Full Description
Aligned with the Common Core, this book enables teachers and librarians to develop lessons and workshops as well as to teach high school students how to research and write a humanities paper using a guided inquiry approach.
Being able to use the inquiry process to successfully research, write, and prepare papers and others types of presentations is not only necessary for a student's preparation for collegiate work, but is truly a requisite life skill. This book provides a solid guided inquiry curriculum for cultivating the skills needed to properly investigate a subject in the humanities, interrogate both textual and non-textual sources, interpret the information, develop an understanding of the topic, and effectively communicate one's findings. It is a powerful and practical guide for high school humanities teachers, school librarians, community college humanities teachers and librarians, and early college-level humanities instructors as well as for high school and college students who want to learn how to conduct and write up humanities research.
Part one comprises a teacher's practicum that explains the power of guided inquiry. Part two contains student's workshops with instructions and materials to conduct a guided humanities project and paper on the high school level. The third part provides materials for a professional development session for this assignment as well as assessment tools and other supplementary materials such as student handouts. Based on the authors' 15 years' experience in teaching guided inquiry, the 20 workshops in the book use a step-by-step, constructivist strategy for teaching a sophisticated humanities project that enables college readiness.
Contents
CONTENTS
Foreword by Carol Kuhlthau
Acknowledgments
Preface
PART I. TEACHER'S PRACTICUM
Chapter 1: The Traditional Humanities Research Paper
Chapter 2: The Rise of the Research Question and the Decline of the Thesis
Chapter 3: The Information Search Process, Guided Inquiry, and the Workshops
Chapter 4: Interrogation of Sources and the Development of a Researcher's Ideas by Directly Questioning the Materials
Chapter 5: Media Literacy and the Role of Social Media
Chapter 6: Metacognition, Assessment and Latitude: Measuring Growth
PART II. STUDENT WORKSHOPS
Prelude to a Research Project
Research in the Initiation Stage of the Information Search Process
Workshop 1: What Are the Humanities and Why Study Them?
Workshop 2: The Assignment
Workshop 3: Encouraging a Variety of Sources and Formats
Workshop 4: Hunting for Information and Browsing for Ideas
Research in the Selection Stage of the Information Search Process
Workshop 5: Coming Up with a Topic and Beginning to Ask a Question
Workshop 6: What Is Culture and What Is Cultural Criticism?
Workshop 7: Research in the Ubiquitous Media Environment
Workshop 8: Searching for Humanities Sources
Workshop 9: The Research Question
Workshop 10: Responsibility to Academic Honesty and the Problem with Plagiarism
Workshop 11: MLA Style and Formatting Paper
Workshop 12: Taking Notes and Keeping Track of Information
Research in the Formulation Stage of the Information Search Process
Workshop 13: Interrogating the Sources
Workshop 14: Further Developing the Research Question into a Thesis: Using Ideas Uncovered While Interrogating the Sources
Workshop 15: How to Organize Your Borrowed Information Into an Outline
Workshop 16: Filling the Research Holes
Research in the Presentation Stage of the Information Search Process
Workshop 17: Writing the Paper
Workshop 18: Writing a Conclusion and Creating a "Cover Page"
Workshop 19: Preparing to Peer Edit the Draft
Research in the Assessment Stage of the Information Search Process
Workshop 20: Protocols for Turning in the Research Paper and Learning Portfolio
Appendix A: Plan for Professional Development Workshop on the Guided Inquiry Approach to Teaching the Humanities Research Project
Appendix B: SLIM Packet Materials
Appendix C: Evaluation Samples and Rubric
References
Index
