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Library Research

Let’s Use Technology!

Periodical Research

Objective: The students find two periodical sources by using library’s periodical databases.

Materials: The students need to find their topics of their next speech before the class. The teacher creates worksheets.

Steps:
1. The students and teacher go to the library.

2. They take a trip to the periodicals area of the library. The teacher explains the area in detail.

3. They move to the computer lab.

4. Periodical Databases
The teacher explains how to use the library’s periodical databases. He/she introduces two useful databases.

5. Activity
a. The teacher distributes worksheets to the students.
b. Each student find one magazine article, one newspaper article by using the two
databases. The content of the articles should be related to topics of their next speeches.
c. The students write down names of magazines and newspaper and titles of their articles on     the worksheets.
d. They also summarize the articles and write down the summarization on the worksheets.
e. The students will be free if they submit their worksheets.

Result: The students familiarize themselves with the periodical area and periodical databases.

Emi Nishimoto

Reference This!

Reference section of the library

Objective: At the end of this activity the student will know how to use the reference section of the library efficiently.

Materials: Paper and pen

Steps:
1. Ask students to write down 3 topics that they are interested in.
2. Take students to the library and ask them to look up each of the topics in the Libraray.
3. Have the student choose a reference piece on their topic and identify where (call numbers or electronic) they located the reference material.

Results: The student will find his/her own references in the library.

Patti Bomgaars

Hard Work Pays Off

Government Documents

OBJECTIVE: Students will become familiar with the advantages and spend time working in the Government Documents section of a library.

Materials: 3 x 5 note cards, library time

Steps:

1. Since students typically have limited time to actually spend in the library or may simply feel uncomfortable or unprepared in doing research in the Government Documents section of a library make sure preliminary information and instructions are given before relocating from the classroom to the library.

Begin by discussing some of the terms associated with the Government Documents section of a library. Explain to students: The federal government researches and publishes information on almost every subject imaginable, as well as keeps track of official records and statistics. Documents published by the government are usually housed in a separate section of a library. This section usually arranges material according to the Superintendent of Documents classification number, which can be found in the monthly Catalog of U.S. Government Publications, which is the most important index in the Government Documents area. Also useful may be the American Statistics Index. A huge number of government pamphlets, reports, and other publications can be found, and although may present a challenge for students are typically the most credible source one can choose. (Beebe)

2. In this lesson, students will be creating a preliminary bibliography, or list of promising resources. Student will be using 3 x 5 note cards which give the most flexibility. The note cards can be omitted, added, alphabetized, have comments written on them, ect.

3. Students should establish a consistent format in preparing their 3 x 5 note cards. This will also be promising in the end! In the Language Arts field we will be using the MLA (Modern Language Association) format.

4. For Government Documents such as pamphlets, newsletters, fact sheets, or other specialized information student will at least need the title, author, publisher, date, and page number. They will also need the Superintendent of Documents classification number which can be found in the Catalog of U.S. Government Publications.

5. A possible calculation may be one note card per page when preparing a written text.

Results: Once students have located, previewed, and ranked their resources they are ready to begin a more careful reading and note-taking. Students may choose to use the back of the note-card to write a direct quote from the source, and either use it directly in their speech or paraphrase it. Or they may want to consider making a photocopy, if permissible, and paperclip it to the note card.

The O-SO-EXCITING World of the Reference Section

Reference Section

OBJECTIVE: Students will be familiarized with the reference section of the library.

MATERIALS: Friendly librarian, handout

STEPS:
1. Take the students into the library at your school, or the local library.

2. Introduce them to the librarian of that section.

3. Give them a short tour of the section. Be sure to show them were materials can be found.

4. Break them into groups and ask them to find specific materials in the section. This is like a scavenger hunt; use the handout provided.

5. Check their findings.

6. Give them time to research for their upcoming speech.

RESULT: Students will have the opportunity to research information for their upcoming speech. They should find ways to appropriately use their findings in their next speech.

Group Name: ____________________________________________

1. Find the definition of Traceries in the dictionary. ________________________________________________________________________
________________________________________________________________________________________________________________________________________________
Draw a picture.

2. Look up Pocahontas in the encyclopedia. ________________________________________________________________________________________________________________________________________________________________________________________________________________________

What is one interesting fact that you found? ________________________________________________________________________________________________________________________________________________________________________________________________________________________

3. Find the definition of Etymology in the dictionary.
________________________________________________________________________________________________________________________________________________________________________________________________________________________
What is the Etymology of this word?
________________________________________________________________________________________________________________________________________________________________________________________________________________________

4. Find one word or phrase from either the dictionary of encyclopedia that you did not know previously. What is it? What does it mean?
________________________________________________________________________________________________________________________________________________________________________________________________________________________

Andee Collinson
Fall 2009

If You Can’t Spell It, Look It Up!

Topic: Using the Reference Section of the Library

Objective: Students will gain a general knowledge of what materials are available in the reference section of the library and the contents of the materials.  Students can then use these materials to perform research.

Materials: Attached Worksheet, Access to the Reference Section of the Library

Steps:

  1. Make a copy of the attached worksheet for each student in your class.

 

  1. Start by handing out the worksheet to every student and asking them where they would go to find the answers to the questions on the worksheet.  Tell them they can’t use the internet, but they do have library access.

 

  1. Discuss the materials found in the reference section of the library (dictionary, thesaurus, almanac, encyclopedia, atlas, ect…)

 

  1. Discuss the importance of using actual, tangible sources when it comes to answering questions like those on the sheet.  Since the Internet is a vast area of facts (most of which are untrue), it is worth the time of the students to get their facts correct the first time.

 

  1. Take the class to the reference section in the library and have them use the materials to find the answers to the questions on the worksheet.

Results: Have students make 10 more questions and them have them switch their questions with someone else to find in the reference section.

If You Can’t Spell It, Look It Up!

Worksheet

  1. What is the Gross Domestic Product of China?
  2. What is the State Bird of Florida?
  3. Who was Richard Nixon and for what is he famous?
  4. Define eavesdropping.
  5. What are three synonyms for the word late?
  6. What line of longitude passes through Cape Town, South Africa?
  7. What area a research was broadened by George Washington Carver?
  8. Where were the 1976 Olympics?
  9. Where was Edgar Allan Poe born?
  10. Which element on the periodic table is represented by the symbol ‘W’?

Grant Campbell