My research has led me to multiple answers to my research question: "How can I guide my middle school students in finding reliable sources while conducting their research?" I've found affirmation in the pedagogical struggle teachers face between teacher-led instruction and student-led inquiry. There is also much written about why teachers continue to struggle in implementing inquiry-based teaching and learning. Not surprisingly, there needs to be a balance, where teachers guide and support students in the research processes so that students may be successful despite the challenges they face. Even today, two decades into the 21st century, teachers need training and support in implementing the challenges and demands of student research - that is included in all parts of curriculum (Common Core State Standards, 2010).
My further research will be largely in looking for and implementing specific strategies within my classroom as I focus on the "Gather Stage" of the Guided Inquiry Design (Kuhlthau, Maniotes, & Caspari, 2012). There are so many parts of the research process that I could focus on, but the gathering of reliable sources (those that have relevant content, are in their reading levels, and are from trustworthy authors) is a hinge-point where many of my students get frustrated, overwhelmed, and therefore derailed. Of course I will continue to strengthen their questioning skills and informational literacy skills (for example, checking for bias and truthfulness of sources). However, I was surprised in the direction that my research has taken over time and want to see how much my students can do independently as I involve them in the search for reliable sources that they will find useful within recent changes in our curriculum. Results of my research indicate that I need to continue with students' inquiry-based research, yet support growth in their informational literacy skills. I can best do this by starting my students with a comprehensive list of reliable sources at the beginning of each project, require that they use 2-3 of those sources to start their research, and then support them in finding further reliable sources on their own. This is not a change in my current practice, but a strengthening of explicit support in finding reliable sources so that my students are clear in their search, know when they are successful, and know how to seek specific help in their challenges. This will hopefully result in my students understanding the research process and their own learning processes well enough that they will learn to enjoy research more and more over time.
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Megan BurtonInnovative Learning Archives
June 2020
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