In this lesson, students will use an online screen-shot tutorial to be exposed to different ways to limit a search for articles in a periodical database.  They will then be guided in doing their own search, and will be assessed based on their description of the search and on the 3 articles they are expected to find.  This is intended to give students more skills in doing research, but also to improve their confidence and general attitude towards research.

Students will practice limiting a database search.
Students will choose 3 articles based on usefulness, bias and readability.  

The BuILder:  You can access the BuILder here.

If the link does not work, the URL is:
http://www.informationliteracy.org/builder/builder.php?primaryid=317

Seniors at East Side must complete a history research paper and defend it with a committee in order to graduate.  Many students enter the whole process with a lot of trepidation.  The history teacher and I would like to spread research skill lessons throughout the year so students slowly build up their confidence.  This lesson takes place within a government unit, which culminates with a mock congress.  Students are assigned a Senator or Representative, and an issue (either gun control or immigration this year), and must play that person in debate. 

Up until this year, we have done very little to educate students about research options beyond print sources and “the web”—and this is an attempt to remedy that situation!

Introduction
Begin by reminding students of the mock congress that they are preparing for.

Ask students what sources of information that would look at in a research project to get information.  [Expect to hear books, the web, the library, maybe magazines or newspapers.]
Ask follow-up questions about the web—where and how on the web?  Record answers on the board if appropriate or possible.

Now ask students how they feel about research—what comes to mind?  [Expect to hear students complain of boredom, being overwhelmed, etc.]

Explain that this lesson is a brief introduction to something that should help students with the problem of too much information, or the overwhelming nature of the open web search.  The point of this lesson is to give students more skills and more confidence in themselves.

Body
One thing about research is that it is something that you have to do by yourself most of the time.  This lesson today is on your own—you can get guidance if you want, or you can explore.

On a projector, briefly show students the BuILder.  A few notes to point out:
They must read through the entire lesson before they decide what worksheet to use.
The side tabs don’t need to be navigated in order—students can go back if they need to review
They should feel free to ask questions.
Post the username and password on a board or on the projector.

Make copies of the worksheet handouts if you would prefer that students not print them out—students can come to you to get them when they get to that point.

Students should get the rest of the classtime to work independently on the BuILder.
Homework for the evening:
To finish the assignment.

Conclusion  (Done the following class)
Collect work.  

The following are a list of reflection questions which can be discussed as a class, in small groups, or in writing:
a. What did you like about the BuILder?
b. How was it like to work at your own pace?
c. Which worksheet did you use?  Why?  
d. Did you learn anything about yourself as a learner or researcher through this process?
e. What would make you feel more comfortable or positive about research?
f. What would you want next time you have a research assignment?

Rubric evaluation of student worksheets and articles.  Rubric can be accessed on the BuILder or here.

Ben Wides, History Teacher

EBSCO Database