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Focus on interesting aspects of the topic
Write a question that leads to inquiry
focus questions
Refining Research Question
Ask for input and feedback
Examine images/ photos

Bay Shore High School Library
9th English Research Curriculum
The 9th grade research collegial circle was steered by the following document from the New York State Department of Education regarding the role research plays in the Common Core Standards. Additionally, the following page titled "The Role of Research in Common Core Instruction" guided implementation, gathering and creation of endorsed resources, and product suggestions.

Teachers collaborate with the librarian and other teachers to optimize instruction and curriculum design.
Teachers and librarian engage in ongoing professional development and conversation.
content-specific vocabulary
Common Core Standards ELA Grade 9-10
Specific Information Literacy Skill Breakdown
CC.9-10.SL.2 Comprehension and Collaboration: Integrate multiple sources of information presented in diverse media or formats (e.g., visually, quantitatively, orally) evaluating the credibility and accuracy of each source.
1. Effectively locate a variety of resources
2. Revise search strategies
3. Evaluate the credibility and accuracy of sources
4. Integrate surveys, polls, interviews
5. Integrate charts, tables and diagrams
6. Integrate photographs
CC.9-10.W.6 Production and Distribution of Writing: Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology's capacity to link to other information and to display information flexibly and dynamically.
1. Search the internet effectively
2. Filter information effectively
3. Load and upload documents/files
4. Effectively use word processing applications
5. Determine and effectively use the best publishing tool
6. Link to and cite sources
7. Compose and share documents collaboratively
8. Understand basic elements of document design
CC.9-10.W.7 Research to Build and Present Knowledge: Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.
1. Formulate questions
2. Determine and effectively locate a variety of resources
3. Revise search strategies
4. Use databases, websites, social media, books, visuals
5. Tag, comment, annotate, subscribe digitally
6. Evaluate sources
7. Formulate answers
8. Synthesize information
9. Compose summaries
10. Report findings
11. Reflect on the path and process
12. Generate “conclusions”
13. Determine next steps
CC.9-10.W.8 Research to Build and Present Knowledge: Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation.
1. Effectively locate a variety of resources
2. Revise search strategies
3. Use advanced search features
4. Apply database and internet filters such as keyword, subject, “search within” publication search, advanced search, Boolean, related searches, document type, date
5. Determine credibility/ accuracy of a source
6. Understand purpose for using primary/secondary sources
7. Understand the purpose of citation (MLA and APA)
8. Incorporate parenthetical citation (paraphrase and quotation) using signal phrases where appropriate
9. Create Works Cited page

Introductory Material
Common Core Standards ELA Grade 9-10
Specific Information Literacy Skill Breakdown
CC.9-10.SL.2 Comprehension and Collaboration: Integrate multiple sources of information presented in diverse media or formats (e.g., visually, quantitatively, orally) evaluating the credibility and accuracy of each source.
1. Effectively locate a variety of resources
2. Revise search strategies
3. Evaluate the credibility and accuracy of sources
4. Integrate surveys, polls, interviews
5. Integrate charts, tables and diagrams
6. Integrate photographs
CC.9-10.W.6 Production and Distribution of Writing: Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology's capacity to link to other information and to display information flexibly and dynamically.
1. Search the internet effectively
2. Filter information effectively
3. Load and upload documents/files
4. Effectively use word processing applications
5. Determine and effectively use the best publishing tool
6. Link to and cite sources
7. Compose and share documents collaboratively
8. Understand basic elements of document design
CC.9-10.W.7 Research to Build and Present Knowledge: Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.
1. Formulate questions
2. Determine and effectively locate a variety of resources
3. Revise search strategies
4. Use databases, websites, social media, books, visuals
5. Tag, comment, annotate, subscribe digitally
6. Evaluate sources
7. Formulate answers
8. Synthesize information
9. Compose summaries
10. Report findings
11. Reflect on the path and process
12. Generate “conclusions”
13. Determine next steps
CC.9-10.W.8 Research to Build and Present Knowledge: Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation.
1. Effectively locate a variety of resources
2. Revise search strategies
3. Use advanced search features
4. Apply database and internet filters such as keyword, subject, “search within” publication search, advanced search, Boolean, related searches, document type, date
5. Determine credibility/ accuracy of a source
6. Understand purpose for using primary/secondary sources
7. Understand the purpose of citation (MLA and APA)
8. Incorporate parenthetical citation (paraphrase and quotation) using signal phrases where appropriate
9. Create Works Cited page
Initial Pre-Assessment (Digital) could be completed during library orientation.
Include a few questions from each research stage

