Okay, now I have to add my two cents worth. I work in a school with a
50% turnover rate per year. I NEVER assume a kid knows anything because
chances are good that they were in another school district and possibly
another state when that particular thing (whatever that particular
thing) was taught. Having had foster kids who, while quite intelligent,
had gaps in their knowledge you could drive a truck through, I
understand that each kid comes through the door strengths and weaknesses
and we just need to tailor our teaching to their weaknesses.
Joanne Benson Glasgow
Teacher Librarian
Evergreen High Schools
830 SW 116th Street
Seattle, WA 98146
206-433-2311
glasgowj@hsd401.org
"At the moment that we persuade a child, any child, to cross that
threshold, that magic threshold into a library, we change their lives
forever, for the better." Barack Obama
-----Original Message-----
From: School Library Media & Network Communications
[mailto:LM_NET@LISTSERV.SYR.EDU] On Behalf Of Lisa Hunt
Sent: Wednesday, May 30, 2007 3:54 AM
To: LM_NET@LISTSERV.SYR.EDU
Subject: Re: [LM_NET] Research and plagiarism policies
I think we all just deal with the abilities that come through the door.
My school has the discussion every year or two about "Why don't the
(younger grade teachers) teach (vital skills) so my (older grade
students) are prepared?" The answer to this is, "They do."
Writing and research are taught in the elementary grades in my
district, but students consistently show up in JH and behave as though
they have no idea what to do. Then, the HS students act with the same
confusion after JH is completed.
It seems like we have to reteach all the time.
Gail Smith <gsmith@EDISON.CPS.K12.IL.US> wrote:
Not to be pointing a finger at anyone, but I am just wondering why
9th and 10th graders would just be starting to learn the research
process at that age. Similarly, why would they just now be learning
the writing process. From your position, if they have not learned
how to do either of these things, you are doing well to teach them
research and writing, but I would suggest that their elementary and
middle school experience should have them prepared so they would be
refining skills at your level, to which they were already introduced
in prior years. I don't know the curriculum in the lower schools of
your area, but our students begin research skills in 3rd grade, that
include a source list with title and author of any materials they
used. We don't teach any formal citation style until later, but
writing process and research skills are taught, starting in the
elementary grades. I would feel that I had not done my job if I sent
8th grade graduates out of here without a good grasp of researching,
writing, and citing sources. By then they do know the how and why of
bibliographic citations.
Gail Smith, NBCT
Librarian & Tech Facilitator
Edison Regional Gifted Center - Chicago, Illinois
gsmith@edison.cps.k12.il.us
On May 29, 2007, at 9:26 AM, Karl Dowell wrote:
> Ken Umbach's comments make me want to restate my position more
> clearly.
> I agree wholeheartedly that people entering a professional arena
> should
> possess compentence in the associated skills. On the other hand, 9th
> and 10th graders really do have their hands full. They are
> beginning to
> learn the basic research process at the same time they are learning
> the
> writing process! Each is quite difficult in its own right. Adding
> full
> MLA citation instruction simply overloads most of these students.
> I do
> think students graduating high school should have a grasp of not only
> proper format but the reasons why it is done and be able to document
> their research according to the standard reasonably well. That's my
> goal.
>
> And I think David Lininger's suggested citation style is an even
> better
> answer than the automated citation websites.
>
>
>
> Karl Dowell
> Media Director
> Mustang High School
> Mustang OK
> dowellk@mustangps.org
>
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Lisa Hunt
School Library Media Specialist, elementary
National Board Certified Teacher
Moore, OK
lisa3moon@yahoo.com
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