Research and Style Manual (05/15/11 revision)

Introduction

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":

Information Literacy

• Standard 1: The student who is information literate accesses information efficiently and effectively.
• Standard 2: The student who is information literate evaluates information critically and competently.
• Standard 3: The student who is information literate uses information accurately and creatively.

• Standard 4: The student who is an independent learner is information literate and pursues information related to personal interests.
• Standard 5: The student who is an independent learner is information literate and appreciates literature and other creative expressions of information.
• Standard 6: The student who is an independent learner is information literate and strives for excellence in information seeking and knowledge generation.

• Standard 7: The student who contributes positively to the learning community and to society is information literate and recognizes the importance of information to a democratic society.
• Standard 8: The student who contributes positively to the learning community and to society is information literate and practices ethical behavior in regard to information and information technology.
• Standard 9: The student who contributes positively to the learning community and to society is information literate and participates effectively in groups to pursue and generate information. ("Information Power: The Nine Information Literacy Standards for Student Learning.")

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