Instruction to pre-service elementary science teachers; emphasizes science teacher and school library collaboration.

1. “Combine Science and
Information Literacy
Standards to improve
instruction and
increase student
learning and
achievement.”
Dr. Kenneth Thompson
Professor, PS115 Our Physical World
kthompso@emporia.edu
Dr. Mirah Dow
Assistant Professor
School of Library and Information Management
mdow@emporia.edu
Emporia State University

2. co-teaching
Basic Components (two heads are better than one)
• Two areas of expertise are used.
• Two teachers share responsibilities for
planning,
implementing instruction, and
evaluation of student work.
• Two teachers assess the teaching and learning
experience and improve it for next time.

3. co-teaching models or strategies
❶one content area teacher teaches, one assists
❷two content area teachers teach, equal partners
❸one content area teacher AND one school librarian
in a collaborative partnership, working together to
achieve goals for student learning
#3 Benefits:
– Generate more ideas and creativity
– Cover more standards and materials
– More interesting to a variety of students
– More one-to-one attention and instruction
– Students do not have to wait as long for questions to be answered.
– Students learn to access, evaluate, and use content: become
information literate.

4. Resources to Help Your Students
As a science teacher, partner with the
school librarian in teaching scientific
principles, the scientific method and
doing science projects.
Use the library. Go beyond the class textbook with:
Books (bound and e-books)
Electronic Reference Books
Subscription Databases
Kansas Library Card (free)
Website

5. Two Stages of Research
Student Science Teacher Librarian
Stage One: Preparation Stage
Literature Context
→ Topic → Observation → Question(s) → Hypothesis →

6. Two Stages of Research
Student Science Teacher Librarians
Stage Two: Experimental Stage
Data Context
→ Design → Conduct → Analysis → Conclusions → Communication

7. Guided Inquiry Model
K—What do I Know? Literature review, research area, topic, context
W—What do I Want to know? Research Questions
F—How do I Find out? Method: What is the design of my study?
Who will I question?
What method will I use for data collection?
L—What did I Learn? Results: data and data analysis
U—How do I Use what I learned? Conclusions: Answer your research questions –
What’s new? How does it apply to what is already
known.
N—What will I do Next time? Conclusions
How can my study inform next research steps?
K-W-F L-U-N (first letter mnemonic strategy)

8. LibGuide Take a look!
“Research” – Handout by Dow & Thompson
• Example topic/problem statements
Combine science and information literacy
standards
– Based on authentic scenarios
– Keywords for preparation stage
– Resources (go beyond course textbook)
– Ready-made to formulate hypothesis and to identify
independent (stands alone), dependent (depends on
other factors) and control variables (constant).

9. Questions?

10. References
Guided Inquiry model from book:
Kuhlthau, C., Maniotes, L. K., & Caspari, A. K. (2007). Guided Inquiry: Learning in the 21st
century. Libraries Unlimited.
Representation of the Research Process from book:
Blaxter, L., Hughes, C., & Tight, M. (2006). How to research. Open University Press, 8-9.
Two Phases of Research model from PP:
Dow, M. J. Nothing is as real world as competition. School librarians’ roles with students
and teachers in science fair competition.
http://www.slideshare.net/mdow/dow-presentation-oct-14
Science teacher and school librarian partnership from journal article:
Dow, M. J. (2011). School librarians and science fair competition. School Library Monthly,
17-20.
“Research” handout in William Allen White Library, Library Resources, Research Guide:
http://libguides.emporia.edu/ourphysicalworldPS115