How can digital tools help teachers guide middle school students in finding reliable sources while conducting their own research?
Megan Burton
Innovative Learning Program
Graduate School of Education
Touro University, CA
Introduction
As student inquiry is crucial in academic and everyday life in the 21st century, students need to effectively and efficiently find reliable sources, enabling them to spend their time and energy focusing on other important parts of the research process. Though there is abundant information available online, reliable resources are often hard for students to find on their own. This study analyzed and developed strategic ways to support students through their own inquiries amidst the challenges they face in the research process.
Materials and Methods
Qualitative data was collected through formative assessments, student reflections, and teacher field notes as part of natural classroom practices. Both Construct Validity (assessment of what the teacher had taught to the students) and Repeat Measures (to see if the same results or if growth was revealed in students’ responses) were present. The purpose of this study was not to determine percentages of how many students meet certain descriptors, but more to gather the narrative of the students’ experiences during the research process. The data from two cycles of students’ research identified what sources students had used in their research, whether the students found success in gathering sources, as well as their thoughts, feelings, and actions during the research process. This data was used to inform the teacher’s next steps in further guiding and supporting the students in becoming more autonomous in conducting their own inquiries.
Results
Quantitative Data
In the first unit of study, or Project #1, the teacher did not provide any resources or support in order to set a baseline where students identified what they naturally did in their research processes. After researching, students were asked to list all sources they used to get their information as part of a reflection questionnaire (see Figure 1. Students’ Responses: Project #1). Interesting points from student reflections were that a) many students referred to Google as a “source” rather than as a search engine, b) students questioned whether or not they could use Wikipedia (though 79% of students identified using Wikipedia, as opposed to 30% or less of students used any other source) and c) when the teacher told the students which keywords to type in their searches, the students were surprised how the sources that came up were immediate and relevant. This confirmed to both the teacher and the students that support is needed to guide students to reliable sources, yet room needs to be left for students’ own inquiries.�
Figure 1. Students’ Responses: Project #1
With guidance and support, students can be empowered to research independently.
The outcomes of the formative assessment for Project #2, conducted halfway through the research process (see Figure 2. Students’ Responses: Project #2), revealed that at this point students were a) not referring to Google as a source anymore, b) using Encyclopedia, Reference, and other reliable sites with greater frequency than Wikipedia, and c) many were either unsure of their sources or not far enough in their research to cite their sources.
Figure 2. Students’ Responses: Project #2
Qualitative Data
As part of data collection, the teacher inquired about the students’ experiences during the research process. Results (see Figure 3. Students’ Self-Analysis of Research Experiences) indicated that a large majority of the students:
Conclusions
Students’ research can be quite challenging yet rewarding for both teachers and students as academic independence grows through inquiry. When students’ inquiry-based learning is guided, they will be supported, not overwhelmed by their research. Understanding the research process, particularly students’ experiences while gathering sources, can help teachers effectively plan instruction and support students through their own inquiries. Based on this study, the Guided Inquiry Design is recommended because it helps teachers understand what students actually do (rather than what they should do) during the various phases of research (see Figure 4: Infographic). Inquiry takes time, reflection, and persistence as students discover real and relevant questions about academic topics, but the research that results “allows students to create products worth sharing” (Maniotes & Kuhlthau, 2014).
Literature Cited
Kuhlthau, C.C., Maniotes, L.K., Caspari, A.K. (2012). Guided Inquiry Design: A Framework for Inquiry in Your School. Libraries Unlimited: Santa Barbara, CA.
Maniotes, L.K., Kuhlthau, C.C. (2014). Making the Shift: From Traditional Research Assignments to Guiding Inquiry Learning. Knowledge Quest, v43 n2 p8-17.
National Council for the Social Studies. (2013). The College, Career, and Civic Life, or C3, Framework for Social Studies State Standards. Silver Spring, MD: NCSS.
For Further Information
For additional information:
http://www.learninginnovationlab.com
(search Burton)
Figure 3. Students’ Self-Analysis of Research Experiences
Figure 4. Infographic