Which parts did I do really well? Which parts would I change if I did the assignment again?
Which parts do I need support with in the future?
Embedded Reflection Ideas
Metacognition and reflection are essential components of the Common Core Research Standards. Reflection should be embedded in every stage of the research model. Student reflection is likely to be a key component of assessment. Students should be encouraged to reflect throughout on the progress they have made; challenges they have faced; changes they have made to their original plans; and skills they feel they have gained. Reflection is likely to be one of the most difficult elements to engage students in. The following are some suggestions for more motivating reflection activities you might wish to try.
Graffiti wall: A piece of flipchart paper is pinned to the wall and at any point during the session, students can go to the wall and write a word or phrase to indicate how they are feeling about the activity at that moment (all students have to write at least once during the session).
Thumbs up/Thumbs Down/Thumbs to the Side: Students are asked to give immediate feedback about how they are feeling about an activity (eg are they confident about using a resource; have they enjoyed the activity) by indicating with thumbs up, down or sideways (if unsure).
Headlines: Students are tasked with coming up with a headline (within a minute) which sums up the session/activity for them. These should be eye-catching/sensational.
Drawing/modelling: Students create a drawing or model which represents the session/activity for them – these can be abstract! Alternatively, students can create a drawing or model of themselves before and after the activity to show what has changed for them.
Using learner response systems: If you school has learner response systems, these can be used to get immediate feedback from students. For example, students could be asked to respond about how they are feeling about the activity; what they think should be done next; what they feel they have learnt etc. If a number of your students have mobile devices (eg at least one per team), you could use a system such as Socrative (http://www.socrative.com/) as an alternative.
Video diary: Students record a Big Brother-style video diary. One student records their thoughts and another student acts as Big Brother, prompting and asking questions.
Chat show interview: One student plays the role of chat show host and interviews the ‘guest’ student about their experiences of the project/activity. (For less able or younger students, prepare a script for the host).
Thinking Hats: Based on Edward de Bono’s Six Thinking Hats approach, students analyse their project from different perspectives (positive, negative, creative, emotion, thinking). You can make use of technology1 to support this.
Stand on the line: Students have to stand along a line (eg the library wall) to indicate their response to a question. For example, ‘How much have you learnt during the session?’ ‘Did you prefer working in a group or own your own?’.
If your group was...: Ask the teams of students to imagine they are an object (eg a car). Each team member has to say what part of that object their role represents for the success of the team (eg the engine--driving force; horn- indicating danger/ problems; seatbelt- making sure everything is safe/ on track).
Group poem: The group composes a poem about their experiences during an activity; each group member adds one line.
Group sketch: At the end of a longer project, the group write and perform a sketch condensing their experiences of the project into 5 minutes.
Further ideas for assessment
Peer assessment is an important component. Students should be encouraged to give constructive feedback on each other’s work. One method of structuring this would be to introduce the notion of awarding ‘stars’ (things you like) and ‘wishes’ (things you would change).
‘Expert’ feedback could also be introduced as those with expertise in a particular area (usually the people students are designing their final output for) are asked to provide feedback on students’ work (experts might include other staff, community members or younger students who are the intended audience for an output).
Librarian/teacher assessment is likely to be based on a number of sources, including reading/listening to students’ reflections; observation; and discussions with groups/individual students. If students are involved in determining the sequence of elements undertaken this discussion is also likely to provide valuable assessment information about students’ understanding of the learning process. All these can help to identify where students are struggling and need additional support, as well as highlighting progress.
Adapted from: http://www.esri.mmu.ac.uk/resstaff/inflowmodel.pdf

