Discussion for October - Leading Lines interview with Mike Caulfield

I have taught a shortened version of the CRAAP test but have found more and more often that it really does not do what we need it to do. I agree with Mike that finding an email address of the author does not give that author authority. It does have to move on and I am interested in what is being said here.

I use a version of the CRAAP test for students but did agree with Mike too that there are other ways of looking at testing research material reliability - felt I wanted to learn more about this area

I had to look up what this meant and was delighted to hear that it means “allowing students to learn by discovering for themselves” I love this as this is what FOSIL is all about...

I looked it up too and had not come across it before

I think if we understand the reseach process then teaching students to do this at their level is absolutely possible. I don’t think we should be leaving it until they need it. The more practice they get the easier it will be in the long run.

I agree, we can teach the students at the right level at the right age. We need to be starting this process much earlier.

I think the conversation is more about getting lost in the world of information overload is an important one. Getting them to stop and read what they have found is really important. Maybe we should give students timers and after 3 mins they have to use what they have found...

I do not always think students find the right answer in 30 seconds - might try this as part of a research lesson and find out myself - I do not always think they have the skills to look beyond page 1 of google

I feel that a slower approach is important. Taking time to read what you have found is essential but many students really do not want to do this. Teaching them that time spent reading is not wasted and will maybe help them come to an answer quicker is an important lesson to learn. Building it into the inquiry process is a good idea.

Slower is better - too much time is wasted when students haven’t laid the groundwork in research

I have had a real about turn re- Wikipedia. I was very definitely against it in any way shape or form a few years ago but that has changed. I believe for secondary students it can be a good place to start. I still would not agree with referencing it but I would encourage students to look at the references attached to an article. I attended a great conference session on using Wikipedia with students. They were asked to find and edit an article not only did they begin to understand this tool but it also supported their own research which was out on the open web. The learning in this was obvious. I won't be so worried about students using Wikipedia in future.

My advice for Wikipedia has been you can start with it but do not finish with it. I learnt from the podcast that it is more reliable than I thought but I will stand by my current thought that I would not want to see it referenced in an essay

Yes, I did learn a lot by listening to this podcast. It is not something I do very often but it makes a change from reading. I think my biggest takeaway is that ideas on research are always changing and as school librarians, we need to keep up to date and not just use the same old ideas all the time. We need to look out for the new stuff too and add this to our teaching repertoire.

I did learn a lot agree I don’t listen to podcasts very often and found myself having to rewind it if my attention lapsed. also agree need to stay up to date