The Argument for Databases

Points of View Reference Center

Ohio Educational Library Media Association (OELMA) Conference Proposal
Primary Speaker Information
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Name: Valerie McEnroe
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Institution: Beijing City International School
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Business Address: ! 77 Baiziwan Nan Lu
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Chaoyang District
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Beijing, PRC 100022
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Work Phone: 8610-8771-7171
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Fax #: 8610-8771-7778
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Email Address: vmcenroe1@gmail.com
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Home Address: ! 6 Chaoyangmenwai, Central Park, Tower 9, 2901
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Beijing, PRC 100020!
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Home Phone: 86-186-1107-0784
Strands
1. Informational Resources, Technological
Infrastructure, Reading Resources, Instructional
& Management Information about School Library
Media programs

Electronic Resources, Multimedia, Acceptable

Usage Policies,Virtual Libraries
2. Guideline 5: Information Literacy Library Usage,
Copyright/Responsible Use, Intellectual
Freedom, Research Process, Life-Long Learning

2. Formational Information, Technology & Media

Literacy, Reading Encouragement

3. Guideline 6: Technological Literacy Electronic

Information Formats, Internet Searching, Usage
of Electronic Resources & Multimedia Tools

3. Transformational Knowledge Creation, Use,

Production, Dissemination & Values

4. Guideline 7: Media Literacy Communication

Competencies & Critical Thinking Skills to
Access, Evaluate, Communicate Information
through Media

Guidelines
1. Guideline 4: Library-based Technology Assistive
Technology, Automation, Network Delivery of
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Intended Audience

The program is designed for middle and high school teachers in all subject areas.

Audio Visual/Room Setup

A smartboard will be set up at the front of the room so the audience can view the instructors
computer throughout the training. Wifi access is desirable for those participants who would like to
use their laptops during the self-guided practice.
Program Title

The Argument for Databases: Points of View Reference Center

Program Description

The purpose of the program is to familiarize teachers with one specific database, Points of View
Reference Center. During the session, teachers will learn how to use the database and then discuss
practical ways they can incorporate the database information into high-tech, high quality lesson plans.

Program Rationale

Databases provide some of the most precise, reliable information sources available to students.
Unfortunately, students find database searching to be a cumbersome and frustrating task. Though they
are told again and again that web sources are unreliable, they are willing to risk reliability in exchange
for ease of use.
Points of View Reference Center is a practical database that is useful to all subject areas. This
database lists hundreds of topics and provides an overview, point, counterpoint, critical analysis guide,
audiovisual materials, and a searchable database of hundreds of articles on each topic. It supports
state curriculum standards by promoting research skills, critical thinking, and persuasive writing.
Students will find this database more useful than Google for analyzing the opposing viewpoints of
arguments.
Goals and Objectives
The goals of this program are to provide teachers an introduction to the usefulness of the Points of View
Reference Database, give them an opportunity to practice using the database, and suggest practical ways to
incorporate the database into lesson plans.
By the conclusion of the program teachers will be able to:
1. Login to a database host to access Points of View Database.
2. Describe the overall purpose and features of the database.
3.

Use the database to locate documents on a chosen topic.

4. Create an account to save notes and documents.

5. Use the database in the creation of lesson plans.

Outline
Introduction (5 min):
Welcome participants.
Pass out handouts.
Briefly discuss article Internet or Database? (Handout)
State the objectives and topics to be covered.
Give a brief overview of databases.
Login to database host and select the Points of View Reference Center database.
Training (25 min):
Go over the features of the homepage, especially the organized list of topics.
Choose a topic and go to the topic homepage.
Point out the main features of the homepage: point, counterpoint and critical analysis documents.
Direct attention to the sample critical analysis handout. (Handout)
Demonstrate how to use limiters to find additional articles. Briefly demonstrate the use of Boolean
operators in the search box. (Handout)
Point out the citation and save features.
Practice (10 min):
Give teachers the scavenger hunt handout to use with students if they choose. (Handout)
Assign a mini independent exploration activity.
Lesson Plans (15 min):
Give teachers the handout with practical suggestions for lesson plans. (Handout)
Go to several of the highlighted sites, so that teachers can see the actual lesson plans.
Closing (5 min):
Restate the objectives and reinforce key points.
Solicit questions.
Hand out evaluation form.