Introductory Material
The critical elementsCommon Core Standards ELA Grade 9-10
Specific Information Literacy Skill Breakdown
CC.9-10.SL.2 Comprehension and Collaboration: Integrate multiple sources of information literacy curriculum are:
experiencing information literacy (learning);
reflection on experience (being awarepresented in diverse media or formats (e.g., visually, quantitatively, orally) evaluating the credibility and accuracy of learning);each source.
1. Effectively locate a variety of resources
2. Revise search strategies
3. Evaluate the credibility and
application accuracy of experiencesources
4. Integrate surveys, polls, interviews
5. Integrate charts, tables and diagrams
6. Integrate photographs
CC.9-10.W.6 Production and Distribution of Writing: Use technology, including the Internet, to novel contexts (transferproduce, publish, and update individual or shared writing products, taking advantage of learning).
Bruce, C. (2002). Information literacy as a catalyst for educational change: A background paper. White paper prepared for UNESCO,technology's capacity to link to other information and to display information flexibly and dynamically.
1. Search the US National Commission on Librariesinternet effectively
2. Filter information effectively
3. Load and Information Science,upload documents/files
4. Effectively use word processing applications
5. Determine and effectively use the best publishing tool
6. Link to and cite sources
7. Compose and share documents collaboratively
8. Understand basic elements of document design
CC.9-10.W.7 Research to Build and Present Knowledge: Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the National Foruminquiry when appropriate; synthesize multiple sources on Information Literacy for use at the Information Literacy Meetingsubject, demonstrating understanding of Experts, Prague, The Czech Republic. (Retrievedthe subject under investigation.
1. Formulate questions
2. Determine and effectively locate a variety of resources
3. Revise search strategies
4. Use databases, websites, social media, books, visuals
5. Tag, comment, annotate, subscribe digitally
6. Evaluate sources
7. Formulate answers
8. Synthesize information
9. Compose summaries
10. Report findings
11. Reflect on the path and process
12. Generate “conclusions”
13. Determine next steps
CC.9-10.W.8 Research to Build and Present Knowledge: Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the Web 16 September 2004)
h t t p : / / w w w . n c l i s . g o v / l i b i n t e r / i n fo l i t c o n f& m e e t / pusefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a p e r s / b r u c e - fu l l pstandard format for citation.
1. Effectively locate a p e r . p d f
A 9th Research Plan should be:
Defined
Predictable
Measured
Reported variety of resources
2. Revise search strategies
3. Use advanced search features
4. Apply database and internet filters such as keyword, subject, “search within” publication search, advanced search, Boolean, related searches, document type, date
5. Determine credibility/ accuracy of a source
6. Understand purpose for using primary/secondary sources
7. Understand the purpose of citation (MLA and APA)
8. Incorporate parenthetical citation (paraphrase and quotation) using signal phrases where appropriate
9. Create Works Cited page
Initial Pre-Assessment (Digital) could be completed during library orientation.
Include a few questions from each research stage
It is possible to use the research model without drastic timetable restructuring or access to vast resources. The model is flexible in terms of content, timescale and resourcing.
As the above comments suggest, this 9th grade research model is intended to be refined and adapted by each individual to suit their own situation and the needs of their students.
Embedded Reflection Ideas
Metacognition and reflection are essential components of the Common Core Research Standards. Reflection should be embedded in every stage of the research model. Student reflection is likely to be a key component of assessment. Students should be encouraged to reflect throughout on the progress they have made; challenges they have faced; changes they have made to their original plans; and skills they feel they have gained. Reflection is likely to be one of the most difficult elements to engage students in. The following are some suggestions for more motivating reflection activities you might wish to try.
Graffiti wall: A piece of flipchart paper is pinned to the wall and at any point during the session, students can go to the wall and write a word or phrase to indicate how they are feeling about the activity at that moment (all students have to write at least once during the session).
Thumbs up/Thumbs Down/Thumbs to the Side: Students are asked to give immediate feedback about how they are feeling about an activity (eg are they confident about using a resource; have they enjoyed the activity) by indicating with thumbs up, down or sideways (if unsure).
Headlines: Students are tasked with coming up with a headline (within a minute) which sums up the session/activity for them. These should be eye-catching/sensational.
Drawing/modelling: Students create a drawing or model which represents the session/activity for them – these can be abstract! Alternatively, students can create a drawing or model of themselves before and after the activity to show what has changed for them.
Using learner response systems: If you school has learner response systems, these can be used to get immediate feedback from students. For example, students could be asked to respond about how they are feeling about the activity; what they think should be done next; what they feel they have learnt etc. If a number of your students have mobile devices (eg at least one per team), you could use a system such as Socrative (http://www.socrative.com/) as an alternative.
Video diary: Students record a Big Brother-style video diary. One student records their thoughts and another student acts as Big Brother, prompting and asking questions.
Chat show interview: One student plays the role of chat show host and interviews the ‘guest’ student about their experiences of the project/activity. (For less able or younger students, prepare a script for the host).
Thinking Hats: Based on Edward de Bono’s Six Thinking Hats approach, students analyse their project from different perspectives (positive, negative, creative, emotion, thinking). You can make use of technology1 to support this.
Stand on the line: Students have to stand along a line (eg the library wall) to indicate their response to a question. For example, ‘How much have you learnt during the session?’ ‘Did you prefer working in a group or own your own?’.
If your group was...: Ask the teams of students to imagine they are an object (eg a car). Each team member has to say what part of that object their role represents for the success of the team (eg the engine--driving force; horn- indicating danger/ problems; seatbelt- making sure everything is safe/ on track).
Group poem: The group composes a poem about their experiences during an activity; each group member adds one line.
Group sketch: At the end of a longer project, the group write and perform a sketch condensing their experiences of the project into 5 minutes.
Further ideas for assessment
Peer assessment is an important component. Students should be encouraged to give constructive feedback on each other’s work. One method of structuring this would be to introduce the notion of awarding ‘stars’ (things you like) and ‘wishes’ (things you would change).
‘Expert’ feedback could also be introduced as those with expertise in a particular area (usually the people students are designing their final output for) are asked to provide feedback on students’ work (experts might include other staff, community members or younger students who are the intended audience for an output).
Librarian/teacher assessment is likely to be based on a number of sources, including reading/listening to students’ reflections; observation; and discussions with groups/individual students. If students are involved in determining the sequence of elements undertaken this discussion is also likely to provide valuable assessment information about students’ understanding of the learning process. All these can help to identify where students are struggling and need additional support, as well as highlighting progress.
Adapted from: http://www.esri.mmu.ac.uk/resstaff/inflowmodel.pdf
General Common Core Based Components for a "Paper" Product
Research Question
Note cards (MLA style) database skills
outline as an organizational tool
9 200.
1. iSearchusearchwiki for iSearch help

collect primary data
use various search tools and filters to broaden/narrow a search
refine search terms
introduce Advanced Search
introduce Boolean logic

Gathering Information
See Ms. Southworth/librarianAmy Jo/librarian to collaborate
Common Core Standards
BSHS Research Model Stages with Suggested Products
How will I know the information is recent, relevant, accurate, and unbiased?
How will I record the information I find?
Google Research Info