Professional Documents
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Collaboration Template
Finding Database Sources
Kristina Scott, Library Media Specialist
English Teachers: Mrs. Bates (GHS) & Mrs. Greenway (EHS)
Librarians: Rachel Nally (EHS) & Angie Locke (GHS)
STANDARDS
Standards for the 21st Century Learner:
Kansas College and Career Ready
Standards
3.1.6 Use information and technology
Reading Informational Text
Key Ideas and Details:
RI.9-10.1 Cite strong and thorough textual
evidence to support analysis of what the text
says explicitly as well as inferences drawn
from the text.
Writing
Research to Build and Present
Knowledge
UNIT OBJECTIVES
1. Students will use EBSCO Student Research Center or SIRS to locate 3 relevant articles
to the students topic.
2. Students will identify the parts of a citation including author, article title, journal title,
date, and pages.
3. Students will use Easy Bib to create a works cited page in MLA format.
ESSENTIAL QUESTIONS
1. How do you select relevant authoritative sources in answering your research
question?
2. Why is making a works cited page necessary when writing a research paper?
3. What are the parts of citation in MLA format?
COLLABORATIVE TEACHING PLAN
Together the Library Media Specialist and English 10 Teacher Will:
RESOURCES
Electronic
Other
https://www.youtube.com/watch?v=Pmab92ghG0M
Acceptable/Unacceptable
https://youtu.be/8Bx5DAqTPhU
Plagirism Rap (Cite Your Sources)
https://youtu.be/bT6S4ERI0o8
LEARNING RESULTS
Assessment Overview
Research paper rubric.
TEACHING PLAN
Review of EBSCO Research Center
& SIRS
Practice
15 minutes
Practice
15 minutes
Evaluation
Give students time to search for their articles. Help students reframe
their research questions as needed to find sources.
Mrs. Greenway has a class roster checklist for marking how many
articles each student found at the end of the session.
Session 2
Introduction
Citing Sources
What is Plagarism?
Show clip: What is plagirism and How to Avoid It
https://www.youtube.com/watch?v=Pmab92ghG0M
What is acceptable use of another persons work and what is
unacceptable?
Show clip: Acceptable/Unacceptable
https://youtu.be/8Bx5DAqTPhU
Here is an example of how to give credit to another work.
Show clip: Plagirism Rap (Cite Your Sources)
https://youtu.be/bT6S4ERI0o8
Using the database articles found in session 1, identify the parts of the
citation including author, article title, journal including volume, issue,
and page number, database, medium of publication, and date of access.
Using colored pencils, underline each part of the citation in their
assigned color.
Session 3
Using Easy Bib
Model Easy Bib
Go to Easybib.com.
Select MLA.
Choose Database.
Enter information as found on the database articles we printed in
session one and color coded in session 2.
Click create citation.
Copy and Paste into Works Cited
Practice Easy Bib
Students add their own information for the information found using the
databases, create their citations, and copy and paste into their Works
Cited.
Print and hand in completed Works Cited.
ASSESSMENT OVERVIEW
ASSESSMENT RESULTS
Student Results
Teacher Feedback
Students came in to these lessons with some
prior knowledge of how to use the databases, The English 10 Teacher appreciates having the
but continue to want a quick and easy answer expertise of the Library Media staff to aid in the
instruction of databases, having extra staff to
and want results with the first search terms
they enter.
Most students tend to give up easily if their
initial search did not yield immediate results
and really struggled to rephrase their terms or
think of synonyms to help them search.
It also seemed that students were more
interested in how long their article was as
opposed to how relevant the information in
the article is in supporting their thesis
statement.
Student Feedback
No students had the 5 6 articles suggested
which would allow them to choose the 3 that
best supported their thesis statement.
Most students were successful in finding at
least 3 articles during the first session in the
library. However, because of time, they left
not knowing if their articles would truly be
something they could use.
Students who were invested in their topics
enjoyed doing the searches and were excited
when they found information that matched
their topic.
Students who had trouble finding information
became easily frustrated and wanted to
change their topics.
Librarian Reflection
This was difficult for me from the standpoint
that I didnt have control over what happened
before or after my lesson, but I think that is
because I had one isolated shot at this since I
was limited to the times I was in the building on
randomly spaced days!
There are several things I would do differently
if I was doing this in my own library where I
had access to the classes and the collaborating
teacher on a regular basis. First, I would have
like to be a part of the lesson that came before
mine, where the students selected their topics so
that I could have helped students preselect their
keywords, come up with alternatives, and have
time for them to think about what their research
question really was and meant before sitting
down to search.
The second thing I would have done differently
is to have the students have a second session in
the library computer lab to continue searching.
One session didnt seem long enough to model
the use of the databases and have students
gather their information. Many students only
had a couple of articles and when they left, still
didnt even know if their article would be one
they could use in their project.
Challenged Learners: