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Thinking about "research-alouds" -- I'd love to hear what others are doing to model research in the library. Do any of you keep a research notebook that you share with the students? How can we help students to see and hear us engaging in inquiry through an effective research process?

Also, how can we as school librarians best collaborate with the classroom teacher to model effective research in the classroom -- not the "archaic or inaccurately linear research practices" referred to on page 69? Do you sometimes find that your "model" and the teacher's "model" vary a great deal? Don't get me wrong, we are all learning constantly, from each other and from our students, and evolving and improving, hopefully, but how can we improve collaboration on our research methodology for the benefit of the students? I'd love some good ideas that have worked at your school . . .
It's fascinating because I see a lot of teachers who use the linear research models as a kind of classroom management. Structuring the task helps them keep things manageable.

Thinking out loud and making our own thinking, questioning, and processing explicit not only helps our students see what those tasks "look" like but validates their own natural curiosity.

I just got the Harvey/Daniels elementary DVD last week. I've only seen a few minutes so far. Has anyone else viewed it?
Hey, where is everybody? I've been distracted by a project about standards revisions...

One of the best sentences in the book is on p.69 "Real researchers do not use index cards anymore." I have seen high school students melt into a puddle when they see the index cards come out. Luckily, I also know many teachers who have moved beyond counting the cards to give a grade and who instead introduce their students to a multitude of alternatives both online and off.


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