in this fashion until only positive reviews for the grades at your campus are left.

8.  Start at the first of these positive reviews and read the entire review carefully.  

9.  Circle the review if it sounds like a book that your students would enjoy or if it would be useful for the curriculum.  You may need to be picky if your budget is tight.  If so, pay particular attention to starred reviews.

10.  Highlight the review and come back to it if you're not sure about the book.  Sometimes it's helpful to seek out another review for these books on the bubble.  OR your selection policy/guidelines may specify that you need more than one positive review before ordering a book.  

11.  Know the difference between selection and censorship (Not sure? Your gut or a trusted colleague can probably tell you).

12.  Use the front cover of the journal to jot down the page number for the books you want to order.

13.  Proceed until you've finished the journal.

14.  Use the page numbers on the front of the journal for quick reference, and add these titles into your online ordering tool once you're sure of your selections.

15.  Start over with the next journal in the same manner.  

16.  Transmit your online order when you've reached the desired dollar amount and you have a P.O. number.  Remember to over order to account for fill rates.

17.  Revel in the great new books when your order comes in. 

18.  Read, read, read.  

19.  Match the right book to the reader.

20.  Realize that you'll make mistakes and order klunkers sometimes.  The selection process will get easier as you go!  

Disclaimer #1:  Yes, I realize this method is not very techy.  But I like working out of print journals in this way because they're so portable, and you can read a bit in line at the grocery store or at soccer practice. 

Disclaimer #2:  There are tons of ways to read a journal, but this happens to work for me.  Other ideas?  Share them here!