Based on the Big-6© Research Method.
Students struggle with research. This is normal and can be expected. What is being presented here is a method of working through a research project that will enable you to progress through it in a more efficient and effective manner.
Simply put, research is asking a question and finding an answer.
To begin this process, gather the following together:
q Project Descriptor
q Grading Rubric
q All handouts relevant to the project
Read the Project Descriptor. Answer the following questions:
What class is this for?
________________________
What is the topic? ____________________________
What will the final product be (Paper, brochure, Power Point)? _____________
Read the Project Descriptor and Grading Rubric.
Underline, Circle or Highlight key terms that describe what the project is to be about.
(i.e. people, places, events, names of any sort, etc.)
Often when introducing the project the teacher will stress what they find important. Write that information down.
Also: Read the Grading Rubric, if provided. Information on the content needed is always provided here.
Write questions centered on the terms that you identified.
Remember the 5W & H: Who What, Where, When, Why, & How?
Consider: If you are looking for a blue sports car, how many will you find? How quickly?
If you are looking for a method of transportation, a pair of sneakers will do, won’t it?
Step #2: Identify all possible resources and select the BEST resources to use.
Again, read the Project Descriptor & Grading Rubric. Often the teacher will list the types of resources & number of resources that they want you to use AND the resources they want you to avoid. Check to see:
q What resources are required? (Books, Reference Materials, Periodicals, Databases, Web Sites)
q How many resources are required?
q If pre-selected resources are available?
q If a Works-Cited/Bibliography is required?
After listing all the possible resources & marking the required resources, ask what are the BEST resources to use? Just because Google returns 20.5 million hits on a particular search does not mean that the answers will be any easier to find.
Note on Searching the Web: Statistically less than 10% of what is on the Web is credible or useful. When you are using a Web Site, check for the following:
q Author: Who wrote it? What are their credentials?
q Purpose: Why was the site created? What is the bias of the author?
q Creation: When was the site created/last updated?
q Resources: What resources did they use? Look for a Works Cited or Bibliography.
This is the actual search & location of the resources.
For Books: Use the OPAC in the Library.
Databases & the Web: These are available only through computers & you must search them. Use the databases before using the web because the content of a database is monitored & double-checked. Who can write a web site? How many times have you watched students edit information on the Wikipedia site?
Actually locating the information:
Read. There is no shortcut for reading.
In Books: Check the Table of Contents & Index. Also check the chapter headings.
If you use an encyclopedia, check for an outline.
In Magazines & Newspaper Articles: Read the abstract (if available) to see if it will help you. Then check the headings on the sub sections.
Databases: These are similar to Magazine, Newspaper & Encyclopedias.
The Web: Check for section headings and hot links.
Otherwise, read.
Remember: There is no shortcut for reading.
Once a quality source has been located, write out the works-cites/bibliography FIRST and then give it a code. (Letters, Numbers, etc.) This will help match notes to a specific resource.
Note Taking: Locate the list of questions that need answering & review them. 2 different methods exist for note taking:
1: 3x5 Cards: Write the question on top of the card with the answer underneath. Remember to put the source code in the upper right hand corner.
2: Question Sheets: Write one question on top of a sheet of paper. When an answer is found to the question, write the source code and then the answer.
Use one sheet of paper for each question.
Suggestion: Many students lose an incredible amount of time writing down information word for word from the resource. This often leads to plagiarism. A better solution is to only write down the key words & phrases that answer the question. Remember: Notes are not complete sentences.
In the event that something is so well phrased that to change the wording would weaken the statement, write down the information in quotation marks. This will serve as a reminder to use it word for word and to write out the proper citation. Writing the entire paper and placing it in quotation marks still counts as plagiarism though.
Go back to the project descriptor & the grading rubric. It will explain how to present the project best. (A written paper, power point, brochure, etc.)
Using the notes, hand-write a rough draft. Handwriting the project takes up no more time than just typing it out on the computer. It does help organize the project much better & will point out any weaknesses in the research. The final copy will proceed much quicker as well.
For Written Papers: Unless otherwise specified, it is recommended that students double space the paper, use a 12-point font, and Times New Roman script. This is easiest to read on the screen and on paper. DO NOT use bold. It is nothing but a waste of ink.
Proofreading: For written papers, read the paper out loud. If it does not sound correct out loud, it probably is not correct.
Spell-(Czech, Check, Cheque): Read and choose carefully.
Before turning the paper in:
q Proofreading: Let another person read the paper and check for errors.
q Rubric: Let another person grade the paper according to the rubric.
q Spell and Grammar Check: Chose carefully.
q Works Cited: Check the form and the formatting. (If required.)
q Other?
After the project is returned & graded:
q Read the paper & the teacher’s comments. The comments were written to help improve the project.
q Read the Rubric & see why a particular grade was assigned.
q Talk to the teacher about anything that is not understood.
Any Questions?
Ask the Librarian.
Works Cited:
Jansen, Barbara A. “Big 6 organizer for grades 7-12.” St. Andrew's Episcopal School, Austin, Texas. 2003. <http://www.standrews.austin.tx.us/library/Assignment%20Organizer.htm>
Available 25 Jan. 2005.
Eisenberg, Michael B. and Robert E. Berkowitz. Information problem solving: the Big 6 skills approach to library and information skills instruction. Norwood, NJ: Ablex Publishing Corporation, 1996.