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ideas and tips for great lessons from the  WWW (wonderful words of the web)
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Rescooped by Louise Robinson-Lay from Information and digital literacy in education via the digital path
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Scaffolding the Research Process

Presentation from Internet Librarian West on strategies for supporting students in the library research process; based on Carol Kuhlthau's model

Via Elizabeth E Charles
Louise Robinson-Lay's insight:

This is an important skill for students to learn. This slides how is a great step-by-step approach to teaching it.

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Lourense Das's curator insight, January 13, 2014 1:11 PM

PPT on the internet and the research process: all the basics and more

Glenda Morris's curator insight, April 8, 2014 3:06 PM

Presentation relating to the research process

Rescooped by Louise Robinson-Lay from 21st Century Information Fluency
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The 6 Best Online Bibliography Tools

The 6 Best Online Bibliography Tools | Edumathingy | Scoop.it
If helping your students write papers is a part of your school day, you probably already know that there are enough issues to focus on without having to spend a lot of time teaching your students how to build a bibliography and correctly cite their sources. Your time is likely better spent helping create a focused, concise piece of work that uses excellent grammar and sentence structure.
Via Dennis T OConnor
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Rescooped by Louise Robinson-Lay from eBooks & eReaders for Libraries
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Middle school boys who are reluctant readers value reading more after using e-readers

Middle school boys who are reluctant readers value reading more after using e-readers | Edumathingy | Scoop.it
"Middle school boys rated reading more valuable as an activity after two months of using an e-reader, according to a new study."
Via Heather Stapleton, Fran Hughes, Sandra Mason
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Rescooped by Louise Robinson-Lay from Boys and Reading
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Reading and Gender: A Brief Guided Tour of my MA Dissertation ~ things mean a lot

Reading and Gender: A Brief Guided Tour of my MA Dissertation ~ things mean a lot | Edumathingy | Scoop.it

"The relationship between gender and reading is a topic that interests me greatly, but I found many of these conversations extremely frustrating because they never seemed to move beyond gender essentialism. The assumptions behind most of them were that boys and girls “naturally” have completely different interests; that “boys” and “girls” are homogeneous categories and that gender trumps any other factors such as socioeconomic background, ethnicity or sexual orientation (not to mention, you know, personality); and that what’s scaring teen boys away from reading..."


Via Heather Stapleton
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