Program Details
The program will be conducted in a school library for middle and high school teachers. There will be a
smartboard available so that the database host site can be accessed and the participants can follow along
through the database demonstration. Teachers will also have their own laptops to follow along. All handouts
will be distributed at the beginning of the presentation. A sampling of presentation screen shots follows.

Introduction

Welcome everyone. Discuss handout titled Internet or Databases? (see handout #1). by S. Brisco. State the
rationale and objectives for the program. Give a brief overview of databases and specifically of the Points of
View database. Direct the teachers attention to the smartboard to follow the demonstration. From the
library homepage, click on the database host icon and login. From the list of databases choose the Points of
View database.

Training

Take a minute to browse the alphabetical list of main topics and subtopics. Teachers will likely be amazed that
there are around 350 topics from which to choose. Click on a topic.
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The articles homepage will automatically bring up an overview article on the topic. Scrolling to the bottom
will show a bibliography of sources for books, periodicals and websites. Point out the features in the sidebar.
The Point and Counterpoint icons will bring up articles similar to the overview article that present the
opposing views. The Guide to Critical Analysis is a document that guides students through the process of
analyzing the opposing views and differentiating fact from fiction (see handout #2).

Point out the limiters on the left side of the screen. Clicking on a source type automatically brings up articles
using the databases prewritten Boolean phrase. Users can use the provided Boolean search phrase or create
their own if the results are not adequate (see handout #3). They can also use other limiters in the advanced
search.

Click on the magnifier icon to quickly view the articles abstract and related subject terms. Click on the file
icon to print, email or save the article.

One of the highlights of this database is that it makes keeping track of your research a breeze. All you have to
do is create an account. Once you have an account, you will be able to save articles to a folder and create
notes for them. The next time you login they will be waiting for you. You can also copy and paste the
bibliographic citation by clicking on the Cite icon.

Practice

Give teachers the EBSCO scavenger hunt activity sheet as an example of how they can teach students to use
the database (Handout #4). Assign a short task so that teachers can see for themselves how the database
works. Ask them to choose a topic, write down the point and counterpoint, and find one interesting article on
the topic. Choose 1-2 teachers to share their results.

Lesson Plans

Now that teachers are familiar with the features of the database, they will need some ideas about how to
implement it. Distribute and discuss the suggestions on the lesson plan handout (handout #5). Spend a few
minutes visiting several of the websites to give teachers a better idea of whats available to them.

Closing and Evaluation

Restate the rationale and objectives for the session. Reinforce key points. Solicit questions. Hand out
evaluation form and ask for honest feedback (handout #6). Collect forms. Thank teachers for coming.

10

Bibliography
Journal Articles

Gonchar, M. (2014, February 7). For the sake of

argument: Writing persuasively to craft short,
evidence-based editorials [Web log message].
Retrieved from http://learning.blogs.nytimes.com

Badke, W. (2013). Pushing a big rock up a hill all

day: promoting information literacy skills. Online
Searcher, 37(6), 65-67.

OCLC (2014) Search Guidelines. OCLC. Retrieved

from http://www.oclc.org/support/help/worldcat/
Content/Searching/guidelines.htm

Barack, L. (2014). Good research habits pay off.

School Library Journal, 60(9), 14.
Brisco, S. (2006). Internet or databases? Library
Media Connection, 24(5), 44-45.

Miller, S. (2011). 50 ways to use twitter in the

classroom [Web log message]. TeachHUB. Retrieved
from http://www.teachhub.com/50-ways-use-twitterclassroom

Williams, T. D., Crimble, B. J., & Irwin, M. (2005).

Teachers' link to electronic resources in the library
media center. Knowledge Quest, 33(4), 26-29.

Nankani, S., & Ojalvo, H. E. (2010, May 17). Great

debate: Developing argumentation skills [Web log
message]. Retrieved from http://
learning.blogs.nytimes.com

History databases support student learning. (2009).

American Libraries, 40(12), 57.
Stroud, S. (2011). Not-so-extreme makeover. T H E
Journal, 38(3), 18-20.

Rock your world. (2013). Rock your world.

