Competency: Additional Search Practice

Browsing Search in Books in Print

I conducted a Browsing Search in Books in Print (BIP) database. First, I browsed the Subject (All) Index and entered s1 project based learning. I was directed to Project Management. No hits for my topic. Then, I started a new search and browsed the BIASC Subject Index and entered s1 project based learning. I was directed to Psychology. Next, I browsed the sub-subject Psychology-Education and Training. Again, no relevant hits were retrieved.

I began a third new search and browsed from the Quick Search, Keyword in Title from the drop down menu and entered s1 project based learning.

The result was 29 hits. I found 27 relevant to school based education.

The browsing search approach is a simple search strategy and the database does have a help function with downloadable user guides if I had wanted to continue with a different type of search. The browsing search did eventually bring relevant results but it took time to browse different fields. I would not use this approach when needing relevant information quickly.

Competency: Additional Search Practice

Building Block Search in DIALOG. The selected database is ERIC.

For the search, I used my blog topic Project Based Learning. I entered a string in the command box ss project based learning or problem based learning. Here are the hits:

Next, I entered in the command: ss teacher or educator. Here are the hits:

Lastly, I entered the command: ss learning style? or teaching method? Here are the hits:

Now, I have my three facets, I combined them by the command: ss s3 and s6 and s9.
Here are the hits: 195

I decided to set limits and entered a publication year following my blue notes
ss s10/2005 which resulted in 20 hits.
I wanted to know if there was any information exclusive to the current year and entered ss s10 and PY=2010 which resulted in 6 hits.
Here are the results and one of the hits.

I wanted to check for any misses using a different term. I entered the string in the command: ss inquiry based learning and received 0 hits.

Here is the cost:

I performed a building block search in DIALOG after printing the blue sheets, practicing on ONTAP, and studying the course notes. For a novice, the quick reference card and blue sheets must be printed off before planning the search. There are many codes to remember. It is apparent that a lot of time and money is consumed if the searcher must continuously refer to the blue sheets during a search. DIALOG is complicated and would not be my first choice in conducting a search.

Competency 9: Internet

I used Google Search with the phrase project based learning and found the Buck Institute for Education, Project Based Learning for the 21st Century website at http://www.bie.org/

The Buck Institute for Education was founded in 1987 to improve education by developing the teaching practice for Project-Based Learning (PBL) in order to give students real world experiences. The reason I chose this website is because it brings together many partners in educational research for PBL to support teachers and engaging students. The research is an important area of the organization’s goal for design, evaluation of learning methods, professional development, and collaboration with many school design organizations. It will be necessary for the school librarian to collaborate with the teacher in the management of student groups and assisting with technological resources. This website is important for my topic as it moves through different pages to explain what PBL is, examples, online project libraries, advice from teachers in preparation, planning, and assessing. It also includes a research page with many articles the design is based on.

Competency 8: Research Visual/Multimedia

I found this image by searching project based learning on Google Images. http://www-cdr.stanford.edu/~leifer/publications/Osaka95/images/Osaka953.gif

I chose this image because I believe that it represents the research indicating how learners access their own learning in producing the project or final outcome in project based learning education. At the time of this research, technology was still evolving and the research proposed that Project-Based learning would become widespread and that the student products would support the curriculum and learning process (Leifer, 1995). I believe that this validates the need for continued research and the vision of how technology will become essential in the learning process. The research was carried out in the Center for Design Research in the Department of Mechanical Engineering at Stanford University, Stanford, CA for undergraduate and graduate students, but it can be seen how this educational process can be utilized in all grade levels.

Leifer (1995) stated the following:

Project-Based-Learning is both old and new. It is familiar as the classical conveyor of skills through apprenticeship. It is new as re-interpreted to be the formal process of linking and integrating theory and practice. Through emerging communication technology it is almost revolutionary in given power back to the learner to structure and assess one's own learning performance at all levels of professional development. (Conclusion section, para. 1)

Copyright information:
Leifer, L. (1995). Evaluating Product-Based-Learning Education. Paper presented at 1995 Osaka Conference. Retrieved July 8, 2010, from http://www-cdr.stanford.edu/~leifer/publications/Osaka95/Osaka95.html

Competency 7: Image

I searched Google Images with the phrase project based learning. The results of the search produced the image located at http://edtech.boisestate.edu/krice/PBL/modules.gif.

I chose this image because it replicates the sequence of steps in which educators and librarians can follow when utilizing the teaching strategy implementing project based learning. The tutorial defines the concept of project based learning (PBL) and each corresponding step presented in the image. During the search process the image was found to be part of a paper from Kerry Lynn Rice, M.S. http://edtech.boisestate.edu/krice/PBL/developing_an_interactive_course.htm which sites the website Project Based Learning, The Online Resource for PBL at the link http://pbl-online.org/default.htm. When retrieved from the website, the image is interactive so that each module can be explored. I noticed that this image was being posted by other individuals’ blogs or wikis. It was an interesting search in itself to locate the origin of the image. I found the image helpful in understanding how to create this type of learning environment. For example, in the first module, Begin with the End in Mind, it has 6 areas or exploration and 2 areas for practice: Develop a Project Idea, Decide the Scope of the Project, Select Standards, Incorporate Simultaneous Outcomes, Work from Project Design Criteria, Create the Optimal Learning Environment, Choose a Strategy, and Choose a Project. This image led me to an amazing website.

Copyright information:
Department of Educational Technology, Boise State University (2005). Standards-Focused Project Based Learning Online Course. Retrieved July 9, 2010, from The Buck Institute for Education and Boise State University, Boise, ID. Web site: http://pbl-online.org/default.htm.

Competency 6: Citation Pearl Growing Search Strategy

In searching the database, Academic Search Complete, using the citation pearl growing search strategy my first search was s1 project based learning. The return was 296 hits. I modified the search based on the results. I read the titles and descriptors of the first results and selected the term s2 inquiry. The modified query resulted in 25 relevant hits. I did not use any limiters. The citation pearl growing strategy produced a quick and uncomplicated search by using the descriptors and titles. The Academic Search Complete database was straightforward in searching. The final search resulted in relevant research for my topic of project based learning and school librarians.

Competency 6: Specific Facet First Search Strategy

In conducting a specific facet first search, I decided to use the concept term s1 project based learning as my most specific facet in the Project Muse database. The return was 12,906 hits. I modified with the next facet in s2 school library. The result was 5249 hits. The return is still too high even though I am using the most specific phrase. I modified the search by using quotation marks “project based learning” in order to mark the phrase to be in the exact order. I left s2 school library as it was. The result of the search was 9 hits. This seemed too few. I modified the search again by removing the s2 school library. I wanted to return to my first term making it the most specific facet. The return was 19 relevant hits. The Project Muse database was user friendly, the help support link was useful, and my search returned relevant information.