Rock, Roll, and Country Using an online database for research

1. Rock, Roll, and Country Using an online database for research Team 4 Katrina Davis, Kara Smith, Susan Sparks, and Jennifer Williams CIMT 620

2. Key point of this instructional unit Using a reliable database and using correct Boolean operators increase the efficiency of locating information. or (broadens) and (narrows) not (defines)

3. ? Why is this important? We live in exciting times for the growth and advancement of technology. It is important for us to learn how to best use the tools we have available to help us in our daily lives. This instruction is designed to teach you how to do just that.

4. Why do students need to know this information? Students need research skills for school papers and projects. Most students like to use computers but need to have better research skills to easily find information. Many students don’t know how to narrow, broaden, or define a search to find relevant information. Students need to develop life skills for college and beyond.

5. Who are the target learners? • The target learners are ninth grade students. • While many students learn research skills in their first year of college, they need those skills at the beginning of high school. • By starting at that age, students will have many practice opportunities before college.

6. Learning objectives Learners can define the purpose of an online database and describe how it is organized with at least 80% accuracy. Given an online database, the student can deduce at least three keywords to search for rap, rock, and country music. Learners can describe the three Boolean logical operators for an accurate search.

7. Learning objectives continued… Given an online database, the student can search for rap, rock, and country music using Boolean operators in ten minutes or fewer per category. Given a list of search results, the student can determine which three sources are most relevant with no more than one mistake. AND NOT OR

8. The instruction is arranged into five chapters Chapter 1: Databases: How do I use an online database? Chapter 2: Keywords: How do I find relevant material?

9. Chapter 3: Boolean Operators: What are Boolean logical operators? Chapter 4: Boolean Search: What Boolean operator should I use? Chapter 5: Relevant Sources: Which sources should I use?

10. Instructional strategies implemented Students were asked to perform various tasks. They were also required to correctly answer various questions. Examples of each are as follows: Given an online database explain its purpose and how it is organized – Verbal Know the options by which to conduct a search – Discrimination Define “Boolean” and the three logical operators – Defined concept and relational rules Set up a Boolean search for rap, rock, and country music – Procedural Read results and pick the three articles that are most appropriate – Procedural with decision steps

11. Pedagogy • The pedagogy implemented was • Define and explain the material • Walk learners through a guided example • Provide an opportunity for independent practice • Assess their learning

12. Why were these instructional strategies used? The instructional strategies used were chosen with our target audience in mind. We tried to use as many instructional strategies as we could, making sure they would work efficiently with our objectives. Ninth graders typically get bored very easily and we wanted to keep them thinking and using their minds to the best of their abilities.

13. How effective were the instructional strategies? Given the observations, feedback, and assessment scores, we concluded that the instructional unit is well-organized and keeps the attention of ninth grade students. Prerequisite assessment was written at the appropriate level.

14. Effectiveness of instructional strategy continued… Pre-test score was 60% with a standard deviation of 4.3. Post-test score mean was 87% with a standard deviation of 5.8. Average post-test score of 87% is evidence to conclude that the learning objectives are being met. 44% increase in scores suggest that the instructional unit is the facilitator of learning.

15. How was the formative evaluation conducted? • Three high school freshman from two high schools were allowed one hour and forty-five minutes to complete the instructional unit. • The library computer labs were used at one public and one private school. • Both libraries were quiet and air conditioned with minimal interruptions.

16. Formative evaluation continued… All three students were given the instructional packet, pencil, and access to a computer with the presentation loaded. During the completion of the instructional unit, each student was observed by a Group 4 teammate. After the completion of the post-test, students completed a follow-up questionnaire that was subsequently discussed with the Group 4 teammate.

17. Feedback received from the formative evaluation All students answered that the one hour and forty-five minutes was the correct amount of time needed. Two students felt that no part of the instructional unit was unclear or not explained completely. One student felt that clicking on links and logging in to the database needed further explanation. All students felt they would use the instructional information often in the future.

18. Feedback continued… • All three students agreed… • The instructional unit held their attention fairly well. • They are fairly confident about using Boolean operators to research other topics • They are fairly confident about finding information in other databases • They did not find the instructional unit difficult.

19. Recommendations Instructions regarding how to log on need clarification Encouragement to practice online need to be enhanced Additional test learners should be selected from a wider variety of geographic locations and demographic characteristics. Assuming similar results, this instructional unit should be implemented as part of the ninth grade curriculum.

20. Project Links • Here is a link to the entire instructional unit: Presentation • It is quite large so please allow a couple minutes for it to download • Here is a link to the printed document: Packet • This is where learners complete the assessments and can take notes while they work through the instructional unit