A Guided Inquiry Approach to Teaching the Humanities Research Project

A Guided Inquiry Approach to Teaching the Humanities Research Project

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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.

Presents 20 workshops that provide deep detail in humanities study, interrogation of sources, note taking, and developing the research question

Includes teachers' practicums that explain guided inquiry and humanities study

Explains methods that will enable students to learn how to interrogate drama, photos, art, artifacts, garments, music, political cartoons, speech, fiction, and nonfiction

Describes the Information Search Process within the structures of a step-by-step workshop environment that serves both research and writing
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Product details

  • Paperback | 192 pages
  • 213.36 x 276.86 x 15.24mm | 612.35g
  • Libraries Unlimited Inc
  • Englewood, United States
  • English
  • 1440834385
  • 9781440834387
  • 1,054,031

Table of 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
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Review quote

" It could be useful for those of you working closely with first-year composition instructors. Hopefully more high school students will experience these types of projects and come to college ready to push even further." - The Ubiquitous Librian "[C]learly explained. Emphasis is placed on the collaboration of students, teachers, and school librarians; and on the role of the school library as the 'hub of an information network.' This is a valuable tool for preparing high school students for research projects in high school and college." - VOYA
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About Randell K. Schmidt

Randell K. Schmidt is head librarian at Gill St. Bernard's School in Gladstone, NJ.

Emilia N. Giordano is assistant librarian at Gill St. Bernard's School in Gladstone, NJ.

Geoffrey M. Schmidt is director of curriculum and instruction at Phoenix Charter School in Springfield, MA.
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