Eagles Research


The Research Process
          Are you curious? You can make all kinds of fascinating discoveries by going to your school library. Research comes from the root word, "search!" Searching through the library and the "cybrary" is like a scavenger hunt for information that you use to solve problems and to complete assignments. Use this system to create research projects or perhaps use QuestGarden to turn your research into a Web Quest. We can make this fun and easy by following six simple steps.


STEP 1: Topic
Curiosity is the key to a great topic!
  • Find a key word from your unit of study. Example: mitochondria
  • Write an "Essential Question," also called a thesis statement, to explore your topic. Example: Is the function of mitochondria more important than other parts of a cell to keep the cell alive?
  • Check to see if your topic can be found in at least three kinds of sources in your school library. Examples: nonfiction books, encyclopedias, and Internet Web sites. (HINT: If your topic is in The World Book Encyclopedia, it can be found everywhere!)
  • Consider changing your topic if it's not easily found in your middle school library.
Download one of these forms which is a guideline for your research: a simple student research Checklist , a student Checklist matching LA standards, an independent research guide for advanced students.

Other "Topic" resources:

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Web: An eChecklist for general research and an electronic eChecklist matching LA standards, both for a paperless environment.
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STEP 2: Subtopics 
Ask yourself: "What do I want to know about (my topic)?"
  • It is very important to divide a topic up into smaller pieces.
  • General subtopics can be brainstormed, such as for an animal: body, food, habitat, babies, enemies.
  • Specific subtopics must be "pre-searched" in places such as an encyclopedia's subheads or a topic-specific book's Table of Contents.
  • The fewest subtopics you need is three for good topic exploration. Judge how many more to add by when your research project is due. The more time you have, the more subtopics you can explore.
  • It's good to use a Thinking Map or graphic organizer to plan your subtopics:


STEP 3: Sources
"A good source supports the topic and subtopics and is available in the school library and cybrary."
  • Sources: Anything and everything used for information including text, ideas, and images.
  • Format: A minimum of three different kinds of sources should be used including a variety of print and nonprint materials.
  • Primary and secondary sources should be considered according to topic and student age/ability.
  • Citing sources through a style such as MLA is essential to prevent plagiarism, as well as compiling citations into a Works Cited list. View a BrainPop on "Citing Sources." (Login is riversidevs and PW is rvs.)
  • Attributing sources through Creative Commons   
  • Teaching Copyright and Fair Use of sources is essential.
  • Learning to evaluate sources prepares students with lifelong skills: Internet sources, print sources.
Download citation forms by clicking on the links: citation forms for MLA 7th edition for book, encyclopedia, and Web site (newest!), and a Works Cited sample. Learn the Dewey Decimal System for nonfiction materials. Click on the "Research Tools" tab for many great research resources. 

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Web: use Citation Machine for MLA citations instead of print forms.
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Citation resources:
Primary Sources
Search for Information


STEP 4: Read/Think/Select
"Good research promotes reading comprehension and critical thinking."
  • Reading strategies for purpose are different than for pleasure and can include: chunking, visual clues, skimming and scanning.
  • Thinking strategies can be directed by asking: "What is important?"
  • Selecting keywords and facts for good note-taking can be directed by asking: "What information supports my subtopic?"


STEP 5: Note-taking
"A good note creates information ownership. This is learning!"
  • Pre-sort notes by using subtopics as titles on note cards, notebook paper notes, or specially designed note sheets.
  • Legitimate note-taking can include copying keywords, phrases and facts, with proper credit. This is good for young and novice researchers.
  • Paraphrasing and summarizing are more difficult and must be taught and practiced. This is good for older and experienced researchers.
  • Quotation marks and endnotes/footnotes are essential for copying sentences and passages.
  • Try this note-taking exercise.
Download note-taking forms. Your teacher will direct you to the form for your unit.
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Web: electronic note sheet
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STEP 6: Sort Notes
"Good organization of notes makes writing easier."
  • Choose a simple way to sort your notes: a) by subtopic and then into paragraphs, b) by dates (time), c) by matching ideas
  • Read all notes in one section at a time and rearrange into logical order. Re-reading notes bonds students to new information. This is learning!
  • Number notes last, consecutively from section to section.
  • Writing from notes provides the opportunity to insert prior knowledge.
Download a sorting notes example: sample numbered note sheet. 

EVALUATE: Your Library Teacher and classroom teacher have a way to measure your progress at each step of research.


Check out examples of research PROJECTS!
     7th grade Web Quests (James Workman MS Library)   
     8th grade Web Quests (James Workman MS Library)  
     "Bee" unit, Storybird example from Marie Slim  
     Genetic Disorders, a wiki research project by Kathy Alexander 
     Prezi example: The Solar System Prezi-tation   


 
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