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周四,2019年2月7,

传记与数据库井字棋

与新genrified传记部分(见earlier blog post), it was time to get students into the shelves. . . but for what purpose? Knowing that research and database work was part of the Literacy Studies class, why not combine the two? Thus, Biography/Database Tic-Tac-Toe was born!

之前,学生居然开始了自己的井字棋页面上工作,我们花了上课的时候讲的传记如何搁置,我们如何修改,以我们的传记类。一周节课的时间被安排围绕一个排序活动,其中将确定哪一类学生一本书应该放在和原因。18新利在线娱乐手机版


Intentionally, I chose books about people who could easily fit into more than one of our new biography categories. Does Anne Frank belong in World War II/Holocaust? Authors? Perseverance? Famous Women? What about Sally Ride? Astronaut or American History? The most surprising revelation to come out of the activity was related to a biography of Louis Braille. Only 3 of the 18 student groups placed him in the Perseverance category where the book was shelved. Instead, groups overwhelmingly put him in the Scientists/Inventors groups. Since the point of genrifying the biographies was to make them more accessible to students, I made the switch. If students believe Braille is more recognized as an inventor, then the biography should be relocated.

Next, it was time to introduce the actual assignment. Students first took a look at what was expected of them:
作为理解的支票,学生完成了3-2-1认为,对股活动。通过讲义阅读后,他们写了三件事情:
  • 3 main ideas about the tic-tac-toe assignment,
  • 2各种各样的事情,他们需要找到他们将使用该项目的人,
  • 1question they have.


Next, it was time to explore the biography bookshelves and the databases themselves. This gave students some time to browse the new arrangement of the biography collection, in addition to some time in databases they may not have used previously. Classes broke into two groups, and students had directions to follow as they worked in both groups.

最后,是时候工作。学生记录他们的工作在谷歌课堂讲义,并在几天的走访过程各种数据库,熟悉它的搜索结果,以及如何找到并使用引文提供帮助。


由于学生在本月晚些时候完成他们的工作,我们将有一天,他们与同学分享他们的学习和反思自己的数据库工作。更多的学习来了!


周四,2018年12月27

A Bit of Biography Genrifying

最近,在一个图书管理员组在网上发布,一所中学图书管理员描述genrifying增加对那些特定的图书流通的希望她的传记部分。18新利在线娱乐手机版图书管理员建立了几个大类她的传记,重新整理成书的类别,并在时间仅在短时间内,她看到增加的循环。18新利在线娱乐手机版

我们自己的传记部分还看到流通受限,甚至与新游戏每年新增,传记留在库中的较小签出的流派之一。随着六年级传记项目后期处理这个春天,假期似乎是一个很好的时间去尝试一点点传记genrification自己。

首先,我们需要创建这些大类是我们的传记可能落入。其中包括一些“明显的”桩,像体育/运动员,作者和美国历史。其他类别包括世界领导人/政治家,二战/大屠杀,以及土著美国人。总而言之,12个大类涵盖的所有集合中的传记,以及收集的传记的一些。



Once all of the books were sorted into piles, it was time to reconfigure their places on the existing shelves. With a bit of rearranging to condense books from the reference section, the biographies are now expanded on the shelving. Some of the section appears below.




该genrification过程的唯一的一块剩下的就是标牌,敬请期待!我们也是在文化研究类活动的规划阶段学生重新引入到传记集合。更多的惊喜!