- n ELA and HST, using advanced searches effectively; assessing the usefulness of each sourceI
in answering the research question (W/WHST.9–10.8); assessing the strengths and limitations
of each sources in terms of the task, purpose, and audience (W/WHST.11–12.8); integrating
information into the text selectively to maintain the flow of ideas, including footnotes/endnotes
(W/WHST.9–12.8); and avoiding overreliance on any one source (W/WHST.11–12.8) - In ELA, delineating and evaluating the reasoning in seminal U.S. texts, including the application
of constitutional principles and use of legal reasoning and the premises, purposes, and
arguments in works of public advocacy (RI.11–12.8) - In HST, evaluating an author’s premises, claims, and evidence by corroborating or challenging
them with other information (RH.11–12.8) - In HST, integrating information from diverse sources, noting discrepancies among sources
(RH.11–12.9); synthesizing information from a range of sources in to a coherent understanding
of a process, phenomenon, or concept, resolving conflicting information when possible (RST.11–
12.9)
The Model School Library Standards for California Public
Schools (CDE 2011) identify a number of competencies that can
support students in their research efforts. Teacher librarians and
teachers help high school students generate research questions
(Library.9–12.1.2a); use a variety of search engines and other
advanced technology to locate information (Library.9–12.1.3.a-l);
use information responsibly (Library.9–12.3.1); analyze
information from multiple sources (Library.9–12.3.2); and analyze
and interpret results of experiments, surveys, and interviews and
more (Library.9–12.3.3). Lastly, the library standards ask students
to demonstrate ethical, legal, and safe use of information
(Library.9–12.3.1) and define and defend the need for intellectual freedom (Library.9–12.3j)—values
essential to effective research and preparation for college, careers, and civic life.
The CA CCSS for ELA/Literacy and the CA ELD Standards require students to engage with complex
texts to build knowledge across the curricula. When provided with differentiated instruction using
informational text, ELs can acquire and practice using academic language in different content areas,
including linguistic structures and strategies for organizing text and communicating ideas, as well as
domain-specific words and phrases. Reading informational text and engaging in research can help ELs
acquire academic language and build their disciplinary knowledge. In relation to engaging in research
specifically, instruction can
- Encourage students with first language literacy backgrounds to draw upon this resource to help
them locate, evaluate, and analyze information (e.g., by pairing grade-level texts in their native
language with texts in English at or above their reading level in English). - Assist students in selecting reading and drafting strategies appropriate for varied research tasks
(e.g., using different types of notetaking templates for different types of text). - Teach students how not to plagiarize. Provide explicit guidance on the conventions of textual
ownership and citations in U.S. academic settings, alongside clear yet critical explanations of the
purposes these conventions serve. - Create opportunities that allow ELs to learn research processes by participating in teacher
guided and collaborative endeavors before attempting research independently.
The Model School
Library Standards for
California Public Schools
identify a number of
competencies that can
support students in their
research efforts.Grades 9 to 12 Chapter 7 | 711