Build a Bibliography Lesson Plan

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Time
Year Level
Prerequisites
Materials [This lesson plan is supported by the Build a Bibliography Teacher Resource.]
1 lesson
9 - 10
Before undertaking this lesson students will have demonstrated: an understanding that written texts contain conventional elements; the ability to read complex texts; a beginning level of critical discussion; and a beginning level of self-directed learning.
It is recommended that before undertaking this lesson students complete the complementary lesson Identifying the Source Lesson Plan.
Overhead display or whiteboard.
Lucas Clothing Factory wiki page.
Eleanor Lucas wiki page.
Lucas Girls wiki page.
Word processor or workbook and pen.
A small selection of books for demonstration purposes.
Description
Recording references in a professional manner underpins the ability for researchers to explain and validate their interpretations of historical events. In this lesson students will explore this notion by: individually altering a given reference list to a different referencing style; individually identifying the difficulties in fulfilling this task; sharing their reasons; engaging in critical discussion in order to generate a list of ways these difficulties may be overcome; then responding to set questions and prompts to produce their reflection on learning.
Curriculum Connections
At Year 9 level students develop a historical argument that identifies different possibilities in interpretation and argues a particular point of view with consistent reference to the evidence available. At Year 10 level they continue to build on their ability to argue with consistent and specific reference to the evidence available.
Program
This lesson is part of the Create a Publicity Brochure for the Lucas Clothing Factory in 1919 program.
Theme
This lesson is part of the Skill Builder theme.
Learning Outcomes
By the end of this lesson students will: understand that different forms of referencing include different details; be able to identify key details of referencing that should always be included; understand in which circumstances these key details should be included; be able to use a chosen referencing style; and be able to express judgment of their own and fellow learners' value of information and ideas.
Activity Type
Students will engage in activities that allow them to build their knowledge (through reading texts, group discussions and data-based inquiry) and to express their convergent knowledge (through answering questions).
Thinking skill developed
This lesson will involve students in lower level thinking involving observation(through a teacher-lead explanation of the chosen citation style) and collection and organisation of data (through identification and listing of sources within the text).
Assessment Type
Students will be assessed on their demonstration of complicated skills, including: information processing skills; and their ability to find relevant information.


Contents

Lead in

Introduction to the project that will follow on from this lesson. e.g. Create a Publicity Brochure for the Lucas Clothing Factory in 1919.

Brief explanation that before starting the project the group needs to ensure that everyone has the skills necessary to complete a bibliography/reference list in the chosen citation style.


What do students know?

Teacher-lead discussion using the following questions...

  • Question 1: What is a bibliography/reference list? (Use the term appropriate to the chosen citation style.)
  • Question 2: When we make our own bibliography/reference list, what do we list in it? (Use your small selection of books to demonstrate the key concepts: footnotes; endnotes ; bibliography/reference list; further reading.)

Introduce the reference style you want the students to use. (You may want to create a brief handout - as online style guides tend to be long and time-consuming to use.)

Activity

Introduction and motivation

[Students need to be able to see the Lucas Clothing Factory wiki page - an overhead display would be preferable, but individual computers will work.]


Briefly - have students call out references from within the footnotes, endnotes (if there are any), bibliography/reference list, further reading.

Introduce the secondary concept - hyperlinks as embedded references.


[This task needs to be saved for inclusion with the reflection on learning.]

On their own, students are to change the Lucas Clothing Factory reference list from the wiki page format to the selected reference style.


[Without conversation students need to write their answer to the prompt...]

  • Prompt: Changing the references from the wiki page format was difficult because... (Students must identify at least one reason.)

Exposure to conflict situations

On an overhead display or whiteboard record every reason that students have identified as making it difficult to change the references from the wiki page format to the chosen reference style.

Construction of new ideas

Students to participate in a structured critical discussion of how the identified problems could be overcome.

  • Question 1: (To the students who supplied the reason.) Was the problem to do with the wiki page reference or the bibliography style you were changing it to? (Ask for explanation of the problem. e.g. the wiki page listed only the author and URL, but not the accessed date.)
  • Question 2: (To the other students.) Did anybody else find a way to deal with this problem?
  • Question 3: (To all students.) Are there other ways this difficulty may have been overcome?

Evaluation

[Students to add this to their document/workbook - to be submitted with their reflection on learning.]


  • Question 1: What are the key details within other people's references which may not be in our chosen referencing system?
  • Question 2: What are the key details within our chosen referencing system which may be difficult to find in other references?
  • Question 3: Can we agree on a set of standards for dealing with these problems for our future projects?

Application of new ideas

Students to use the agreed set of standards to create a bibliography/reference list in the chosen style for the references on the Eleanor Lucas and Lucas Girls pages.

Reflection on learning

[Recommended to be used as a homework task.]


Students to write a reflection on learning by responding to the following questions and prompts...

  • What ideas did other students express about the difficulty of changing references (from the wiki page style to the chosen reference style) with which I agree? Why?
  • What ideas did other students express about the difficulty of changing references (from the wiki page style to the chosen reference style) with which I disagree? Why?
  • My understanding of bibliographies/reference lists has changed in these ways...
  • The group discussion has helped my understanding of bibliographies/reference lists by...

Closure

Explain how the work done in this lesson will be used in the project - and briefly introduce what will be happening in the next lesson.

Individualising learning

Remedial

For students with low reading and comprehension abilities, it is suggested that the individual exercise be modified in the following way...

Choose 2 or 3 of the references that are most like the chosen reference style for the project.

Have students label the parts according to the generic template you have provided on the hand-out. (e.g. Author surname, Author firstname. (Date). Title of Source. Place of publication: Name of publishing company, Year of publication.)

Then have them re-write them in the correct order.


Prepare them for the critical discussion with these questions...

  • Are these parts always obvious for you to find? (Hints: If you don't know the name of the place is it always easy to tell which is the 'Place of publication'? Is the 'Title of Source' printed differently?)

Extension

Have students write a critique of the 'References' list on the Lucas Clothing Factory wiki page - explaining the strengths and weaknesses of the way these references are written.

Assessment

4 3 2 1
Information processing skills Demonstrates attention to detail and consistency - all references written properly in the chosen referencing style. Demonstrates attention to detail - nearly all references written properly in the chosen referencing style. Demonstrates some attention to detail - 3-4 references written properly in the chosen referencing style. Demonstrates poor attention to detail - less than 3 references written properly in the chosen referencing style.
Find relevant information Identifies all parts of references and demonstrates an understanding of their function. Includes convincing explanation of the difficulties encountered changing between referencing styles for all reasons identified by the group. Identifies all parts of references and demonstrates an understanding of their function. Includes explanation of the difficulties encountered changing between referencing styles for some of the reasons identified by the group. Identifies most parts of references and demonstrates an understanding of their function. Includes explanations of the difficulties encountered changing between referencing styles for some of the reasons identified by the group. Identifies some parts of references without demonstrating an understanding of their function. Includes no explanations of the difficulties encountered changing between referencing styles.

Review Suggestions

Student Engagement Did time management allow for proper communication between students and teacher? Did activities allow students to practice critical skills?

Student-centred teaching Did the lesson cater for the needs of all students? Could feedback and assessment have been improved?

Links to next lesson

Create a Publicity Brochure Lesson Plan

Internal Links

Understanding the Activity Types

Understanding the Assessment Types



--Beth Kicinski 13:58, 12 June 2012 (EST)
Retrieved from "http://bih.federation.edu.au/index.php/Build_a_Bibliography_Lesson_Plan"
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