How Children Should be Supported by Brenda McPherson-Fry

Dear Mrs. G --

Remember when I was in high school, and I was in your honors English class with all of the top students, and sadly you had a drinking problem, was burnout, and we played Jeopardy instead of doing anything substantial in your class. I remember sitting there reading Of Human Bondage because I felt so disconnected. I remember coming back to high school to visit and running into you, and I said, “I really wish you had taught us how to do a research paper.” I had experienced something that many kids do. I was in the top 10 of my class, not the top 10%, but one of the top 10 students, and I get to Temple University on a scholarship and I do not have a clue how to write a term paper. I know it was not completely your fault, but you let me down

Honestly, I do not remember anyone ever teaching me how to do a research paper. My 8th grade Science teacher came as close as I can remember. He broke us into groups, gave us a topic, told us to write note cards, a paper, and prepare an oral presentation. The part about getting up in front of the class terrified me and that is why to this day I remember it clearly. The subject was fossils, and I had note cards. I wrote a paper. I do not remember much about the topic and I certainly do not think I acquired very many skills from it. We did go into the IMC (Instructional Media Center) and we used print sources, probably just books on the topic.

There was no journey. There was no other path to follow. We were given a topic, sent to the library, asked to take notes, share the information with each other, and then write the paper.

The initial reaction was concern, dread, fear, uncertainty. I felt confused, unable to define the topic, and I do not believe I had enough background knowledge to develop interesting or reasonable questions on the broad topic or specific one. After reading a few things on the subject matter, I probably felt a little more reassured, a little more equipped to tackle the problem, and we divided the topic among the four of us, and I remember feeling a sense of relief when the presentation was over and disappointment when I only received a B for it, but chalked it up to my lack of interest in anything scientific.

• There is a better way to teach children how to do research.
• First, make it interesting. Give them a framework help ease the emotional anxiety and stress of researching.
• Teach them the skills, you won't tell them to bake a cake without giving them a recipe.

 Information Search Process as developed by Carol Kuhlthau

• Stage 1: Task Initiation: Students prepare to select a topic.

Strategies: Brainstorm, Discuss and consult with team members on topics
Actions: Provide a resource lists for print materials, on-line database articles, and allow them to discuss with each other and with the teachers their concerns, interests, and initial findings.

• Stage 2: Topic Selection: Students narrow down and decide on a topic for research.

Actions: Repeat of stage 1 with an emphasis on selecting a topic.
Feelings: Discuss with the students their feelings of confusion and anxiety. Reassure them that these are natural feelings and that as they make their selection and narrow their focus they will lessen.

• Stage 3 & 4: Exploration: Students investigate a topic by locating relevant information, reading material they have researched, taking notes, jotting down facts, and recording ideas while be sure to write down citations.

Feelings: As the students move through the two-step exploration process, their confidence and positive attitude toward the assignment will increase as they acquire the knowledge to construct the research assignment. Teacher and librarian provide positive feedback and words of encouragement and assist students when they reach a hurdle.

• Stage 5: Information Collection: Students gather, define, extend and focus their efforts on collecting and evaluating the information.

Strategies: Use available library resources: indexes, printed materials, on-line database, and the librarian to gather and collect needed information, facts, expert opinions, and ideas on the subject chosen.

Feelings: Focus on increased interest. Librarian provides more guidance and assistance with discovering and finding more sources as students ask more meaningful questions.

• Stage 6: Search Closure: Students conclude their research project by rechecking sources, confirming the information, and citations.

Feelings: At the conclusion of any assignment, most students feel relieved regardless of the outcome. They may or may not be satisfied with their work, but because most academic work has a deadline, they are forced to hand in the completed project. Hopefully, by going through the Information Search Process a student experiences confidence in her ability to deliver a well developed research project.

The information may literally be at your fingertips, but you need to learn how to process the information and make it meaningful. It starts in Kindergarten and the learning process continues until the 12th grade, so when you go to college, become a citizen of the world, get a job, use your smart phone, ask questions, wonder about the world, you will have the skills and the tools to make your journey a life-long learning experience.

Thanks, Mrs. G, for giving me the reason to make a difference.

More information can be founded at: 
Kuhlthau, Carol C., Information Search Process, Rutgers Unviersity School of Communication and Information. Web. 5 July, 2012 <http://comminfo.rutgers.edu/~kuhlthau/information_search_process.htm>