When I started teaching over a decade ago, most of my colleagues still required more print sources than web sources. We taught students how to use the library, both at school and in the local community, and had them write out their citations by hand, using an MLA style guide. We still had a card catalogue.
Clearly, a lot has changed since then.
But what hasn’t changed is the approach most teachers take to teach research skills. Teachers expect students to master the incredibly complex research process that involves: finding and vetting credible sources; choosing a strong research question; using evidence appropriately; citing sources and preparing a Works Cited page; drafting strong paragraphs; and finally, writing an appropriate introduction and conclusion that put the research in context as well as succinctly relates its importance. Students get one shot at all of that, then move on.
Is it any wonder that students need to be retaught research skills every year?
Clearly, a lot has changed since then.
But what hasn’t changed is the approach most teachers take to teach research skills. Teachers expect students to master the incredibly complex research process that involves: finding and vetting credible sources; choosing a strong research question; using evidence appropriately; citing sources and preparing a Works Cited page; drafting strong paragraphs; and finally, writing an appropriate introduction and conclusion that put the research in context as well as succinctly relates its importance. Students get one shot at all of that, then move on.
Is it any wonder that students need to be retaught research skills every year?
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