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Research

Learner Profiles
Thinker
Inquirer
Principled
Open minded
Knowledgable

Concepts of research
  • Identification of a problem
  • Specifying the purpose of research
  • Determine specific research questions
  • Specification of a Conceptual framework - Usually a set of hypotheses 
  • Choice of a methodology (for data collection)
  • Data collection and curation
  • Analyzing and interpreting the data
  • Reporting and evaluating research
  • Communicating the research findings and, possibly, recommendations
  • https://en.wikipedia.org/wiki/Research

Characteristics of a researcher

 A good researcher:
  • manifests thirst for new information.
  • has an open mind, by looking for different perspectives
  • has a keen sense of awareness about the world, community & themselves. 
  • likes to reflect or think about the things he encounters and asks questions.
  • is able to express their ideas & arguments based on their findings and thinking. 
  • applies a systematic approach in assessing situations.

http://simplyeducate.me/2012/10/24/5-qualities-of-a-good-researcher/
Information literacy skills
Finding, interpreting, judging and creating information

Open 

Invitation to learning
Consider all options
Curiosity stimulated

  • What interests me most about this topic?
  • Why is it important to me?
  • What would I like to learn more about?
  • What does it remind me of?

Immerse
Build background knowledge
Connect to content
Connects information need to previous knowledge

  • What do I already know about this topic?
  • What questions do I have already
  • Where can I find out more?

Explore
Explore interesting ideas
Look around at all sources of information
Dip into what interests you
Connects ideas to self, finds interest


  • What sources may be helpful to learn more?
  • When I learn more about the topic, what am I finding interesting?
  • Are there things I want to tell others about?
  • What new connections, ideas questions do I have?

Identify
Pause and ponder
Identify the question
Decide direction to take
Defining information need
Purpose of the need
Identifies the focus for the inquiry
Identifies keywords, concepts and terms
Identifies the big picture of schema
Develops and refines questions


  • Am I ready to create or start to answer a big question?
  • Are there big ideas and questions from my notes to help me prioritise?
  • What is the question?
  • What do I need to do to meet the criteria?

Finding / Gather
Makes predictions about the kind of information needed
Identifying possible suitable sources
Locating suitable sources
Locating information within each source
Predicts what and how much information is required to answer the questions
Seeks information from diverse genres, formats, & points of view
Understands the organisation of information
Plans research, follows a timeline

  • What resources will be most useful to answering the question?
  • How much information is enough?
  • How will I record what I find?
  • What are the big ideas I am learning?
  • Are there any surprises?

Within Finding / Gathering are the following :-
    Curation
     collects information with purpose
     organises the information in a logical manner related to need
​    
   Interpreting
    Uses reading, listening, and visual literacy skills to drive                    meaning and monitor own understanding
    Make connections between various sources of information
    Selects, paraphrases, summarises, and records appropriate            information in a reflective and interactive process.
    Looks for patterns and connects ideas across resources.

   Judging
    Evaluates sources for usefulness, relevance, clarity, currency,          reliability, validity, authority, accuracy.
   Evaluates information for fact, opinion, point of view & bias
   Identifies the main ideas from the research


Elaborative Interrogation & self explanation
As you read the information you consider the connections between what you are reading and what you already know.
Self explanation requires you to periodically explain to yourself why assertions in the text are justified. - making connections.

Distributed practise :- split study or learning into two sessions. 
Interleaved practise : -study and practise of different concepts within a single session
Practise testing : low stakes quizzes improves memory (Willingham)

Create
Reflect on your learning
Go beyond facts to create meaning
Create to communicate your learning
  • What is the best way to show my learning?
  • Who is the audience?
  • What connections did I discover?
  • How much time will it take to create what I want?
  • What are the big ideas I will share?
  • Does my creation meet the assessment criteria?

Share
Learning from each other
Share your learning
Tell your story
  • How will I share my learning?
  • How can I communicate my learning clearly?

Evaluate
Evaluate achievement goals
Reflect on learning
Reflect on the process
  • What part of the assignment did I like the most?
  • Where could I improve to make the experience better?
  • What ATL skills could be improved?


Media literacy skills





​In the broadest sense of the word, the definition of research includes any gathering of data, information and facts for the advancement of knowledge."

"Research is a process of steps used to collect and analyze information to increase our understanding of a topic or issue". It consists of three steps: Pose a question, collect data 
to answer the question, and present an answer to the question.
Wikipedia Research 


General Resources

The NY Information Fluency Continuum - a comprehensive volume of outcomes & sub skills broken down across year levels.
Preventing Plagiarism
6 key skills of learning curation
​Curating Content with students
Take Note: How to Curate Learning Digitally
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