Search

The article provides an answer to a student's question on how to determine if a given research source is original content in a research database, including discussions of the Global Issues in Context (GIC) database aggregator and the World News Digest original content database.

The article discusses how to teach students to write researchable inquiry question. Topics include ways to initiate student's genuine curiosity, modifying the language in a question, and making students' research focus on audience's need for information. Also discussed is the College, Career, and Civic Life (C3) Framework, the national social studies standards, which was used by some social studies teachers in Florida to develop inquiry lessons.

The article discusses the role of friction in designing a deliberate thinking into the research process. It explains the idea of corroboration as a test for common knowledge and the contextual nature of common knowledge. It suggests considering the status of information and ideas from sources in relation to audience. It notes that the hypothetical audience of students includes the discourse community of scholars and experts.

The article offers tips on how teachers in the U.S. teach students to take notes during research process. It suggests that teachers direct students to read through sources in order to overview topic and identify common knowledge. It notes that they ask students to chunk their hunches from the entire key source without summaries but labeled with word or two that finish the sentence. It mentions the importance of demonstrating how to tackle the reading challenges that students will face.

The article offers tips on how to teach students to summarize. It says that the first step is students should read through their sources instead of taking notes, and then they need a purpose for closer reading. It states that teachers should ask their students to copy and paste important details into a separate digital notecard and distill the information in their own words.

The author discusses ways to design deliberate thinking into the research process and teach students to cite U.S. federal laws as legal resources in their writings such as history essays. She mentions the importance for students to understand numbering conventions, have working definitions for commonly used terms, and recognize official access points to become confident in identifying and citing U.S. federal laws. She offers ways to find laws, a slip law, a session law, and federal statutes.

The article discusses the design of deliberate thinking into the research process through techological aid. The categorization of stand-alone digital images into images containing information on their history and those that do not is noted. The difference between a visual art work and a photograph is presented and explained. Citation placement and image investigation and justification are also discussed.

The article discusses ways which school librarians and teachers can better foster information-seeking skills and practices in their students through the introduction of research friction, or the deliberate slowing down of their research process. Topics addressed include the importance of note-taking in preliminary research, activities to help differentiate relevant and useful information, using function diagrams to organize their findings.

The article discusses how students should cite sources used in research papers that come from the internet, particularly commenting on the differences between static and dynamic Uniform Resource Locators (URLs). It addresses manuals of styles' approaches to internet citation, evaluating sources through top level domains, and teaching students to parse URLs.

The article looks at how students can be taught strategies from historical inquiry to learn about primary and secondary sources. Details are provided on how students should evaluate, corroborate, and contextualize a source to extract the most accurate information. Additional information is provided on citations and relevance to the Common Core State Standards, a set of U.S. educational standards.

The article discusses MLA (Modern Language Association), APA (American Psychological Association) and Chicago style citations, focusing on the importance of teaching both styles under the U.S. Common Core State Standards. Particular attention is given to how authors' name are presented in each style as well as formatting policies for parenthetical references and footnotes.