C+-+Laurel+-+(off+Lake)+-+What+we+Talk+About+When+We+Talk+About+Research

=**7-12 [|Google Doc- What we talk about when we talk about research]**= = = =**K-6**=
 * Elaine: __ekaufmann@trevor.org__
 * Rebecca __rduvall@bhmsny.org__
 * Jessica __jpanek@ecfs.org__
 * Joanna __jsondheim@cgps.org__
 * Karen __kschifferdecker@mka.org__
 * Tom __truddy@mka.org__
 * Maria __mfalgoust@isbrooklyn.org__
 * Karen G __kgrenke@townschool.org__
 * Patricia M __patricia.mahony@trinityschoolnyc.org__
 * Briar __bsauro@berkeleycarroll.org__
 * Eve __ewolfsohn@gcschool.org__
 * __skresberg@allen-stevenson.org__
 * Paula __pzamoragonzalez@friendsseminary.org__

For those of you who asked.... [|MKA Research Cycle] and [|presentation slides from a presentation at NJASL on its development] (Jill, Tom and Karen from MKA) Information about [|__DOE listserv__] [|__Recommended resources for Immigration/Migration__]
 * Sarah:
 * Frustration about the research process fluctuating when research partners change; seeking to create a research framework that would be consistent across disciplines
 * Tried the “Big 6” but it didn’t really stick; wound up forming a combination of guided inquiry and engineering design. Pilot with a 4th grade Ancient Egypt research project, perhaps future pilot with upper school?
 * Brought it up with critical friends (confidential get together about once a month where colleagues can bring dilemmas, failed projects, etc. with a set protocol to work through it)
 * Karen G.:
 * What is our role as librarian in collaboration with the classroom teachers for teaching research? (Reggio Emilia approach of extreme collaboration)
 * Karen S.
 * Tension between student-led curriculum and being rigorous
 * Tom:
 * Now that people have 1-to-1 devices, so much of the research process is happening in the classroom so it is hard to keep up with consistent vocabulary, research process
 * Briar:
 * Most effective model for meeting about collaboration was implementing a second meeting (not all Lower School) where the agenda was very clear, interactive (everyone brings a post-it and writes every unit they work on and start grouping) but meetings where people just got together to talk was not effective
 * Paula:
 * Hard to justify not using google when there is a lack of high-quality resources at age-appropriate resources
 * Patricia:
 * NovelNY has changed databases recently
 * Briar and :
 * Newsomatic and Indykids
 * Patricia
 * Difficulty finding resources for research that are non-dominant narratives
 * Karen G:
 * Does it make more sense to let the resources that are available determine the project (as opposed to the other way around)?
 * Briar:
 * The problem is that then the dominant narratives are the ones that keep getting perpetuated
 * Karen:
 * Relationship with a Scholastic representative who took their feedback about needing early chapter books that don’t look baby-ish and it resulted in Branches books
 * Patricia:
 * Re-focused their research project into countries that currently have a lot of immigration and wanted to incorporate a creative element so used the book Maleka’s Winter Carnival as a model to write a memory of their homeland
 * Sarah K:
 * 2nd grade immigration project wanted to incorporate STEAM, students had to design a waiting room at JFK (what would you want to be in there, what would you need when you arrived, what if you were a kid) and build a prototype
 * Paula:
 * How do create good habits of giving credit to other people’s research, intellectual property, especially when they are projects that do not happen through the library?
 * Tom:
 * 6 years ago school had a research summit, came up with a common image that gets used K-12, has created a lot of consistency
 * Sarah:
 * Starts with modeling, teachers don’t always realize that it’s gotten a lot easier
 * Start with new teachers during orientation and say that it’s a school expectation to use images they have rights to
 * Interested in breaking down barriers so the library webpage has a big button that has images that can be used
 * Natural allies are arts teachers since they can sympathize with being ripped off
 * Karen S.:
 * Making bibliographies that are 1st-grade friendly
 * Briar:
 * Using “information seeking behavior” instead of research
 * Creating a scope and sequence that extends from the lower school by having teachers writing their research projects on post-its and adding them to a calendar and syncing those from the skills on a research skills checklist
 * Sarah K:
 * A few years ago when using the Big 6, the headmaster mandated that students had to experience the Big 6 three times a year
 * “Retreats” to create a new project by having all the teachers get together in a room for the day (get substitutes)
 * Briar:
 * EBSCO Discovery- has anyone used it?
 * Karen S:
 * Destiny discover chrome extension
 * Paula:

Research- Upper School