Retrieved from http://www.rock-your-world.org

Websites
Davis, M. (2014, February 26). Social media for
teachers: Guides, resources and ideas [Web log
message]. Edutopia. Retrieved from http://
www.edutopia.org/blog/social-media-resourceseducators-matt-davis

Photographs
Pics4Learning. 9 Oct 2014 <http://
pics.tech4learning.com>

Dunn, J. (2012). The teacher's guide to pinterest

[Web log message]. Edudemic. Retrieved from
http://www.edudemic.com/guides/the-teachersguide-to-pinterest/
EBSCO Information Services. (2013). Points of view
reference center trainer guide. Retrieved from http://
support.ebsco.com
EBSCO Information Services. (2013). Points of view
reference center scavenger hunt. Retrieved from
http://support.ebsco.com

11

Handout #1

Animal Experimentation: Guide to Critical Analysis

This guide is intended to help you evaluate the controversial topics provided in EBSCO Publishing's
Points of View Reference CenterTM. Using this analysis will enhance your ability to read critically,
develop your own perspective on the issue of animal experimentation, and write or debate an effective
argument on the topic.
Before You Read
In a single sentence, state what you currently think is the controversy surrounding animal
experimentation.
On the opening screen, Browse by Category, click on "Animal Welfare," and then click on "Animal
Experimentation."
View the Result List of four records on the Points of View tab that includes this guide.
Each topic in Points of View Reference Center has three main Points of View essays. While there may be
many opinions on the issue, these essays are designed to provide a base from which you may engage in
further analysis:
The Overview provides general background information on the issue. The Point essay presents one
opinion on the issue in a persuasive position essay. The Counterpoint essay offers an alternative or
opposite view of the issue.
As You Read
Reading all three essays will enable you to better understand the controversy, providing a foundation from
which you can broaden your knowledge of the topic.

Read the Overview, Point and Counterpoint essays. You will be able to move between the Overview, the
Point and the Counterpoint essays by clicking on the colored rectangles in the sidebar featuring the
Points of View icon.

Take notes on the main ideas. Start by printing out the essay and highlighting the main ideas and
circling key words.

Review the terms in the Understanding the Discussion section of the Overview.
Organize your ideas. Click on article "Organize Your Ideas Visually" on the sidebar. Use one of
the graphic organizer templates provided to break the essay down into its main points.
Judge Fact and Opinion
Click on the sidebar article titled "Judge Fact vs. Opinion" and review.
FACTS

Facts are statements that can be proved true or false.

Facts tell what actually happened.
Facts tell what is happening now.
Facts state something that can be easily observed or verified.

Handout #1

OPINIONS

Opinions are statements that cannot be proved true or false because they express a person's thoughts,
beliefs, feelings or estimates.
Opinions express worth or value.
Opinions tell what should or should not be thought or done.
Opinions are based on what seems true or probable.

Note the difference between the following facts and opinions:

Example 1:
Fact: About 95 percent of the animals used in medical research are mice or rats.
Opinion: Most people see mice and rats as verminthreats to public healthand have no objections to
their routine extermination in food storage areas or housing. Yet, some of these same people call for bans
on the use of these animals in medical experiments. Such a response seems illogical and hypocritical.
In this example the opinion suggests that objecting to medical experiments but not routine
extermination is "illogical" and "hypocritical," characteristics that cannot be measured and that are
open to different interpretations.
Example 2:
Fact: Laws such as the Animal Welfare Act regulate the treatment of laboratory animals.
Opinion: People who conduct animal research are motivated by a desire to prevent suffering, so they
take extra precautions to ensure that their lab animals don't suffer.

In this example, the opinion makes the assumption that all animal researchers are motivated by a
desire to prevent suffering, a generalization that cannot be proved.
Example 3:
Fact: Human beings are more intelligent and advanced than any other animal species on Earth.
Opinion: Being the dominant species on the planet does not grant humans the right to use other animals
for their own benefit.
In this example, the opinion states a personal belief that cannot be proved.
Example 4:
Fact: Cosmetics are commonly tested on animals to find out if they will injure or irritate the skin or eyes.
Opinion: It is cruel to subject animals to potentially harmful substances simply to cater to humans' vanity
about their appearance.
In this example, the opinion pronounces cosmetics testing on animals to be "cruel," a
characteristic that cannot be precisely measured. The opinion also passes judgment on the
practice of using cosmetics, suggesting that preventing potential suffering of animals is of greater
importance than the human desire to use cosmetics.
Based on the criteria listed above, select:

Three fact statements from the Point essay on animal experimentation

Handout #1

Three opinion statements from the Counterpoint essay on animal experimentation

LOOKING DEEPER INTO ANIMAL EXPERIMENTATION
You will see several links in the Related Items box on the right hand side of the screen. Exploring these
added features will enhance your understanding of the topic you're studying.

