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A Guided Inquiry Approach to Teaching the Humanities Research Project
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"By training I am an applied psychologist primarily working on research and practice in the area of employee selection. I have taught research methods at the undergraduate and graduate levels and can only say that when I started out I wish I had a roadmap for my area of expertise as clear, concise, and helpful as this volume. What makes Schmidt, Giordano & Schmidt (2015) effective is its weaving of theory, research, and practice into an easy to follow, very logical presentation of how to instruct young scholars conduct a research project in the Humanities. I was very impressed with the six chapters describing the process, each one concise and complete in detailing the focal topic and then how these chapters easily flowed into the 20 student workshops that further deconstructed the methods of inquiry. I was particularly struck by Chapter 4, 'Interrogation of Sources', with its clear delineation of how this research is not necessarily something that comes naturally to all. The vast array of examples helps guide the understanding of even those less inclined to the process to fully understand source interrogation. Workshop 13 provides 16 examples of source entities from allusions to art work to legal documents and more on how one might approach interrogation of that type of source. Overall the book allows those using it to start with an effective teaching framework and apply their own style and experiences to the process. I'm very impressed with the thought and expertise that went into producing this fine instructional guide." -- Rick Jacobs, Professor of Psychology at Penn State University

Table of Contents

CONTENTS * Foreword by Carol Kuhlthau Acknowledgments Preface * PART I. TEACHER'S PRACTICUM Chapter 1: The Traditional Humanities Research Paper Chapter 2: The Rise of the Research Question and the Decline of the Thesis Chapter 3: The Information Search Process, Guided Inquiry, and the Workshops Chapter 4: Interrogation of Sources and the Development of a Researcher's Ideas by Directly Questioning the Materials Chapter 5: Media Literacy and the Role of Social Media Chapter 6: Metacognition, Assessment and Latitude: Measuring Growth * PART II. STUDENT WORKSHOPS Prelude to a Research Project * Research in the Initiation Stage of the Information Search Process Workshop 1: What Are the Humanities and Why Study Them? Workshop 2: The Assignment Workshop 3: Encouraging a Variety of Sources and Formats Workshop 4: Hunting for Information and Browsing for Ideas * Research in the Selection Stage of the Information Search Process Workshop 5: Coming Up with a Topic and Beginning to Ask a Question Workshop 6: What Is Culture and What Is Cultural Criticism? Workshop 7: Research in the Ubiquitous Media Environment Workshop 8: Searching for Humanities Sources Workshop 9: The Research Question Workshop 10: Responsibility to Academic Honesty and the Problem with Plagiarism Workshop 11: MLA Style and Formatting Paper Workshop 12: Taking Notes and Keeping Track of Information * Research in the Formulation Stage of the Information Search Process Workshop 13: Interrogating the Sources Workshop 14: Further Developing the Research Question into a Thesis: Using Ideas Uncovered While Interrogating the Sources Workshop 15: How to Organize Your Borrowed Information Into an Outline Workshop 16: Filling the Research Holes * Research in the Presentation Stage of the Information Search Process Workshop 17: Writing the Paper Workshop 18: Writing a Conclusion and Creating a "Cover Page" Workshop 19: Preparing to Peer Edit the Draft * Research in the Assessment Stage of the Information Search Process Workshop 20: Protocols for Turning in the Research Paper and Learning Portfolio * Appendix A: Plan for Professional Development Workshop on the Guided Inquiry Approach to Teaching the Humanities Research Project Appendix B: SLIM Packet Materials Appendix C: Evaluation Samples and Rubric References Index

About the Author

Randell K. Schmidt is head librarian at Gill St. Bernard's School in Gladstone, NJ.Emilia N. Giordano is assistant librarian at Gill St. Bernard's School in Gladstone, NJ.Geoffrey M. Schmidt is director of curriculum and instruction at Phoenix Charter School in Springfield, MA.

Reviews

" It could be useful for those of you working closely with first-year composition instructors. Hopefully more high school students will experience these types of projects and come to college ready to push even further." - The Ubiquitous Librian
"[C]learly explained. Emphasis is placed on the collaboration of students, teachers, and school librarians; and on the role of the school library as the 'hub of an information network.' This is a valuable tool for preparing high school students for research projects in high school and college." - VOYA

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