What is this all about?
This project is designed to help high-school students of various levels learn how to use search techniques that yield better resources and promote individual development of ideas.
A LICRA search prompts students to keep an open mind regarding topics and new material, and helps students develop skills to help them navigate the plethora of information available to them.
At the end of the project students should be able to better navigate the web, develop relevant resource producing search phrases, and decipher the varying credibility levels of the resources. These skills can be applied to all content area courses. Effective and efficient research skills are imperative for all subjects and career avenues. In general, the skills developed in this lesson will make students better readers.
A LICRA search prompts students to keep an open mind regarding topics and new material, and helps students develop skills to help them navigate the plethora of information available to them.
At the end of the project students should be able to better navigate the web, develop relevant resource producing search phrases, and decipher the varying credibility levels of the resources. These skills can be applied to all content area courses. Effective and efficient research skills are imperative for all subjects and career avenues. In general, the skills developed in this lesson will make students better readers.
Research Consulted:
DeSchryver, M., & Spiro, R. J. (2008). New forms of deep learning on the web: Meeting the challenge of cognitive load in conditions of unfettered exploration in online multimedia environments. In R. Zheng (Ed.), Cognitive Effects of Multimedia Learning(pp. 134-152). New York: Premier Reference Source.
This resource describe the cognitive load associated with various forms of digital reading and researching. Many previous theories and opinions are referenced and addressed. This source has information regarding the benefit to researchers and students who use LICRA searches and phrases. The authors explore the cognitive load placed on a student when completing and participating in various reading activities using the Web.
Eagleton, M. B., & Dobler, E. (2007). Reading the web, strategies for internet inquiry. The Guilford Press.
This resources discuss a process that students should use while reading and researching using the Web. This process is titled the QUEST Inquiry Model and involves questioning, understanding resources, evaluating, synthesizing, and transforming. This source provides good information for the initial process that a student should use to generate keyword phrases for any topic, these include adaptive brainstorming techniques.
Eagleton, M. B., & Guinee, K. (2002). Strategies for supporting student internet inquiry. New England Reading Association Journal, 38(2), 39-48. Retrieved from http://egandb.uas.alaska.edu:2048/login?url=http://proquest.umi.com/pqdweb?did-125045611&sid=4&Fmt=4&clientld=44955&RQT=309&VName=PQD.
This article details various strategies that teachers can employ to foster student inquiry on the Web. The article suggests that teachers should direct their attention to teaching students the process of researching, while other content area teachers should focus their attention on the topic at hand. This article has similar strategies to those mentioned in the other source by Eagleton and Dobler. The authors stress the importance of knowing the information space, including keywords and search engines. The article also contains a couple of activities that use the strategies and information previous acknowledged.
This resource describe the cognitive load associated with various forms of digital reading and researching. Many previous theories and opinions are referenced and addressed. This source has information regarding the benefit to researchers and students who use LICRA searches and phrases. The authors explore the cognitive load placed on a student when completing and participating in various reading activities using the Web.
Eagleton, M. B., & Dobler, E. (2007). Reading the web, strategies for internet inquiry. The Guilford Press.
This resources discuss a process that students should use while reading and researching using the Web. This process is titled the QUEST Inquiry Model and involves questioning, understanding resources, evaluating, synthesizing, and transforming. This source provides good information for the initial process that a student should use to generate keyword phrases for any topic, these include adaptive brainstorming techniques.
Eagleton, M. B., & Guinee, K. (2002). Strategies for supporting student internet inquiry. New England Reading Association Journal, 38(2), 39-48. Retrieved from http://egandb.uas.alaska.edu:2048/login?url=http://proquest.umi.com/pqdweb?did-125045611&sid=4&Fmt=4&clientld=44955&RQT=309&VName=PQD.
This article details various strategies that teachers can employ to foster student inquiry on the Web. The article suggests that teachers should direct their attention to teaching students the process of researching, while other content area teachers should focus their attention on the topic at hand. This article has similar strategies to those mentioned in the other source by Eagleton and Dobler. The authors stress the importance of knowing the information space, including keywords and search engines. The article also contains a couple of activities that use the strategies and information previous acknowledged.