Louise Spilsbury is an experienced author of nonfiction books for young people. Her writing covers a wide range of topics from animals and science to history and social studies.
Each guide begins with a definition of research followed by an
overview of the topic's history. The authors define primary and
secondary sources and describe how to formulate research questions,
begin research using a variety of print and electronic sources,
evaluate sources, organize and properly cite material, avoid
plagiarism, and present results in various formats. Although there
are minor differences in content, all three books describe basic
research techniques, suggest strategies such as using a KWL chart
(What I Know, What I Want to Know, and What I Learned) and SQ3R
(Survey, Question, Read, Recite, and Review) for initiating and
organizing work, and show students how to create time lines and use
graphic organizers. Sidebars and graphics supplement the texts. The
titles include general and topic-specific sources; "Find Out More"
sections include books, Web sites, places to visit, and additional
research topics. While students may find these books to be somewhat
helpful, much of the advice is widely taught in classrooms and can
also be found in general and topical research guides on the
Internet. Most students would be better served by books that
provide better historical content and analysis, either in series
such as "Images and Issues of Women in the Twentieth Century" (21st
Century Bks.) and "Slavery in American History" (Enslow) or
individual titles such as R. Conrad Stein's The Industrial
Revolution: Manufacturing a Better America (Enslow, 2006).
Recommended-Mary Mueller, Rolla Junior High School, MO School
Library JournalFebruary 2010-- "School Library Journal"
Four- to eight-page chapters present step-by-step guidelines on how
to select a topic, where to find information, and how to take notes
using the 5 Ws, arrange the information, and write the paper and
present it orally, if required. The authors explain the difference
between primary and secondary sources and suggest resources such as
diaries, letters, documents, books, newspapers, photos, recordings,
maps, and the Internet. Specific examples of particular types of
information are often printed on colored backgrounds. The authors
also stress the importance of determining authenticity of material,
but give little guidance as to how to do that, especially when
evaluating online information. Plagiarism is defined and
discouraged. The texts explain the use of graphic organizers, Venn
diagrams, pie charts, time lines, concept webs, and KWL charts as
examples. Both titles are liberally illustrated with photos, most
of which are black and white. Though these titles will be useful to
students, it is doubtful that teens will read them unless required,
and librarians will be better off suggesting the books to the
teachers making the assignments. Solid purchases where formal
research is part of the curriculum. Recommended-Eldon Younce,
formerly at Harper Elementary School, KS School Library Journal
March 2010-- "School Library Journal"
This series is a great introduction to research, but could have
been written in one book. Each title takes the reader through the
research process using a specific topic as an example, but the
books will not offer much on the topic. In each, the author takes
the reader through topic selection, narrowing topics, notetaking,
and explains important issues like plagiarism and website
evaluation. The books also cover different types of resources and
use various graphic organizers to help researchers. Each book does
contain a timeline and at least one chapter overview on the given
topic, but since there is no detailed information, libraries don't
really need to add more than one title. Additional Selection.
-Esther Keller, I.S. 278 Marine Park, Brooklyn, New YorkLibrary
Media ConnectionMay/June 2010-- "Library Media Connection"
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