Research and Style Manual (05/15/11 revision)| Introduction | Start | Source Cards | Taking Notes | Plagiarism |
| Set-up and Quick Start | In-Text Citation | Works Cited and Consulted | Conventions |
A research project, whether it is a traditional paper, a video, or a multimedia presentation, is the end product of a thinking process which involves student-centered questioning.
Research is a life skill. We are always seeking information. What car or stereo should I buy? Which college should I choose? Which book should I read next? How can I sell this idea to my boss? How can I convince the school board to act on my proposal? Our ability to use information helps us reach conclusions, make our choices, and communicate more effectively.
Just as the careful car stereo buyer may "research" Consumer Reports and ask friends for comments about which model is the best, the careful student researches a topic in the process of thinking through his or her project. He or she consults as many different, reliable sources as possible, makes notes, asks questions, consults additional sources, and develops a point of view based upon all of the information he has found. As students gather information to reach a conclusion or support a hypothesis, they develop lifelong skills of information literacy.
Information literacy is the ability to access, evaluate and use information from multiple formats -- books, newspapers, videos, CD-ROMs, or the Web. Information literacy is a set of competencies-- skills that will grow with students, even when current operating systems, search engines, or platforms are obsolete. Information problem solving skills are required across all disciplines.
The American Association of School Librarians has identified
"Nine Information Literacy Standards for Student Learning":