Click on one of the photos in the Related Items and record your reaction to the picture you chose. Did
viewing this picture change your current view on animal experimentation? How?

Under the What the Experts Say tab, click on the link and read the article provided. Is the author of this
article promoting the same argument put forth in the Point or the Counterpoint essay? If the writer is
supporting a new viewpoint on the topic, what is it?

The Result List also offers many other kinds of research articles, such as Periodicals, Newspapers,

Reference Books, etc. Click on one of these tabs and read one of the articles. What source tab did you
use and what is one benefit of using this type of source? What is one drawback? What new information
did you learn from reading this article?
YOU DECIDE
Based on the readings and review of the Related Items offered, consider the Point and Counterpoint
essays in light of your own set of personal values.
Reflect on which arguments about animal experimentation you accept: Point, Counterpoint, or a
completely different argument. For you, what is the single most compelling argument regarding
animal experimentation, and why?
Write an 800-1,000-word essay response to the above question that contains a thesis statement and 2-3
supporting arguments. See "Writing a Thesis Statement" and "Writing a Persuasive Essay" on the sidebar
for tips on how to write your essay.
Use facts from other resources found in Points of View Reference Center, other than the
Overview, Point, and Counterpoint essays. See "Judge Fact vs. Opinion" on the sidebar to help
determine the value of the information you find.
Investigate some of the sources cited in the Bibliography at the end of each Point of View essay
to see what kind of sources those authors consulted.
For website information, first review the article titled "Evaluate a Website" on the sidebar. Use the
information you find there to guide your decisions on which site's information would add value to
your essay.
Suggest ways in which the controversy surrounding animal experimentation could be resolved.
See these other Points of View "How To" topics for additional help. They can be found on the sidebar of
each essay.

Writing a Topic Sentence

Taking Good Notes
From Notes to Outline
Visual Ways to Organize Your Ideas Writing a Conclusion
Citing Sources
Creating a Bibliography

Handout #1

Writing a Research Paper

DEBATE IT
Debate the issue. To create an effective debate, refer to the tips offered in the "Debate Strategies," "Give
an Oral Presentation," and "Start a Debate Club" articles in the sidebar.
Have someone else read either the Point or the Counterpoint essay on animal experimentation. Imagine
you are facing this person in a debate setting. Take notes on the points (contentions) you would make to
oppose the arguments (rebuttals).
When the speaker is finished, respond to the arguments presented with opposing arguments, pointing out
any contradictions you may have heard.

Points of View Reference Center (2014). Animal Experimentation: Guide to Critical Analysis.

Handout #2

Improve Searches With Boolean Logic

OCLC (2014) Search Guidelines. OCLC. Retrieved from http://www.oclc.org/support/help/worldcat/

Content/Searching/guidelines.htm

Handout #3

Points of View Reference Center

Instructional Tour and Scavenger Hunt
Name: ______________________________________ Date: ______________
You are about to embark on a self-guided tour and scavenger hunt through EBSCOs Points of View
Reference Center (POV). This exercise is a fun, simple way to show new users this powerful research
tool. Follow the instructions and answer all of the bolded questions or fill in the blanks. Please ask your
instructor if you need access information or assistance. Enjoy!
1. Take a look at the Points of View Reference Center home page, pictured below.

Name 5 features or functions you see on your screen:

a. ____________________________________________
b. ____________________________________________
c. ____________________________________________
d. ____________________________________________
e. ____________________________________________

Points of View Reference Center Scavenger Hunt

Page ID #7222 | EBSCO Information Services | February 2014
Find tutorials, FAQs, help sheets, user guides, and more at http://support.ebsco.com.

2. Locate the In the Spotlight panel to the right of your screen. This panel highlights a current issue of
interest. What topic is featured today?
3. Locate the Find field. Type dress codes in the Find field. Click Search. A result list of Points of View
articles is displayed. These include articles titled Point and Counterpoint, each representing a
different side of a current issue.
How do you feel about school uniforms? Read through both the Point and Counterpoint articles.
Which one do you most agree with, and why?

4. When researching a controversial topic, its important to find sources

that are neutral and informative in addition to sources representing
either side. POV makes it easy to refine your search to help you find an
array of articles that can help supplement your research. Locate the
facets in the left-hand column. The look like the picture at right.
Clicking one of these facets will limit your result list to include only the
type of source selected. Click Newspapers. This will display a list of
newspaper articles about school uniforms.
5. Now, locate the Relevance dropdown menu just above the result list. It
looks like the picture below.

