In my Action Research course, our main project was to come up with an idea for research that we could perform in our own schools. The first step in this process was to select a topic: what issue in my school did I want to investigate? It had to be something that would be hands-on and support student achievement. After some initial reading, I decided that I wanted to focus on teaching research skills to younger students.
The next step was to write a problem statement that would narrow the focus of the research. My problem statement zeroed in on first and second graders and whether or not it would it be worthwhile to teach them research skills at such a young age. Once I committed myself to the problem statement, I then had to develop research questions that would form the basis for my data collection and analysis. Then my task was to identify the stakeholders to ensure that I would be developing and collecting data from the people who would be affected by the research question. Finally, I had to develop the data tool that would provide the information I needed to answer my research questions.
Unlike my classmates, I had the advantage of being able to actually conduct the research as the course unfolded since I was already a practicing librarian. I wrote out a script for the interviews that I would have for the first and second grade teachers. While that seemed kind of formal for a meeting with my colleagues, I wanted to be sure that I was prepared with the important issues to address in our discussions. As I look back through the script I wrote and remember the actual conversations I had with the teachers, I think my questions were pointed enough to generate an exciting brainstorming session about teaching research at these grade levels. For example, the first grade teachers and I realized that notetaking for the girls at this level need only be a word, a phrase or even a picture. The only question that I would eliminate now is the one describing the Big6 process; I have since discovered the simpler Super 3 model of “Plan, Do, Review.”
As can be seen in other areas of my portfolio (the Multimedia Presentation of Action Research Project and the Collaborative Unit with Two Detailed Lesson Plans), some wonderful projects were generated from this research plan, such as the first grade deer project and the second grade biography report. This assignment was an example of the type of strategic planning that a librarian should use throughout her program to engender successful collaboration that ultimately benefits the students.
The next step was to write a problem statement that would narrow the focus of the research. My problem statement zeroed in on first and second graders and whether or not it would it be worthwhile to teach them research skills at such a young age. Once I committed myself to the problem statement, I then had to develop research questions that would form the basis for my data collection and analysis. Then my task was to identify the stakeholders to ensure that I would be developing and collecting data from the people who would be affected by the research question. Finally, I had to develop the data tool that would provide the information I needed to answer my research questions.
Unlike my classmates, I had the advantage of being able to actually conduct the research as the course unfolded since I was already a practicing librarian. I wrote out a script for the interviews that I would have for the first and second grade teachers. While that seemed kind of formal for a meeting with my colleagues, I wanted to be sure that I was prepared with the important issues to address in our discussions. As I look back through the script I wrote and remember the actual conversations I had with the teachers, I think my questions were pointed enough to generate an exciting brainstorming session about teaching research at these grade levels. For example, the first grade teachers and I realized that notetaking for the girls at this level need only be a word, a phrase or even a picture. The only question that I would eliminate now is the one describing the Big6 process; I have since discovered the simpler Super 3 model of “Plan, Do, Review.”
As can be seen in other areas of my portfolio (the Multimedia Presentation of Action Research Project and the Collaborative Unit with Two Detailed Lesson Plans), some wonderful projects were generated from this research plan, such as the first grade deer project and the second grade biography report. This assignment was an example of the type of strategic planning that a librarian should use throughout her program to engender successful collaboration that ultimately benefits the students.