5.+Teaching+Them+the+Skills

= Teaching Them the Skills =

Chapter 8: Where's That Green Book I Used Yesterday?
Students need to know how to cite resources and keep track of the resources they have used and the information they got from them. One way to do this is to create bibliographic sheets that are easy to use. Another suggestion found in this chapter is to use note card sheets to record bibliographic info and their notes. Then provide them with scissors and glue to cut up and rearrange their notes and organize their information into piles that can be later used to write sections of their reports. The following two sites were suggested as good sources of information on how to create bibliographies. [|www.noodletools.com]

[[image:thumb_At_the_Computer_12.png width="197" height="122" align="right"]]
[|www.easybib.com]

In this chapter Carlson and Bosnahan share their ideas on how to teach students to write a report. some of the strategies that they discuss are: 1. **Review the rubric**, so that students know what is expected of them. 2. **Provide them with steps** on how to write a report: a. Organize your information b. Write an introduction c. Write the body d. Write your conclusion e. Revise f. Edit g. Organize your bibliography h. Type your final draft 3. Have students **write in the first person** to express their own ideas and opinions to prevent fact reports and plagiarism. 4. Provide students with lesson on how to **create thesis statements** or leads. One suggestion they had, was to have students create promise statements that lets the reader know what they are going to be reading about. 5. **Use organized note cards** and have students write **one section at a time**. 6. Provide **revision and editing lessons.** 7. Have students **share drafts** with partners and comment on each other work. 8. Have students **reflect** on their own work.

Chapter 10: I'll Just Copy It Off the Internet
Younger students often do not understand plagiarism and need to be taught about it. A good way to do this is to show them real life examples that they can connect and relate to. One way to prevent plagiarism is to concentrate more on the research process then the final product and monitor it. Another way is to develop assignments that require students to process information and not just regurgitate facts. Have students crate an annotated bibliography or another task that concentrates more on the process. Also, you need to make sure students have a enough time to complete the task and are not rushed. A great resources that the authors shared in this chapter was this website that looks at structuring assignments to prevent plagiarism [|www.doug-johnson.com/dougwri/plagiarism-proofing-assignments.html]

** Share your thoughts: **
 * I work with middle school students from grade 6 to 8. Every year I have some incidents of **** plagiarism ****, even after I have done lessons on it. Often my grade 6's can explain to me what **** plagiarism **** is during lessons, but still seem to try the copy and paste trick with a few words changed here and there. Is this because they have not fully understood the concept or is because they are just in the process of developing their information literacy skills? What do you think are appropriate consequences for students who plagiarize in the younger grades? Should it be a learning experience? How do you deal with it in your classroom or library? **