Points of View Reference Center Scavenger Hunt

Page ID #7222 | EBSCO Information Services | February 2014
Find tutorials, FAQs, help sheets, user guides, and more at http://support.ebsco.com.

This is another tool you can use to organize your results. Other than relevance, what are your
sorting options?
a. ________________________
b. ________________________
c. ________________________
d. ________________________
6. Choose the Date Newest option. This will organize your results so that the most recent articles are
listed first. This can help you make sure youre getting information from up-to-date sources.
Click on the title of the first article listed and open the full record. Write down the following:
a. Title of Article: _______________________________________________________________
b. Name of Author(s): ___________________________________________________________
c. Title of Source: ______________________________________________________________
d. Date of Publication: ___________________
e. Lexile Reading Level: ___________________
7. Lets try another kind of search. Click on the POV logo at the top left of your screen to return to the
home page. (Remember, you can use this feature any time you want to start over). Below the Find
box, youll find the Browse by Category section. This section can guide you in your research by
allowing you to browse through current issues by category.
Click on the Energy & Conservation heading. This will bring you to a list of subtopics you can browse
through. Choose one that youre interested in learning about.
Which topic did you choose? ________________________________________________________
Browse through the Point and Counterpoint articles about the topic, as well as the Overview and
Guide to Critical Analysis.
a. Which side of the argument do you most agree with?
__________________________________________________________________________
__________________________________________________________________________
b. Which argument did you find the most compelling?
__________________________________________________________________________
__________________________________________________________________________

Points of View Reference Center Scavenger Hunt

Page ID #7222 | EBSCO Information Services | February 2014
Find tutorials, FAQs, help sheets, user guides, and more at http://support.ebsco.com.

8. Lets check out some more helpful features of POV. Return again to the home page. Locate the
Reference Shelf box at the right of your screen.

The links inside this panel allow you to quickly access tools that can help you with your research.
Click the See all research guides link. A comprehensive list of research tools is displayed. Name
two more tools you can use to help you with your research:
a. ____________________________________________________
b. ____________________________________________________

Congratulations, youre finished! Feel free to explore POV on your own to find more helpful features
and interesting content. Remember to ask your teacher or instructor if you have any questions!
Note to instructors: Because the vast majority of questions have no single correct answer, no answer
key is provided.

Points of View Reference Center Scavenger Hunt

Page ID #7222 | EBSCO Information Services | February 2014
Find tutorials, FAQs, help sheets, user guides, and more at http://support.ebsco.com.

Handout #4

Persuasive Argument Lesson Plans

Going Beyond the Database
www.rock-your-world.org

Website description:
ROCK YOUR WORLD is an innovative website that teaches students to take action on the issues they
care about by creating videos and writing persuasively. Complete lesson plans include handouts and
instructions for:

Creating public service announcements

Developing campaigns
Producing documentaries
Writing commentaries
Writing letters

http://learning.blogs.nytimes.com
Website description:
The New York Times Learning Network is a blog that uses news content to create weekly innovative
lesson plans about current events. Sign up to have lessons automatically delivered to your email.
Some of the lessons you will find are:

Writing a newspaper editorial

Participating in a debate
Participating in hashtag activism
Participating in a Socratic seminar
Persuading an audience using logic or emotion

www.edudemic.com
www.edutopia.com
www.teachhub.com
www.theedublogger.com
Website description:
These educational blogging websites are full of ideas for incorporating social media into classroom assignments. Using social media, students can inform the public of the controversial issues they have
studied. Teachers can sign up via email to receive new blog postings. Provides ideas and instructions
for using:

Twitter
Facebook
Pinterest
Instagram
Blogs

Handout #5

Evaluation Form
Name of inservice training: _________________________________________________________
Date: ______________________ Instructor: ___________________________________________
Please take a moment to rate the training you received.

How useful did you find

the training?

Excellent

Good

Average

Poor

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Comments:

How knowledgable was

the instructor?
Comments:

How useful were the

handouts?
Comments:

How helpful was the

pacing of the session?
Comments:
How prepared are you to
use the PoV database?
Comments:

How likely are you to use what you learned in your teaching?

Adapted from:
Training Session Evaluation Form
EBSCO Information Services | Page ID #6474 | Last update: March
2013