Barbara K. Stripling - Brainstorms and Blueprints: Teaching Library Research As a Thinking Process
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Brainstorms and Blueprints: Teaching Library Research As a Thinking Process
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One spring afternoon Mr. Peterson, the high school library media specialist, noticed Julie slouched against the bookcase, thumbing through several volumes of the World Book encyclopedia. Detecting frustration behind Julie's bored demeanor, Mr. Peterson offered assistance.
"Can I help you find anything?"
"I have to find something I can copy for my biology report on an animal."
"What animal are you interested in?"
"Oh, I don't care. I just have to get this done. I guess I'll do bears," sighed the reluctant student.
"How about picking an unusual animal that you don't know much about, like the aardvark or whooping crane? You never know, you might learn something."
"I don't want to learn anything, I just want to get this done for biology credit."
"O.K., I'll help you find something on bears. Let's start with the index." Mr. Peterson had learned to be gallant in defeat.
Library Research
The Brown-Bear-Is-Brown Disease
Many students, like Julie, are afflicted with the "Brown-Bear-Is-Brown" disease. The first symptoms are that students pick a research subject about which there can be little difference of opinion and about which they care nothing ("the brown bear"). Second they go to one source (preferably a general encyclopedia) to find information; when they arrive at the shelf they pull only one book from it (not the index, just the "B" volume). Finally, they refuse to delve deeper than the surface information; whatever they find, they copy without thinking ("the brown bear is brown").
The treatment for the "Brown-Bear-Is-Brown" disease is teaching students to think while they are researching. A Japanese proverb says that if you give a man a fish, he will be fed for a day, but if you teach a man to fish, he will be fed for a lifetime. Today's corollary is that if you teach a man to think about his fishing, he might invent a technique that would feed a whole town beyond his lifetime. At the very least, he won't hook any brown bears while he's fishing.
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Level 4Reaction: Challenging
Students communicate critical judgments about their subject based on internal or external standards. The students may use their own standards or those decided upon by the class or teacher. They may judge a subject based on its own merit or compared to similar subjects. Students do not react with "I don't believe it" or "I didn't like it," although they may start with those personal reactions to build their judgments.
Level 5Reaction: Transforming
Students at the transforming level integrate more than one piece of information, form their own conclusions, and present their conclusions in a creative format. Students find this level of reactions the most enjoyable and especially like producing group reactions based on individual research and group conclusions.
Level 6Reaction: Synthesizing
At the synthesizing level, students create new concepts or programs based on their research. Students must visualize or verbalize their new concepts effectively. Sixth-level reactions are often delivered to audiences outside the school, such as community or service groups.
Creative Alternatives to Research Papers
Mrs. Johnson might have gone further in her planning than deciding the thought level she wanted. She could have assigned a creative reaction as an alternative to the traditional research paper. Asking the students to re-try Julius and Ethel Rosenberg might have inspired even the jaded Louis to think about the research in an analytical and creative way.
The suggested assignments which follow each step of the taxonomy below offer teachers and library media specialists alternatives to traditional "term papers" or "reports." Students are asked to "react" to their research in a new way. Since the assignments are generic, they can be adapted to most subject areas.
Also listed for each level of the taxonomy are verbs to be used as idea starters for additional reaction assignments at each thought level.
Every time students choose a visual or oral reaction, they must also produce a brief, written explanation of the project and a list of sources used for the research. The written explanation will allow students to show and teachers to evaluate the thought behind the project.
The levels of the research taxonomy and the REACTS taxonomy are correlated. If students have researched at level 1 / fact-finding, they probably will react at level 1 / recalling. Exceptions to the level 1 / level 1 match should be made only with justification by the teacher and/or library media specialist.
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An effective way to make students familiar with primary sources is for the teaching team to locate several sample documents. Each student can be assigned one source to study before general class discussion of primary sources.
If a fairly broad definition is used, primary sources can be found in a typical school library media center. The H. W. Wilson series, Representative Speeches, offers transcripts of speeches on current topics. Historic Documents (Congressional Quarterly) publishes a yearly volume of speeches, treaties, court decisions, and laws. Oral history, such as Bloods (Random House, 1984) or Al Santoli's Everything We Had (Random House, 1981), both books about the Vietnam conflict, presents history in the words of those who lived it. Original video footage of historic events is often included in instructional video series, and study prints offer still photographs of historic moments.
Evaluate the Reliability of Each Source
Once students have located their sources, they need to evaluate them by considering the qualifications of the writer, the reputation of the publisher, the general accuracy of the source, and the point of view.
Qualifications of the Writer
Students can often find out about the author from the blurbs on the cover, within the book, or at the end of a magazine article. Students evaluating two books about genetics may discover that one is by a physician and the other by a free-lance writer. Both books can prove useful. The physician's book may be more authoritative; the writer's may be easier to understand.
Reputation of the Publisher
Secondary school researchers may have difficulty assessing the reputation of publishers, but they should be aware that publishers often specialize in different areas; this specialization may influence the orientation of the source. Students who become aware of the publishers in their fields of interest can start to build a stock of evaluative opinions. Students may also consult the teacher or library media specialist for additional information about publishers.
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