A Guided Inquiry Approach to Teaching the Humanities Research Project
216
A Guided Inquiry Approach to Teaching the Humanities Research Project
216Paperback
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Overview
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.
Product Details
| ISBN-13: | 9781440834387 |
|---|---|
| Publisher: | Bloomsbury Academic |
| Publication date: | 08/26/2015 |
| Series: | Libraries Unlimited Guided Inquiry |
| Pages: | 216 |
| Product dimensions: | 8.50(w) x 10.90(h) x 0.70(d) |
About the Author
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.
Table of Contents
CONTENTSForeword 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 Turbaning 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
What People are Saying About This
"By training I am an applied psychologist primarily working on research and practice in the area of employee selection. I have taught research methods at the undergraduate and graduate levels and can only say that when I started out I wish I had a roadmap for my area of expertise as clear, concise, and helpful as this volume. What makes Schmidt, Giordano & Schmidt (2015) effective is its weaving of theory, research, and practice into an easy to follow, very logical presentation of how to instruct young scholars conduct a research project in the Humanities. I was very impressed with the six chapters describing the process, each one concise and complete in detailing the focal topic and then how these chapters easily flowed into the 20 student workshops that further deconstructed the methods of inquiry. I was particularly struck by Chapter 4, 'Interrogation of Sources', with its clear delineation of how this research is not necessarily something that comes naturally to all. The vast array of examples helps guide the understanding of even those less inclined to the process to fully understand source interrogation. Workshop 13 provides 16 examples of source entities from allusions to art work to legal documents and more on how one might approach interrogation of that type of source. Overall the book allows those using it to start with an effective teaching framework and apply their own style and experiences to the process. I'm very impressed with the thought and expertise that went into producing this fine instructional guide."